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Online Dual Enrollment

Preparing Students with Learning Differences for College Transition

Our approach to online learning is personalized and highly supported, empowering students to develop and hone critical academic skills, explore their interests, and earn college credits while in high school.

Courses are available to individual students anywhere to take or in active collaboration with individual high schools and districts.

What makes our program unique?

Our model is guided by Landmark College pedagogies honed over three decades of working with students who learn differently. The program’s uniqueness derives from having a course advisor, a support structure that scaffolds executive function skill building.

Course Advisor

  • In addition to the course instructor, each student has a course advisor. The aim of the course advisor is to assist students in navigating the online learning environment and help them stay on top of course assignments through regular check-ins based on each student’s need
  • Course Advisors use a nondirective coaching approach that looks to the student for problem solving in a supportive and nonjudgmental way, creating a safe space for students to grow as independent learners

Design

  • Courses are developed using the infusion of Landmark College’s pedagogies and research-based best practices for online learning
  • Our course design uses the conceptual framework of Universal Design and include embedded supports and skill development of executive functions

Personalized

  • Small class size helps customize the learning environment and make it personal. Each course has a maximum of 12 – 14 students per instructor and course advisor

Program Overview

Click here for a transcript of the video.

Testimonial

Educators and student body from Winston Preparatory Schools discuss why the program is valuable to them.

Course Structure

Our Online Dual Enrollment (ODE) courses deliver 100% of content online and have both asynchronous and synchronous components. Online courses provide greater of convenience of access and flexibility with schedules while allowing them to meet the same learning outcomes and level of rigor achieved in on-campus courses. They do not require students to be online on a set day of the week and time. However, courses will include real-time interaction with the instructor and course advisor. This is an essential component of our classes and may require students to use a synchronous tool provided by us to attend these sessions.

  1. Asynchronous (not at the same time) tools, such as email and discussion boards, allow participants to communicate without having to be online at the same time.
  2. Synchronous (occurring at the same time) tools, such as text chat, audio chat, or video chat, require all participants to be online at the same time.

What part is Asynchronous (not at the same time)?

  • Peer engagement
    • Postings/discussion boards
    • Peer review projects
  • Recorded small lectures and multimedia
  • Readings
  • Assignments

What part is Synchronous (live/at the same time)?

  • Instructor: one-to-one scheduled student conferences and office hours for feedback and coaching
  • Course Advisor: one-to-one regularly schedule student conferences for executive coaching support

Who should take our courses?

College-bound rising high school juniors, seniors, and gap year students who struggle with learning primarily due to a learning disability (such as dyslexia), ADHD, autism, and executive function challenges who are seeking to gain the skills necessary for a successful transition to college.

What are the benefits?

Our dual enrollment courses offer college preparedness and transition benefits in academic, social-emotional, and economic domains:

Academic

  • Earn college credits while in high school
  • Engage in the college experience and learn more about the transition to college
  • Explore targeted courses of interest
  • Become adept in working within digital learning environments

Social-Emotional

  • Experience and build communication skills with peers in a college context
  • Build self-confidence and awareness of self-advocacy
  • Work with faculty who understand the academic needs of a variety of cognitive profiles, reducing anxiety about the learning process

Economic

  • Reduce student loans that are typically associated with extending college graduation time by earning college credits early
  • Reduce the need for additional costly paid support programs while in college

How does our model support students with executive function challenges?

In addition to our course design, students meet with either an onsite school course advisor or an online course advisor provided by Landmark College who ensures they understand navigation within the digital environment and Learning Management Systems (in our case, Canvas). The course advisor works closely with students to clarify technical and procedural hurdles that students typically need to resolve on their own in college. Students learn how to participate in synchronous (live) and asynchronous discussions and learn about the multiple affordances of online learning in supporting individual needs, such as frequent communication with instructors via digital and live web-based means, interacting with an online learning community of peers nationwide, and supports for time management, organization, and self-regulation.

What types of courses are offered?

Foundational courses are offered in a variety of disciplines. Availability of a course listed below may vary from semester to semester. All courses earn three college credits.

Scholarships Available

We are proud to offer financial need-based Online Dual Enrollment scholarship opportunities due to the gracious support of the Clara Freshour Nelson Foundation. To apply for a course scholarship, please include the Financial Aid Application in addition to the course application form, and submit to ApplyODE@landmark.edu.

Scholarships are limited and applicants should consider applying as soon as possible. Applications are awarded on a rolling basis. Both families and schools are encouraged to apply. For more information, please visit the scholarships page, also found in the left-hand navigation menu.

Questions?

More detailed information and the cost of courses can be found on the FAQ on the left navigation bar.

Click the button to use our online form. 

