Highlights from recent Summer Institutes

Keynote

Equity by Design: the Power and Promise of UDL

By: Mirko Chardin, Chief Equity & Inclusion Officer, Novak Education 

Every student, without exception, holds the potential for success. Regardless of their background or personal identity, each learner deserves an equitable chance to thrive. Equity in education means providing every student with the tools and support they need to succeed, regardless of their starting point. Universal Design for Learning (UDL) empowers educators to proactively design learning environments that remove barriers, ensuring access and opportunity for all. In this session, we will explore how UDL’s flexible framework helps educators anticipate and meet the diverse needs of every learner. By planning for variability from the outset, UDL fosters an inclusive environment where students not only have access to the curriculum but also receive the individualized support they need to thrive. Join us to discover how UDL can transform your approach to teaching, creating a more equitable and supportive learning experience for all students.

The Manju Banerjee Neurodiversity Plenary Presentation:

Data Rules!: Elevating Teaching & Learning for Success in Higher Education

By: Michael Faggella-Luby, Ph.D., Professor of Special Education, Texas Christian University 

Description: 
Unlock the transformative power of data in this engaging plenary session inspired by Dr. Michael Faggella-Luby's book, Data Rules. Designed for educators and instructional leaders thinking about improving outcomes for secondary and postsecondary students, this session provides actionable strategies for using data to drive student engagement, measure student learning, and sustain professional growth. We will explore a framework of 10 practical rules for effective data use as a backdrop for learning how to analyze and communicate data meaningfully. Special care will be taken to connect these practices to improved instructional outcomes for your students. Whether you're new to data-driven decision-making or looking to refine your approach, this session will inspire and equip you to harness data for creating equitable, learner-centered classrooms that thrive.

Workshops

• W113: Building Executive Functioning Skills in Students 

  Tara Pangonis, Indiana University of Pennsylvania 
  Tamara Leeper, Indiana University of Pennsylvania 

  Executive Functioning Skills are one of the most common to student learning and success. This workshop will define executive function, identify the key functional skills, strategies to bring EF instruction into the classroom, methods of supporting students with EF challenges, and several interactive sample activities. Several resources will also be provided. 
   

• W114: Visual Thinking, Activation & Motivation: Teaching/Tutoring Writing for Students with EF Challenges

  Jacqueline Ahl, SUNY Dutchess Community College

  Are you a writing instructor, learning specialist, tutor, or coach whose students struggle to activate or motivate, organize or prioritize? Some may cling to familiarity, display rigid thinking, or neglect to offer adequate support. Others--who tend to thrive on novelty—may enter full of enthusiasm but falter when the impetus fades. Even highly capable writers may find it challenging to envision the end-product in a way that enables completion. One option? Visual representation. Learn ways to effectively incorporate visual thinking strategies, data visualization techniques, creative/dramatic approaches to argumentation, and tangible modes of representation to facilitate writing. 
   

• W115: Assessing Student Growth through a Portfolio Model

  Tore Kapstad, Tremont School

  This workshop will explore a variety of Portfolio methodologies for showcasing student accomplishments and assessing student growth and challenges. There are multiple ways to structure a Portfolio-based system of assessment in classrooms and schools. Some Portfolios methodologies are based on content, skills, accomplishments, and hybrid models. This workshop will cover all approaches by describing the features of each approach, analyzing their advantages and disadvantages, and facilitating a discussion on the applicability of developing a portfolio-based model of assessment in the setting of a single classroom or an entire school.
   

• W116: Advocacy in Action: Supporting Neurodivergent Students Across Contexts

  Oindrila Das, Landmark College 
  Sarah Firestein, Landmark College 
  Alexia Ritchie, Landmark College 

  Advocacy can look different in interpersonal, academic, and professional settings. In this interactive workshop, attendees will explore a case study of "Alex," a neurodivergent young adult, to identify advocacy challenges and solutions. Participants will create practical tools and resources to foster self-advocacy in their own students, leaving with actionable strategies to support neurodivergent learners in diverse contexts.

   

• W217: Let’s Write! Using Self-Regulated Strategy Development for Elevating Writing Instruction in the Classroom

  Barbara Friedlander, Frederick County Public Schools 

  Self-Regulated Strategy Development (SRSD) is an evidence-based practice supported by 40+ years of research. Central to SRSD are teacher think-alouds, where educators model their thought processes to guide students through cognitive and metacognitive strategies for writing and problem-solving. This explicit instruction breaks complex tasks into manageable steps, fostering clarity, self-regulation, and independence. In this session, participants will explore the research behind think-alouds, practice implementing them, and gain tools to enhance student learning by modeling effective strategies in real-time.
   

• W218: Applying Social Justice Education to Work with Neurodivergent Learners

  Brittany Dunn, Landmark College

  This workshop explores the disadvantages neurodivergent learners experience within the education system by learning about the cycle of socialization, applied specifically to neurodiversity. Participants will reflect upon their personal experience to explore these disadvantages, then they will reflect upon ways they can support change.
   

• W219: Time Literacy: Academic Support that Includes Individuals' Needs and Identity

  Darrell Earnest, Professor and Associate Dean of Academic Affairs, College of Education, University of Massachusetts-Amherst

  The objective of this presentation is to share a time literacy approach to supporting undergraduates’ academic progress in a way that makes their needs and identity central.  We share recent research on a one-credit, college course developed to provide such support with an emphasis on how individuals can represent time for themselves. Participants will engage with examples of time literacy and discuss the role of representing time, developing routines, evaluating one’s progress, and recognizing one’s own identity and needs in order to make academic progress and maintain one’s well-being.
   

• W220: Bridging Neurodivergence and STEM: Advancing Inclusivity in Informal Education Spaces  

  Sue Vincent, Assistant Professor of STEM, Landmark College 
  Christin Monroe, Ph.D., Assistant Professor of Chemistry, Landmark College

  Our Neurodiversity Affinity Group, formed through an NSF grant, brings together neurodivergent educators working to create inclusive and accessible Informal STEM Education (ISE) spaces, such as museums and community programs. This presentation highlights our personal stories as neurodivergent professionals, our challenges and successes, offering insights into why we advocate for neurodiversity, address access barriers, and promote universal design. We’ll touch on how embracing neurodivergence can drive innovation and equity in STEM education and in ISE spaces. Through collaborative efforts, we aim to foster belonging, open career pathways, and develop resources to support neurodiversity-friendly practices in ISE.

