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High School Online Dual Enrollment Program

Teacher smiles at student next to laptop

Discover how Landmark College's High School Online Dual Enrollment courses can give your students a head start in college. 

Our unique online dual enrollment model helps students who learn differently acquire college-level knowledge while learning independent skills for college success.

  • Online courses are taught by trained Landmark College instructors who understand executive function and other learning challenges.
  • Online instructors work closely with a school liaison onsite to ensure students have the requisite support and accessibility for an online learning environment.
  • Small class size helps customize the learning environment and make it personal.
  • Online instruction is integrated with college-level study skills and learning strategies. 

Which students benefit from taking high school dual enrollment?

  • Students enrolled in a “transition to college” track in high school who are seeking College Prep and First Year Seminar courses
  • Year 13 or “Gap Year” students
  • Students seeking college credits while in high school
  • Students interested in exploring targeted courses of interest
  • Rising juniors and seniors interested in short-term summer programs

How does the LC dual enrollment model support students with executive function challenges?

The dual enrollment program includes dedicated time during the school day for students to meet with an onsite school liaison who ensures that students understand navigation within a digital environment. The liaison works closely with the students to clarify technical and procedural hurdles that students typically have to resolve on their own in college. They learn about the accessibility of the Learning Management System (LMS) (in this case, Canvas), as well as netiquette and online accommodations. Students learn how to participate in synchronous and asynchronous discussions and learn about the multiple affordances of online learning in supporting individual needs, such as frequent communication with instructor via digital means, interacting with an online learning community of peers, add-on tech-based applications, and other supports for time management, organization, and self-regulation.

Why Landmark College?

Landmark College is a recognized international leader in the integration of Universal Design approaches with new understanding of neurodiversity. We understand the strengths and challenges of students who learn differently, including students with learning disabilities (such as dyslexia), ADHD, and autism spectrum disorder. Landmark College’s teaching practices are informed by the expertise of its faculty and Landmark College Institute for Research and Training (LCIRT) researchers, who work closely with educators at every grade level, within school districts and colleges nationwide, to inform our pedagogies and practices.

What types of courses are offered under the LC dual enrollment program?

The following foundational courses may be offered under the Landmark College High School Online Dual Enrollment program. Availability of a course listed below may vary from semester to semester. Each course is equivalent to 3 college credits. Landmark College reserves the right to make changes to course offerings during any semester, as needed.

Questions?

For more information about the High School Online Dual Enrollment program, including fees and application, contact the department of Educational Technology and Online Programs (ETOP) at online@landmark.edu or 802-387-1662.


Course Offerings

  • BUS1011 Introduction to Business
    This course surveys the dynamic environment in which businesses operate today. Students learn about economic concepts, business organization, forms of ownership, management, marketing, and managing financial resources. Actual business cases are used to explore the impact that managerial roles, market trends, legal standards, technological change, natural resources, global competition, and the active involvement of government has on businesses. The relationship between social responsibility and profits in our free enterprise system is explored. Credits: 3

  • COM1011 Introduction to Communication
    This survey course introduces students to the field of communication and enables them to increase their effectiveness and precision as public speakers and members of seminars and groups. Students explore how their perceptions influence the manner in which they communicate and how to use a wide variety of listening skills. They become aware of how verbal and nonverbal language can alter, detract from or enhance messages. Students also employ a variety of language strategies that promote inclusion, honesty, conflict resolution and support from within a group. Credits: 3

    COM1071 Introduction to Public Speaking
    Through applying communication theory and techniques to a variety of different presentation contexts, this course provides an introduction to public speaking. Students will be trained in selecting and organizing ideas; adapting a message to a particular audience; supporting ideas clearly, vividly, and logically; and delivering an effective message with confidence and enthusiasm. Students will be required to research and present at least 3 prepared in-class speeches. The basic premise of this course is that public speaking is a skill that can be mastered by anyone with motivation and determination. In addition, this course serves as an introduction to the field of communication. Credits: 3