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Contact

For additional information and school partnership opportunities please contact:

Tabitha A. Mancini, M.A.
Director of Customer Relations and Outreach, Online Learning
online@landmark.edu direct: tabithamancini@landmark.edu
802-387-6881

For interest in programs and partnerships in the California, Bay Area please contact:

Sandra A. Fishler, M.A. PPSC
Regional Director, Online Programs
California, Bay Area
sandrafishler@landmark.edu
408-462-5416


Course Offerings

  • Introduction to Business—BUS1011
    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

    Personal Finance—FIN1011
    This course provides students with a foundation upon which to develop lifelong personal financial management skills. Topics include: the importance of personal finance; financial planning and the time-value of money; money management skills such as budgeting, balancing a checkbook, taxes, cash management, credit/debit cards, and major purchases (auto, home, education); insurance (property/liability, health, life); and investments (stocks, bonds, mutual funds, portfolio management, real estate, retirement planning). Credits: 3

  • Introduction to Communications—COM1011
    This 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 way 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

    Introduction to Public Speaking—COM1071
    This course introduces public speaking through applying communication theory and techniques to a variety of different presentation contexts, Students will learn how to select and organize ideas; adapt a message to an audience with confidence and enthusiasm. Students will be required to research and present at least 3 prepared in-class speeches. Public speaking is a skill that can be mastered by anyone with motivation and determination. Credits: 3

  • Introduction to Programming—CSC1631
    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. Credits: 3

    Introduction to Web Development—CSC 1021
    This course provides an overview of basic programming and information principles to design and create web-based user-centered experiences. Students will be exposed to the logical elements of programming languages (e.g., HTML, Java Script, JQuery) as well as how to use web and graphics software editors. In addition to developing functional user-centered web sites, students will gain an understanding of the capabilities of accessible and interactive design by examining the history, infrastructure, and future of the Internet. Credits: 3

  • Perspectives in Learning—EDU1011
    Perspectives in Learning is designed to foster student’s self-awareness, critical thinking, strategic learning, and self-advocacy. The course introduces theories, and their practical implications, related to the cognitive, social, emotional, and cultural dimensions of learning. Throughout the 14-week course are opportunities for students to practice study skills, including active reading, note-taking, test-taking, self-management, and technology competencies. Students will explore laws that protect individuals with diagnosed learning differences, as well as the resources and accommodations that provide academic, social, and emotional support. Credits: 3

  • Humanities I: Ancient & Medieval Western Culture—HIS1011
    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

  • Statistics—MAT1371
    This online course focuses on how statistics are used to inform decisions within the fields of business, social science, and life science. Topics covered include descriptive and inferential statistics, organizing and visualizing data, basic probability, the binomial distribution, the normal distribution, sampling, confidence intervals, hypothesis testing, analysis of variance, linear regression, and multiple regression. The course also provides an introduction to software used to understand statistical concepts and perform statistical procedures. Credits: 3

    Prerequisite: Placement test or C- or better in a High School math course (pre-algebra strongly suggested). You will need to submit the transcript with your application.

    Math online placement exam is an additional $25.00 fee.

  • Introduction to Sociology—SOC1011
    This course introduces students to the scientific study of human social life, groups and societies. Students learn and apply concepts commonly used by sociologists in framing their understanding of institutions, cultures, networks, organizations, and social relations. Students acquire the conceptual tools that enable them to give social context to individual human behavior. Major topics include sociological theory and methods; culture and society; stratification, class and inequality; gender inequality; ethnicity and race; families; education; religion; and political and economic life. In addition, these topics are presented within the broader context of globalization. Class activities and discussions will regularly be supplemented with short film clips selected from award-winning documentaries. Credits: 3

    Introduction to Psychology—PSY1011
    This course introduces students to the fields of study in modern psychology. At the conclusion of the 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 covers topics such as learning, cognition, memory, emotion, perception, personality, developmental psychology, stress & health, psychological disorders, and the biological underpinnings of behavior. Credits: 3

  • Science of Wellness—HTH1011
    This course explores current best evidence for behaviors that support physical and mental health and performance in a modern working environment. The world in which most of us live is very different from the one for which our bodies and brains have evolved. Considering current expectations for school and workplace technology use, students completing this course will practice developing habits that improve learning and remembering and overall healthy work-life balance. The focus will be on the relationship between lifestyle choices and the learning process, reflecting on how daily choices affect mental and physical well-being. Topics will include mindset, resilience, ergonomics, physical activity, and sleep. Credits: 3

  • Creative Writing—CRW1011
    This course will focus on expressive writing in many different forms. Students will have the opportunity to explore several different types of poetry and prose styles, as well as responding to fiction, drama, creative nonfiction, and children’s literature. Originality and writing that shows thought will be emphasized. Strategies to avoid writer’s block and new ways to uncover ideas for writing will be studied. Peer reviews and sharing ideas are essential elements to this course. Credits: 3

    Composition and Rhetoric—WRT1011
    This course emphasizes the interconnected nature of reading and writing at the college level. Students are asked to develop and refine individualized reading and writing processes, while working with a variety of rhetorical strategies and structures. Through reading and writing assignments and class discussion and activities, students learn to read deeply, integrate material from texts, and express ideas both informally and through writing academic papers of increasing length and complexity. Credits: 3

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