   

• W321: Bridging the Gap: Scaffolding Executive Function Support in Writing-Intensive Assessments

  Gretchen Kellough, The Nueva School

  Executive Function (EF) skills—such as task initiation, time management, organization, and planning—are essential for academic success but often pose challenges for students. This workshop explores research-based strategies for integrating EF support into writing assessments, guided by Universal Design for Learning (UDL) principles. Studies show that structured intermediary deadlines significantly enhance outcomes for students with EF challenges, whereas extended time alone is often insufficient. The session will equip educators with practical techniques and actionable strategies to design and scaffold EF support into writing assignments, promoting equity and success for all students.

   

• W322: Culturally Responsive Education via Universal Design for Learning (UDL)

  Janet Ferone, Lecturer/Consultant, Ferone Educational Consulting/Curry College
  
  Universal Design for Learning (UDL) helps create inclusive learning environments that support students with disabilities and neurodiversity, addressing their diverse needs. This model can also promote cultural responsiveness to address diversity in race, culture, language, and gender/sexuality. This workshop offers practical strategies and a framework for differentiating instruction, enhancing student engagement and achievement, while simplifying educator planning. By incorporating UDL principles, educators can design lessons that are accessible, flexible, and responsive to the varied backgrounds and abilities of all students, ensuring an equitable learning experience for everyone. Participants will leave with actionable tools to implement in their classrooms immediately. 

   

• W323: Teaching Executive Function Skills to Students with Autism through Project Based Learning

  George Schott, Special Education Teacher, Academy of Information Technology & Engineering/Stamford Public Schools

  Executive function curricula often focus on study skills, and place greatest emphasis on teaching students to become successful in school as individuals by relying upon reading/writing, visual, or auditory modes of learning.  However, kinesthetic techniques can be especially effective in teaching students the skills they need to be successful not only in school but in life. Project-based learning, i.e., working together to solve real-world problems over time, greatly helps students apply executive function skills. Specifically, it helps students learn how to communicate, collaborate and reflect upon their experience.   

• W324: Weaving Together the Math Rope Framework 

  Dr. Kristen Lech, Bay Path University 
  Dr. Jennifer Stratton, Bay Path University 

  Scarborough (2001) conceptualized the Reading Rope to identify the essential components of reading into a visual model synthesizing how one learns to read. Examining the threads of Scarbough’s model, Sedita (2019) developed the Writing Rope and provided a visual representation of how one learns to express ideas in writing. Weaving together these models and evidence-based strategies for math instruction, we will present the Math Rope, a visual representation of how one learns math and how this model can be used to construct inclusive math pedagogy. Through interactive activities, participants will gain knowledge to create learning opportunities for all students.

Concurrent Sessions

• 101: My Action Plan for Success (MAPS): How the Center for Learning at Vermont Academy fosters a journey to self-awareness and independence for every student

  Peter Ahlfeld, Director of the Center for Learning, Vermont Academy

  Session participants will learn about Vermont Academy’s My Action Plan for Success (MAPS) program.  Created by the Center for Learning, MAPS helps students develop self-awareness, metacognitive skills, goal setting and independence.  The presentation will include MAPS program development, examples of effective tools for students and teachers, and a chance to explore developing a MAPS program.   Participants will have opportunities for discussion and hands-on practice.   Take-home materials for participants will be included.  Peter Ahlfeld is Director of the Center for Learning at Vermont Academy and has over 35 years of experience working to help all learners succeed.
   

• C102: Neurodiversity Initiatives at a Public University - University of Maine at Augusta’s story

  Kristin McLaren, University of Maine at Augusta
  Dylan Sullivan, University of Maine at Augusta
  Jodi Kosakowski, University of Maine at Augusta

  The University of Maine at Augusta (UMA) is an inclusive admissions public university that has undertaken an institution-wide effort to increase equitable access to neurodivergent learners. This session will give some background on the Neurodiversity Initiative at UMA, which began in earnest this past academic year. We will discuss the goals of our project, progress and challenges. Our aim is to provide insights for others looking to improve neuroinclusion at their own institutions. Presenters include Dylan Sullivan, UMA Neurodiversity Liaison (and graduate of Landmark College!), UMA faculty, and the Director of Academic Success. 
   

• C103: How Imposter Phenomenon Relates to Neurodivergence in Post-Secondary Education

  Tara McKee, Ph.D., Hamilton College
  Madeleine Bartlett, Hamilton College
  Adam Lalor, Ph.D., Landmark College
  Alyssa Lawson, Ph.D., Landmark College

  How does the imposter phenomenon present in students attending higher education institutions, particularly those identifying as neurodivergent? What important educational outcomes are predicted by the extent to which students have imposter feelings? Join us to learn about the imposter phenomenon in post-secondary education, the links between imposter feelings and neurodivergence, and a new study examining imposterism and diagnostic status/symptomatology. Practical recommendations will be discussed.
   

• C104: Teaching Executive Functions Skills: Best Practices as Part of Daily Instruction and Routine

  Jessica E. Jefferis, Ed. D., Lansdale Catholic High School  

  As educators, we understand that an important part of student success comes from executive function skills such as organizing, planning, task initiation and time management. Executive function skills can easily be taught in the context of your daily instruction and routine.  All students, including those with Learning Differences and ADHD, will benefit from explicit instruction in executive function. As a learning specialist, I have made simple changes to my daily instruction to include teaching executive function skills.  Join me to learn more about quick strategies that you can bring back to your classroom to increase your students’ executive function skills.

• C205: The Complexity of ADHD & Becoming an Ally

  Lorri Comeau, M.Ed., Learning Specialist, Springfield Technical Community College

  Do you feel you have a solid grasp of what ADHD is and isn't? Can you identify which ADHD symptoms impact certain academic skills and why? ADHD is often misconstrued as a diagnosis where inattention and hyperactivity are the predominant symptoms, but ADHD is much more complex.  In this interactive one-hour session, we will center on how the ADHD brain works, what the six areas of executive functions are with their connection to specific academic skills, and the tools and accommodations for students to succeed in the classroom and beyond. With an improved understanding of ADHD, educators, administrators, and disability specialists can become stronger allies. 
   

