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Centers for Academic Support

Drake Center for Academic Support

The Drake Center for Academic Support encourages students to make use of academic support. Using academic support resources helps students clarify, elaborate, or improve their approach to assignments, and often gives students more self-confidence in their ability to meet the expectations set out by their professors. The Drake Center is staffed by faculty and professional staff who are trained to work with students who learn differently. Whether students wish to schedule a one-on-one appointment, work independently in a structured study environment, or work independently with added prompting for sustaining attention, the Drake Center is enthusiastic about meeting student needs.


Launch East Academic Building

Types of Support

Writing, Reading, and Study Skills Support

  • One-on-one sessions of 30 to 60 minutes per day with experienced Landmark College faculty or staff.
  • Support with all aspects of writing, organizing time and materials, active reading/volume reading, critical thinking/reading, note taking/revision, test preparation/taking, and strategizing for academic success

Educational Technology

  • One-on-one support with Kurzweil, text to speech software
  • One-on-one support with Dragon, Naturally Speaking, speech to text software
  • One-on-one support with applications that support time management, active reading, research skills, and test preparation

Independent Work Support

Students often find that working independently in the DCAS helps them motivate, persist, and complete tasks especially in an environment where everyone is serious about completing class assignments.

Independent Work Support Plus Prompting/Guided support

Students who benefit from having external reminders for attention and focus find that working independently with a staff member prompting them when attention wanders is helpful in staying on task and completing work.


Through individual meetings, our trained staff work with students to establish academic goals as they engage in a process of experimentation and practice. Coaching is student-driven, supporting students to draw upon their own self-understanding and resourcefulness to create systems that will work for them.

Students request coaching for support with self-management related skills including the following:

  • Planning and prioritizing
  • Remembering to do intended tasks
  • Getting started
  • Sustaining motivation
  • Managing long term assignments
  • Following through
  • Balancing academics and social life

Students can work with their advisors on EF skills in addition to requesting appointments through the Drake Center for Academic Support.

Role of the Drake Center

  • To help students improve and refine their academic skills.
  • To help students practice collaborative communication.
  • To use a developmental approach in support sessions.
  • To support students in increasing their independence and confidence.
  • To help students practice self-advocacy.

The Drake Center for Academic Support is located in the East Academic Building on the 1st floor.

Hours during Fall & Spring Semesters

Monday–Thursday 11:30 a.m.–9:30 p.m.

Friday 11:30 a.m.–4:30 p.m.

Sunday 6:30 p.m.–9:30 p.m.

Appointments can be scheduled by going to the front desk in the DCAS, calling 802-387-6839, or emailing


Eric J.Moschella, Ph.D
Director of Academic Support

Eric Moschella has a Ph.D in education from Clemson University, and an M.A. in post-secondary student development and a B.A. in English from the University of Iowa. He has worked in a variety of leadership capacities in the areas of academic support, student success, and retention and persistence programs. His professional and research areas of interest are support for first generation and underrepresented students, UDL, and metrics of student success.

Other Academic Support Centers

These academic support centers, staffed by Landmark College faculty and staff, provide academic assistance and skill development for students outside the classroom.

  • The Computer Science Support Center provides academic assistance for computer science courses. The center is staffed by professional staff, faculty, and peer mentors.

    Types of support:

    • Students can schedule one-on-one or drop in time with computer science faculty
    • Students can work in the computer science labs on projects while being guided by peer mentors who have excelled in computer science courses.

    Students may use the computer science labs when classes are not taking place. These are located in the MacFarlane Center, Rooms 112 and 113. Hours are from 6 a.m. to 1 a.m. daily.

    For drop in support come to the MacFarlane Center, rooms 112 and 113. Hours vary each semester. Please check the schedule when the semester begins.

  • Math support is provided to students one-on-one, in groups, and drop-in. Some math faculty also designate specific office hours to support any math student. Students work with faculty with expertise in math, and with math work study students, students who have excelled in math courses, and can provide assistance for specific courses.

    Students who take advantage of math support use these support sessions to complete homework assignments, to prepare for tests, and to improve their math problem solving skills.

    Math support is offered Sundays–Thursday. Hours vary each semester. Check the schedule for math support at the beginning of each semester.

  • In addition to office hour appointments with individual faculty members, students are encouraged to visit the Science Support Center for support with their coursework. The Science Support Center is staffed by Landmark College science professors.

    No appointment is necessary! Come by to get individual help with your work, or just to have a quiet place to study.

    Support and instruction is available for all science-specific needs, including:

    • Writing lab reports
    • Textbook study
    • Vocabulary building techniques
    • Scientific writing

    EAB, Room 102

    Mondays and Wednesdays
    6–9 p.m.

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