  • CSC1011 Introduction to Computer Applications
    This course builds student capacities to solve problems and improve academic success through the use of computer applications and technology widely available as software packages. While the majority of the course focuses on using Microsoft Word, Excel, PowerPoint, and OneNote, usage skills are extended to a variety of academic tasks and productivity purposes. Topics include: 1. An introduction to the most common uses for students and the preceding history of computing and computers in education; 2. Case studies of real-world applications; 3. Student productivity projects aimed at integration of computer applications; 4. Digital literacy in relation to learning software programs. Visually-instructed procedures and course content are augmented by having students create a Personal Learning Environment and study management system integrated with a digital Master Notebook via OneNote. Credits: 3

    CSC1631 Introduction to Programming
    This course includes the fundamentals of computer programming with an emphasis on problem solving methods and algorithm development. Topics include design and implementation of programs that use events, functions, conditionals, loops, recursion and various data structures. Students will be expected to design, implement, and debug programs in a functional programming language. Students need to be placed at math level L4 or higher. Credits: 3

  • EDU1031 Introduction to Education
    Introduction to Education uses an interdisciplinary approach to examine key issues in American education. In it we will explore questions in American education from the perspectives of psychology, philosophy, history, and sociology and discuss various policies and programs. We will examine each topic through readings, through students’ writing, and through small and large group discussion and activities. Students will develop an awareness of contemporary curriculum theory and practice through work with instructional materials and first-hand experience in schools. The course also provides students with an opportunity to explore their personal interest in teaching. Credits: 3

    EDU1011 Perspectives in Learning
    This course is designed to introduce students to theories related to the cognitive, social, emotional, and cultural dimensions of learning. The purpose of the course is to foster self-awareness, critical thinking, strategic learning, and self-advocacy. Metacognition and critical thinking will be prominent themes throughout this course. Students will reflect on learning and teaching processes while applying learning strategies that can be transferred to other courses of study as a proactive approach to self-advocacy. Strategies for active reading, note-taking, test-taking, long-term project planning, and organizing materials will be modeled, practiced, and assessed. Students will learn about the laws that protect individuals with disabilities, receive an in-depth orientation to the on-campus services that provide academic and emotional support, and establish short and long-term goals related to promoting effective self-management. Credits: 3

  • HIST1011 Humanities I: Ancient & Medieval Western Culture
    This course examines the evolution of seminal ideas of enduring significance for Western civilization. Students trace ideas about religion, philosophy, politics, economics, technology and aesthetics from classical Greece through Roman civilization to the Christian and Muslim cultures of the Middle Ages. Students are encouraged to draw parallels between the early forms of these ideas and their expression in current society. Credits: 3

  • MAT1311 Mathematical Ideas
    This course explores mathematical thinking and reasoning through the beauty, rigor, and patterns of a variety of mathematical topics. Topics may include, but are not limited to the following: problem solving, mathematical reasoning, number theory, set theory, logic, probability and statistics, mathematics and the arts, the infinite, and topology. This mathematical exploration is intended for the Liberal Arts student who wishes to engage in new ways of thinking and seeing the world. Landmark College Math Department approval required. Credits: 3

    MAT1541 Intermediate Algebra
    This course consists of instruction in the math skills necessary for success in College Algebra, MA 1601. Topics include: solving linear and quadratic equations, solving system of equations and inequalities, factoring, using functions, polynomials, exponents, and radicals, and graphing functions with and without a calculator. Credits: 3

    MAT1641 College Algebra
    This course concentrates on the study of expressions, functions and equations. Students are also exposed to analytic geometry, conic sections and logarithmic and exponential functions. Topics in this course provide the necessary foundation for entry into Introduction to Calculus at Landmark College.  LC Math Department approval required. Credits: 3

    MAT1321 Statistics
    This course examines frequency distributions, measures of central tendency and dispersion, and the normal distribution curve. Students explore confidence intervals and sample size. The structure of hypothesis testing is introduced and applied to a variety of situations. Studies in correlation of data and sampling techniques are introduced. Landmark College Math Department approval required. Credits: 3

  • PSY1011 Introduction to Psychology
    This course introduces students to the fields of study in modern psychology. After this course, students will be able to answer the following questions: What is psychology? What are the methods of investigation in psychology? How is the science of psychology applied to individuals and groups? This course surveys a broad range of content including topics such as learning, cognition, memory, emotion, perception, personality, developmental psychology, stress & health, psychological disorders, and the biological underpinnings of behavior. Credits: 3

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