• C206: Outreach Innovations: Empowering Neurodivergent Scholars in STEM 

  Christin Monroe, Ph.D., Landmark College
  Rebecca Matte, Landmark College

  This session explores strategies for engaging neurodivergent STEM students in science outreach, emphasizing inclusive approaches to foster persistence in STEM fields. Participants will learn how to create accessible opportunities for students to communicate scientific concepts, from low-sensory environments like quiet spaces/times to virtual and asynchronous formats such as YouTube videos. The session includes practical guidance on setting clear expectations, preparing students for diverse audiences, and collaborating with community organizations. Attendees will leave with actionable insights and examples to support neurodivergent students in sharing their knowledge effectively in both general and expert settings.  Neurodivergent students that have previously engaged with science outreach will also provide their perspectives. 
   

• C207: Welcome to Campus! Figure it out! Identifying & building skills that can help students thrive after high school

  Cecily Griesser, University of New Hampshire
  Pattie McNamara

  The increasingly complex realities of life on a college campus can pose challenges for students living with executive function weaknesses. While it is crucial to prepare students for ever-evolving technologies, interpersonal relationships and experiences, “information” can quickly become “information overload.” During this interactive session, participants will explore the various entry points that students must navigate as they settle in to a new environment. We aim to provide our audience with time to reflect on and share best practices about how to support students who might be living with executive function weaknesses as they transition into life after high school. 
   

• C208: Exploring the Intersection of Neurodivergence, Identity, and Mental Health: Inclusive Strategies Inspired by LaGuardia Community College’s Neurodiversity Program

  Regina Vairn-Mignano, Director, LaGuardia Community College Neurodiversity Program/Acting Associate Director - Wellness Center, CUNY - LaGuardia Community College

  This session delves into the intersection of neurodivergence, identity, and mental health, informed by the diverse experiences of students at LaGuardia Community College. Drawing from our Neurodiversity Program, we will share strategies that address the challenges faced by neurodivergent individuals navigating multiple intersecting identities, including disability, race, and gender. Attendees will explore how inclusive practices, peer mentoring, and mental health supports can foster a sense of belonging in educational and community settings. This session provides tools to help educators and administrators empower neurodivergent individuals, particularly in environments as richly diverse as LaGuardia.

   

• C309: Open the Circle: A workshop on how to teach all students to include neurotypical and neurodivergent kids into a conversation 

  Rachel Tate, Director of Special Education, Barrie School

  This session equips educators with practical strategies to teach neurotypical students how to naturally include their neurodiverse peers in meaningful conversations. Participants will explore techniques to build empathy, promote active listening, and encourage balanced participation. By creating a classroom culture of mutual respect and understanding, educators can empower students to foster connections where everyone feels valued and included. Through hands-on activities, case studies, and discussion, attendees will leave with tools to bridge communication gaps and cultivate inclusive environments that celebrate neurodiversity. Together, we can model and inspire the conversations that lead to true belonging for all learners.

   

• C310: Building Social Pragmatic Skills Through Purposeful In-Person and Online Programs

  Thomas Kuzma, Landmark College
  Andrew Wilcox, Landmark College

  This presentation will explore how Landmark College’s social pragmatics programs—including virtual Orientation led by professional staff, the PEERS® class, campus activities, social coaching, and collaboration with academic advisors—work together to provide comprehensive social support for students. We will also present data collected throughout the semester, where students scanned a QR code after each program to answer questions about how the event supported their social goals. This feedback has guided us in evaluating program effectiveness and improving strategies to help students engage socially in ways that work best for them.
   

• C311: Empowering Educators: Faculty Training on Neurodiversity and Disability

  Kristie Proctor, Director, Student Accessibility Services, Quinsigamond Community College
  Terri Rodriguez, Associate Director, Student Accessibility Services

  After attending the ’24 Landmark Summer Institute, one presenter implemented a monthly workshop series focused on supporting neurodiverse community college students. Aimed at reducing disability stigma and promoting neuroaffirming classroom experiences, these workshops highlight the added benefits of monthly conversations with faculty and staff, many of whom are advocates for students and access issues, contributing to a more inclusive and supportive educational environment. The presenters will offer strategies for effectively conveying information and engaging faculty and staff, including intended and unintended benefits. Participants will create an actionable plan for their setting's training needs.

   

• C312: Peer to Peer at the Secondary Level

  Amy Matthews, Grand Valley State University

  Participants will learn about a comprehensive peer-mediated intervention program established in secondary schools across a state. Peer to Peer is an evidence-based, school-wide program that promotes belonging, independence, and enhanced academic opportunities for students with autism and related disabilities. School staff harness natural opportunities across the school day for intentional connections between students. Resources for developing a program will be provided including: recruitment, curriculum, and medium of exchange as a way to connect students. Data showing the impact of Peer to Peer at a local and state level will be shared along with the benefits of creating a Community of Practice.

   

Preconference: Neurodiversity, Diversity, and Intersectionality

Finding Home: Transition Experiences of Neurodivergent Students with Foster Care and/or Adoption Experiences

Presenters:

Dr. Adam Lalor, Ph.D., Vice President, Neurodiversity Research and Innovation, Landmark College
Marc Thurman, Director, Centers for Diversity and Inclusion, Landmark College

Description:

Neurodivergent students are more likely than their neurotypical peers to have adoption and/or foster care experiences. But how much do we really know about how these experiences impact subsequent transition to postsecondary education? Join us to hear the findings of a research study exploring the transition experiences of neurodivergent students with adoption and foster care backgrounds. Key themes from this research will be discussed as well as a novel program develop to support the transition and success of this unique population.

Pronouns, Hormones, and Support: The Intersection of Neurodiversity and Queerness

Presenters:

Jeff Huyett, MS, APRN, Director of Health Services, Landmark College

Description:

Expression of sexual and gender variation happen at a higher rate in students who are neurodiverse. Jeff, a seasoned queer, nurse practitioner, will review the care provided to sexual and gender minority students within Landmark College’s Health Services as well as across campus housing, academics and programs.

Restorative Practices: Using a Restorative Circle for Developing Trust and Enhancing Belonging

Presenters:

Fabio A. Ayala, Assistant Director of the Center for Restorative Practices, Amherst College 

Description: 

A Restorative Practices Community Building Circle is a transformative tool that can be used to foster trust, connection, and conflict reduction within a group. We believe that by providing a safe and structured environment for open dialogue, participants are encouraged to share their thoughts, feelings, and perspectives in an equitable way that makes sure every voice in the room is seen and heard.  

This process not only allows community members to listen to one another but also helps them better understand diverse viewpoints and experiences. In our 75-minute session we hope participants will be able to: 

• Observe and experience a restorative community building circle
• Explore the possibilities of including a circle practice to your work with students
• Walk away with some sample circle scripts for building community, reflecting on content, and debriefing with students. 

Keynote

By Audrey A. Trainor,

Professor of Special Education;
Content Director, Programs in Special Education
New York University 
 

As more and more students go to postsecondary education, transition planning for all students—with and without disabilities—continues to be a promising strategy for success. While individualized planning remains at the heart of the IEP, supporting students’ intersectional identity development introduces increased understanding of self and group belonging. Finding a balance between individualization and identity can increase students’ opportunities to thrive in college and beyond.

Concurrent Sessions

C11: Applying an Ungrading Philosophy: How Educators can Rethink and Redesign Assessment to Maximize Learning for Every Student

Presenters:

Eric Matte, M.S., Professor; Chair of Department of Professional Studies, Faculty Advisor for WLMC Landmark College Radio

Description:

Evidence shows that grading can demotivate students, promote cheating, and overall miss the mark on an authentic learning process. This session will focus on how to empower students to excel in any course using an “ungrading” philosophy. Specifically, what is the ungrading philosophy and how does it work? Second, how can teachers launch and engage students in this empowering assessment practice? This session will address the paradigm shift of power sharing, inspiring agency, and structuring a self-reflective feedback loop to create a genuine learning process for every student. Canvas examples will be shared and contract grading agreements will also be part of the interactive workshop. Prepare to discuss transformative ideas about grading and assessing neurodiverse students. 

C12: Time Literacy: Reimagining ‘Time Management’ Support to Include Learning and Thriving
 

Presenter:

Darrell Earnest, Ph.D., Associate Professor, College of Education, University of Massachusetts, Amherst

Description:

Time management for neurodivergent undergraduates, including those with learning disabilities (LD) and attention-deficit hyperactivity disorder (ADHD), has long been identified as a hurdle impeding college graduation. Building on research in disability studies, mathematics education, higher education, and time management, I share a framework for time literacy, one’s capacity to reason about time in relation to one’s priorities, commitments, resources, and needs. In this session, I provide details of time literacy support for LD undergraduates and their reports of thriving in response to such support.

C13: Using Self-Dialogue to Boost Metacognitive Awareness and Academic Success in Neurodivergent Students

Presenters:

Marc Graff, Ph.D., Assistant Professor, Education & Special Education, Touro University 
Rick Bryck, Ph.D., Senior Director, Landmark College Institute for Research and Training (LCIRT)

Description:

A common challenge for  students at all levels is the application of ‘metacognitive’ skills in learning situations, especially for neurodivergent individuals. This category of skills would include, for example, the ability to monitor the effectiveness of our learning efforts, and knowledge of the correct strategies to employ to enhance our learning. In this session we will report on an interventional research study aimed  at helping neurodivergent college students’ apply metacognitive skills through strategy training sessions, in which these students learned to use their spoken language in order to guide their thinking on academic reading and writing tasks. Results from this study will be discussed, including implications for broader applicability of metacognitive skill training for all students and in other learning contexts.

C14: Building Bridges, Not Masks: UDL in Neurodivergent Education
 

Presenter:

Kelly Cray, Burr and Burton Academy; The Autist Educator

Description:

Delve into the serious risks of masking neurodivergent traits, including heightened suicide risk. In this session, we will confront the urgent need for change in our classrooms, explore the dark consequences of forcing neurodivergent students to hide their true selves and learn how the Universal Design for Learning (UDL) framework offers a lifeline. This session is a call to action, arming educators with the knowledge and urgency to dismantle harmful norms. Attend to be part of a movement that saves lives, fostering authentic support and understanding for neurodivergent learners by providing powerful alternatives to traditional classroom expectations. (Note: this session assumes some familiarity with UDL)

C21: No Ideas but in Things: The Essential Role of Art in Teaching, Learning and Being
 

Presenters:

Eric Stewart, Assistant Professor of Art, Landmark College
Luke Strosnider, Assistant Professor of Digital Media, Landmark College
Cindy Ludlam, Assistant Professor of Ceramics, Landmark College

Description:

Integrating studio art practices into coursework, irrespective of the discipline, enriches the learning experience for all participants, and proves particularly impactful for individuals who perceive and engage with the world through visual and kinesthetic modalities, as opposed to linguistic ones. The Studio Arts not only offer therapeutic benefits but also possess the capacity to augment traditional classroom instruction. This panel presentation, facilitated by members of the Integrated Arts Faculty at Landmark College, aims to provide participants with practical insights into how creative practices can effectively support diverse learning styles. Attendees will gain ideas for seamlessly incorporating these practices across various disciplines.

C22: Staging an Amygdala Intervention: Practical and Radical Strategies for Combating Test Anxiety
 

Presenter:

Jacqueline Ahl, Outreach & Retention Specialist, SUNY Dutchess Community College

Description:

“I’m a terrible test-taker!" Let’s change that narrative. This session includes an exploration of the amygdala, the role of cortical and subcortical brain structures in threat detection and response, maladaptive coping strategies, outcome expectancy, attentional bias, and stereotype threat. Guided by neuroscience and borrowing ideas from art therapy to the military, from cognitive psychology to comedy we’ll examine a variety of conceptual and practical interventions for test anxiety, including concrete changes in preparation, radical means of re-framing thinking, and a program used by Navy Seals to decrease performance anxiety and increase success. 

C23: Empowerment through Teaching Disability History

Presenter:

Rich Cairn, Collaborative for Educational Services

Description:

Gain a framework and materials to integrate disability history and supportive attention to disability into the K-12 curriculum. Explore the free, accessible Reform to Equal Rights (RER): K-12 Disability History Curriculum. Its inquiry-based lessons investigate topics from early in American history through student research projects on the Disability Rights Movement. Detailed lessons engage students with disabilities in civic engagement projects. Trace the long arc of disability history from early American history through the Disability Rights Movement as we sample tools and strategies for inclusive instruction in history and civics, with attention to students with learning disabilities.

C24: LIFE Project: Weekly Workshops and Peer Coaching to Support Students on the Spectrum
 

Presenters:

Alma Haidee Jongewaard, LIFE Project Coordinator, California State University, Long Beach
Britney Griffin, LIFE Project Coordinator, California State University, Long Beach

Description:

The Learning Independence for Empowerment (LIFE) Project is a free program for students with autism (ASD) at California State University, Long Beach. Students attend weekly workshops and community-building activities to practice the skills necessary to navigate university life and future career opportunities, with peer coaching for more individualized support. The goal is to foster students’ self-determination and belongingness at CSULB by making the unspoken social hidden curriculum more visible and explicit to reduce barriers to employment and degree-attainment. CSULB can share recommended program structure, pre/post assessments, collaborations with the campus and surrounding community, as well as recommendations for future programming.

Workshops

W11: Helping Students Harness the Power of Generative AI for Good, not Evil
 

Presenters:

Elizabeth McCarron, EdD, Certified ADHD Life Coach, Excel With ADHD LLC

Description:

Students quickly adopted Generative AI but faculty have been slower to get on board. Worried about cheating, many schools banned the technology. But this can hurt neurodiverse students who have adopted GenAI at a higher rate than neurotypical peers. This workshop allows beginners to experience GenAI for themselves, using ChatGPT to demonstrate ways that neurodiverse students use the technology for academic success. Attendees will practice creating and refining prompts. We will discuss ethical implications and collaborate to create assignments that help students use GenAI responsibly. Join us and get inspired to experiment with GenAI to help your students and yourself!

W12: Creating and Adopting a Culture of Universal Design in Post-Secondary Education
 

Presenters:

Betsy Ralph-Tollefson, Academic Lead/Communications Instructor, Southwest Wisconsin Technical College
Christena Bowers, Disabilities/Support Services Manager, Southwest Wisconsin Technical College

Description:

Southwest Wisconsin Technical College was looking for a big idea to improve the teaching and learning experience for our campus community. Chris Bowers presented universal design as a path forward. What came next was a two-year investment in people and training to develop internal trainers and a rubric to help our campus continue this work. In this presentation we will share our organizational process for creating and adopting a culture of universal design at Southwest Wisconsin Technical College and how you can use a plus-one approach to implement change on your campus.

W13: Why Make It Difficult?  Building Desirable Difficulties into Learning and Teaching
 

Presenter:

Jim Baucom, Emeritus Professor, Landmark College

Description:

Many neurodivergent students struggle to consolidate what they learn into long term memory, not for lack of effort, but because they rely on strategies that encourage shallow processing and short term recall.  This session will examine current views of memory storage and retrieval and the most common types of memory problems that learners face.  Most importantly, we will discuss study strategies that have strong theoretical and empirical support - strategies that deepen learning and enhance long term retention.   Caution:  Many of these techniques defy conventional wisdom and may cause us to rethink not only how students learn, but how we teach.

W14: Cognitive Load: What you need to know to support your students
 

Presenter:

Dr. Alyssa Lawson, Research Scientist, Landmark College Institute for Research and Training (LCIRT)

Description:

Cognitive Load Theory explains the amount of information learners’ experience during learning varies in its desirability and effectiveness for deeper and longer-term learning. This theory discusses how students process learning material within the highly limited working memory system, which is particularly important to consider for neurodivergent students. This workshop will discuss overarching theories on cognitive load, with an emphasis on 1) each type of cognitive load, 2) what can increase or decrease each type of cognitive load in an educational context, and 3) how to harness cognitive load theories to increase deeper learning for students. 

W21: Cultivating Interdisciplinary Collaboration to Encourage Teaching and Learning Experiences within a STEM Cohort
 

Presenters:

Stazi Bonhomme, Student, Landmark College
Val Proskauer Valerio, Student, Landmark College
Christin Monroe, Ph.D., Assistant Professor, Landmark College
Rebecca Matte, Associate Professor, Landmark College
Kim Coleman, Ph.D., Associate Professor, Landmark College

Description:

It is well understood that experiential learning contributes substantially to deeper and more nuanced understanding of content within a group of typical learners. Moreover, recent evidence suggests that these techniques are even more powerful for those who may traditionally struggle with specific elements of a standard academic program. Our internship model lends enough structure to provide motivation paired with enough flexibility to avoid restricting creative freedom. Our STEM cohort is interdisciplinary in that it includes both Life Science and Computer Science students that meet together in our STEM Community. As an example of this interdisciplinary collaboration, we will highlight a table-top game, that simulates the spread of a bacterial infection through a population, created by program members. We will share the program model that facilitated both the initial creation of the project and the collaborative impetus for further developments.

W22: Gaming for Growth and Belonging
 

Presenters:

Eric Gobel-Lynch, PhD, Director of Transition Programs, Landmark College
Thomas Kuzma, Coordinator of Student Affairs Online Programs and Support, Landmark College

Description:

Tabletop role-playing games can be a powerful tool to help neurodiverse individuals build skills and have fun while fostering a community at their college. Accessible to students in online and in-person formats, these games give players a chance to practice social skills, empathy, and executive function in a world with simulated consequences that allows for failure and learning in a forgiving environment. After this session, participants will be able to, explain the benefits of TTRPGs for neurodivergent students, prepare for and run TTRPG sessions, and conduct safe and inclusive games using expert-designed resources.

W23: Greatest Hits: Strategies to Use with your Students
 

Presenter:

Emily Helft, Ed.S., Assistant Director of Professional Development, Landmark College Institute for Research and Training (LCIRT) 

Description:

Here at the Institute for Research and Training, we give dozens of workshops and trainings every year, and we hear time and time again that strategies are what people are most excited about getting from our professional development offerings. Come join us for a 2-hour workshop to learn about our most popular recommendations for many educational situations including supporting executive function, fostering a Universal Design for Learning mindset, or supporting neurodivergent students in the classroom. We'll cover strategies we personally see folks get the most excited about, as well as top requests from the student perspective. This is a hands on workshop and participants should come prepared to participate!

W24: Developing a Neurodivergent Mind Through Game Design

Presenters:

Daisy Frederick, Founder, Off-Key, LLC

Description:

Games are highly engaging, especially for the neurodiverse community, and game design provides a perfect method for supporting the development of many ‘soft skills.’ This workshop will be full of hands-on activities and open discussion to introduce practical, robust activities that can be integrated into a variety of subject areas.  Participants will get the chance to work with several different materials for designing both tabletop and video games, and walk away with a ‘game design kit’ and access to a Google Folder of resources. 

Manju Banerjee Neurodiversity Plenary Presentation 

By: Dr. Loring C. Brinckerhoff

Session Description: 

The field of higher education and disabilities has evolved greatly in the last 30 years. This plenary session will present the historical underpinnings of the profession through the lens of a seasoned professional who has worked in both Disability Services Offices and for the world's largest testing agency. Loring will discuss the changing landscape since the passage of the ADA as well as some future trends we are witnessing in the higher education and disability community. 

Speaker Bio: 

Loring C. Brinckerhoff is the former Director of the Office of Disability Policy for Educational Testing Service (ETS) in Princeton, NJ where he worked for 23 years. His primary responsibilities at ETS were to oversee testing accommodations for 18,000+ test takers with disabilities who are seeking accommodations on ETS high stakes tests. He is also a higher education and disability consultant to Harvard Law School and Columbia University. He earned his Ph.D. in learning disabilities at the University of Wisconsin-Madison where he started the LD Support Services office in the McBurney Resource Center. He is also former president of the Association on Higher Education and Disability (AHEAD). In retirement Loring works one day a week at the Tremont School, in Concord, MA helping neuro-diverse high school students find the best college match. He lives in Cambridge.

Keynote: Love on the Human Spectrum 

By: Jennifer Cook , author and advocate

A lifetime on the human spectrum with first-person autistic flair. That’s what international expert and star of Netflix’s Emmy-Award winning “Love on the Spectrum,” Jennifer Cook, brings to the conversation. As an autistic woman — who also happens to be a best-selling author, celebrated educator, and autism mom (x3) — Jennifer’s unique “insider” perspectives bring audiences along on a behind-the-scenes road to empowerment. Anxiety? Jennifer will tackle it. Secret social rules? She’ll unzip them. Friendships? Dating? In ways that make sense to everyone, she’ll show how to break down what can feel tough and build up the beauty of differently-wired brains. It’s an option of optimism. Delivery of respect. And a whole lot of creativity. It’s life as it can be — for everyone on the human spectrum.

Manju Banerjee Neurodiversity Plenary Presentation:

Reflections on a Professional Life Immersed in Neurodivergence

By Christie Herbert, MFA, Professor of Studio Arts
Landmark College

Join us for our first annual “Banerjee Neurodiversity Plenary Presentation”! Named in honor of Dr. Manju Banerjee, current “LD and Neurodiversity Ambassador at-Large,&radio; and long-time advocate and expert in the field of neurodiversity.

Imagine working with neurodivergent learners for 37 years! Join Prof. Christie Herbert, a Landmark College faculty member since 1986, as she discusses with Adam Lalor, Landmark College’s Vice President of Neurodiversity Research and Innovation, how the field of learning differences and her teaching practice have evolved during her career. Key insights and anecdotes will be shared

Christie Herbert, currently a professor in the art department at Landmark College began her career with a deep and abiding interest in literature, literacy, and language development. For her BA, she majored in English literature at Reed College. From there she spent a year teaching English in Japan and returned to the US to complete an MAT in teaching ESL from the School for International Training. After spending two years as a teacher trainer for language instructors in a Thai refugee camp, Herbert began at Landmark College as a tutor and English teacher. She then taught education courses for two decades at Landmark College and concurrently developed and gave teacher training workshops on effective teaching for students with learning differences in a multitude of formats. While focusing heavily on best practices in teaching students with learning differences, she continued an intense practice as a ceramic artist. In 2007, Herbert began the process of heading up the effort to create a ceramics studio at Landmark, which launched in 2008. Herbert then returned to school to receive an MFA in Visual Art from the Vermont College of Fine Arts and switched her departmental affiliation at Landmark to the arts. She currently teaches ceramics, capstone seminars, a writing in the arts course and a Japan study abroad course called Intersections of the Art and Culture of Japan.

Concurrent Sessions

C1. Using a Flipped Classroom to Address EF challenges

Executive functioning has always been a challenge for students with disabilities such as ADHD, as well as those with a history of trauma or serious external stresses. However, since the pandemic, such challenges have become much more widespread, with entire classes struggling to keep track of and complete assigned tasks. In my math classes, especially a statistics class for students with limited math backgrounds, I utilized a flipped classroom approach (watching videos and reading at home, doing work in the classroom). Here is what I learned.

Presented by: Dr. Brooke Orosz (she/her), Professor, Essex County College
 

C2. Neurodiversity and Inclusion: A Scaffolded Approach to Foster Career Readiness

While entering the job market is an intimidating prospect for any college student, for neurodiverse students this can be quite daunting. Embracing a strengths-based approach, this session will provide guidance on how to launch a career readiness program for neurodiverse learners. The session will provide an outline of the various scaffolded workshop series and professional skills building events created specifically with the unique needs of the neurodiverse job seeker.

Presented by: Jan Coplan (she/her), Director of Career Connections Marlee Bickford Bushey (she/her), Career Advisor, Landmark College
 

C3. Classroom Accommodations for Middle and High School Students with Language Deficits

Students with language deficits find navigating the classroom to be difficult. These deficits can hinder their learning, participation and productivity. This session will offer background information about language deficits, but most importantly strategies and accommodations that can support these students.

Presented by: Roxanne Zazzaro (she/her), Upper School Academic Dean, Currey Ingram Academy
 

C5. Gaming for Growth and Belonging

Tabletop games such as Dungeons and Dragons (D&D) offer engaging and fun opportunities for students to refine social skills, practice problem solving, and grow their community whether they are first time players or seasoned campaigners. This session will delve into the theory and practice of using tabletop games to further educational goals with neurodivergent students in both online and in-person formats.

Presented by: Eric Gobel-Lynch (he/him/his), Director of Transition Programs and Thomas Kuzma (he/him/his), Coordinator of Student Affairs Online Programs, Landmark College
 

C6. How to Create Space for Neurodivergent Learners

Active learning, collaboration, inquiry-based activities, and open design with classroom neighborhoods have replaced dusty library stacks, rows of forward-facing desks, and dog-eared textbooks. While this has been beautiful for many students, these changes come with new challenges for many neurodivergent learners. Classrooms have become so much more inclusive, but some modern classrooms have the potential to disable students in new and exhausting ways actively. In this session, participants will learn how to adjust popular current approaches and designs to allow neurodivergent students to meaningfully and joyfully participate authentically.

Presented by: Kelly Cray (she/her), Cultural and Language Support, Burr and Burton Academy
 

C7. Summer LIFE at the Beach: A Transition Experience for Students with Autism

In Summer 2022, CSU Long Beach Bob Murphy Access Center’s (BMAC) Learning Independence for Empowerment (LIFE) Program hosted it’s first inaugural “LIFE @ The Beach” multi-night program for incoming and returning students with autism (ASD) with the purpose of developing self-determination skills, increasing social connectedness, self-esteem, independence and confidence, knowledge of CSULB services and programs, safe and healthy cooking practices, and highlighting the importance of group experiences. From this program, CSULB can share recommended program structure, pre and post assessments, collaborations with the campus and surrounding community, as well as recommendations for future programming.

Presented by: Mary Nguyen, Director (she/her), Jessica Wood, Associate Director; CSU Long Beach (CSULB) Bob Murphy Access Center (BMAC)
 

C8. Supporting Students with Executive Function Challenges

This session covers executive functioning inside and out! Participants will learn about the frontal lobe of the brain and how it affects all students’ focus, effort, memory, attention, and even emotions. Students struggling with executive function have an impacted ability to effectively plan, manage time, stay organized, and so much more, which affects their success in school. The good news is EF coaching is simple and highly effective. This session will give participants the skills to recognize executive functioning deficits in students as well as practical, concrete strategies that they can employ to better support their students right away.

Presented by: Samantha DePalo (she/her), Director of Outreach, The Jones-Gordon School
 

Workshops 

W1. Applying an Ungrading Philosophy: How Educators can Rethink and Redesign Assessment to Maximize Learning for Every Student

Evidence shows that grading can demotivate students, promote cheating, and overall miss the mark on an authentic learning process. This session will focus on how to empower students to excel in any course using an “ungrading” philosophy. Specifically, what is the ungrading philosophy and how does it work? Second, how can teachers launch and engage students in this empowering assessment practice? This session will address the paradigm shift of power sharing, inspiring agency, and structuring a self-reflective feedback loop to create a genuine learning process for every student. Canvas examples will be shared and contract grading agreements will also be part of the interactive workshop. Prepare to discuss transformative ideas about grading and assessing neurodiverse students.

Presented by: Eric Matte (he/him), Professor, Landmark College
 

W2. Empowering Neurodiverse Voices: Engaging the Whole Child-Whole Student on the Career Journey

The Bureau of Labor Statistics (2022) reported the employment status of individuals with disabilities is 27.7% for those with a bachelor’s degree or higher, in comparison to 73.2% of nondisabled individuals with a similar background. Using the Whole Child-Whole Student framework to create, re-create, and co-create the career journey liberates an active exchange of ideas focused on the career dispositions of students. Hearing from the voices of neurodiverse students and alumni, this presentation amplifies the prevalent barriers to employment that neurodiverse students experience and provides effective strategies for inclusion that can be assessed and measured for career success.

Presented by: Chiara Latimer (she/her), Co-Director, Center for Neurodiversity & Program Coordinator, Rowan PATH, Alicia Monroe, Ed. D. (she/her), Assistant Director & Adjunct Faculty; Rowan University
 

W3. Adapting Birkman Language for Neurodiverse STEM Students

In this interactive workshop, faculty and students will present our take-aways as participants in The Access to Innovative Education: STEM-Providing Learning Opportunities and Scholarship (AIE: STEM-PLOS), a National Science Foundation funded program at Landmark College. This session will provide an overview of the supports provided to students in the program (e.g., scholarship and mentorship), including description of the “Birkman assessment,” and the process of getting “Birk’d,” used to provide students with descriptive language for describing career activities. Students will reflect on their self-exploration with the Birkman survey as it relates to career readiness, their individual stories, and journeys, as well as internships and post-graduation work experience. The cohort course design model of the program, along with class activities—such as multi-modal learning activities and class discussions—will be described. An emphasis will be placed on the universal design of the program, that is its intentional design to promote accessibility for students who want to learn.

Presented by: Mike Vittum (he/him), Student, Katie Hoder (she/her), Student, Andrew Barrows (he/him), Student, Yar Deng (she/her), Student, Landmark College and Rebecca Matte (she/her/hers), Todd Miller (he/him/his)
 

W4. Designing Cooperative Learning Success for All Students

More now than ever, it is an undeniable reality that learning to work collaboratively is a requisite skill for success in school and beyond. All too often, however, classroom group activities lack the research-validated ingredients needed to ensure that all students are engaged and learn how to cooperate with their peers. These methods are especially beneficial in ensuring that students with LD, ADHD, and autism can join their peers and participate successfully in cooperative learning activities. Experience these methods for yourself by engaging in an actual cooperative learning lesson in this session.

W5. Inclusion, Ableism, and Academic Rigor: Challenges, Opportunities, and Suggestions for Student Learning

Neurodivergent students need inclusive teaching, and that extends to cognitive needs and physical abilities. Furthermore, this teaching needs to have the appropriate academic rigor. The questions of physical classroom presence, participation in learning opportunities, and other instructional activities must be considered to meet the intended learning outcomes and connect students with meaningful, accessible course content. In practice, instructors need to present options in situations where accessibility may be an issue, such as alternative assignments, multimodal course materials, and well-communicated expectations. This session will be a discussion of issues with a focus on seeking solutions that meet school and individual needs.

Presented by: Dr. Jeanette Landin (she/her), Associate Professor and Lee Crocker, Associate Professor, Landmark College
Location: Lewis Academic Building 102 

W6. Educating Educators about the Ability Spectrum

This presentation discusses a professional development workshop designed to help instructional faculty understand how dis/abilities impact learning, on the premise that post-secondary educators report needing training. This researcher embraces a 21st century model of support as per the United Nations (2006, 2016) and World Health Organizations’ (2011) imperatives that schools should improve the lives of individuals with dis/abilities through increasing dis/ability understanding and awareness. The presenter believes that dis/ability resource providers should be intricately involved in this work. The presenter frames disability as belonging to a spectrum of diverse human predicaments (Shakespeare, 2018).

Presented by: Lisa M. Yates (she/her), Director, Dis/ability Support Services, Moreno Valley College
Location: MacFarlane (STEM) 104

W7. Distress Tolerance Planning

In the fall of 2020, 31.4% of college students reported experiencing anxiety (American College Health Assoc). 57% of Landmark College students report that they have been diagnosed with anxiety at some point in their lives. In this presentation we will talk about a brain-based approach that we are using at Landmark College to help our students become more resilient in their responses to anxiety and to learn how to rewire their brains to reduce amygdala activation. We will be providing practical and effective strategies for responding to anxiety, and supporting increased anxiety tolerance.

Presented by: Meg Spicer (she/her), Counselor and Nicole Pacenka, Assistant Director for Housing Operations and Resident Dean, Landmark College
Location: Lewis Academic Building 104 

W8. Executive Function and Study Strategies

This presentation is meant to highlight the individual coaching work of the Landmark
College Bay Area Success Center Learning Specialists. This will be a time and space dedicated to sharing and modeling effective tools and techniques that support executive function (EF). This will include an introduction to Success Center services, with an emphasis on our EF coaching service model. The workshop will include a brief overview of EF and common challenges we observe in our clients seeking out services. Resources shared from this workshop will fall mainly into two categories, resource and materials for coaches and EF related resources and tools we have found engaging and useful with our clientele.

Presented by: Sarah Firestein (she/her), Learning Specialist
Location: MacFarlane (STEM) 111

NEURODIVERSITY AND INTERSECTIONALITY
June 27 and 28, 2022
Landmark College, Putney, Vermont
 

Monday June 27, 2022

Registration and Reception  4 – 4:45 p.m. ET

Description: Enjoy light hors d'oeuvres and alcoholic and non-alcoholic beverages while you register and get to know your fellow attendees.

Neurodiversity Culture: Identity Development and Intersectionality  5 – 6:15 p.m. ET

Presented by: Ken Gobbo, M.S., Professor Emeritus of Psychology, Landmark College
Description: This presentation will include a brief overview of neurodiversity, a short history, what it is, and what it is not. It will examine culture, norms, intersectionality, and their influence on the identity development of neurodivergent individuals. It will also consider why this matters, and what we can do to promote the development of a positive identity in our students.

Tuesday June 28, 2022

Registration and light breakfast 9 – 9:30 a.m. ET

Description: Enjoy a continental breakfast before the day's presentations and/or register if you didn't Monday evening.

UDL and Intersectionality: Honoring Identities in Higher Education  9:30 – 10:30 a.m. ET

Presented by: Denia Guadalupe Bradshaw, Ed.D.

Description: Universal Design for Learning (UDL) is a proactive evidence-based framework that designs learning environments that support the variability of learners (Meyer, Rose, & Gordon, 2014). Practitioners integrate these nuances already, “but intentionality shifts with [the lens of] UDL” (Posey, 2019, p. 162). Heightening awareness of the practice of UDL, through an understanding of Intersectionality, will be highlighted in this session. Participants will also explore how the frameworks of UDL and Intersectionality coincide and affirm one another—and by taking this approach, learners with diverse and intersecting identities and narratives further benefit, thrive, and feel belonging.  

ROTO Program: Neurodiversity and Black Student Programming  10:45 – 11:45 a.m. ET

Presented by: Kelly O’Ryan, Dean of Students; Marc Thurman, Coordinator for the Center for Diversity and Inclusion; Adam Lalor, Ph.D., VP of School of Educational Research and Innovation, Landmark College

Description: Black students with disabilities are a twice-marginalized student group that has received little attention within higher education. Unfortunately, research indicates that students of color and students with disabilities both have lower persistence rates placing Black neurodivergent (i.e., learning disabled, ADHD, and/or autistic) at even greater risk for dropping out of college. This session will introduce an innovative program, Reach One Teach One (ROTO), geared at improving transition and sense of belonging for Black neurodivergent students. Join us for a discussion of this novel program and learn how you can develop a similar program on your campus.

Lunch on campus (provided) Noon – 1 p.m.

Understanding the Intersection of Gender, Sexuality, and Neurodiversity: A Complex Discussion 1:15 – 2:15 p.m. ET

Presented by: Jeff Huyett, Director of Health Services, Landmark College

Description: Over 200 pieces of legislation are being crafted in multiple states limiting the discussion of LGBTQ issues in K-12 and even college education. Some legislation even criminalizes the delivery of medical standard of care services to transgender youth. Hostile social environments are increasing in schools and communities further stigmatizing queer youth of all ages or youth with same sex or gender variant parents. Polls show most Americans favor tolerant and accepting educational environments for queer youth but politicians are fanning the flames of cultural wars to whip up their political bases. Queer youth experience suicidal ideation or attempt at four times the rate of their heteronormative peers.

This presentation will discuss the importance of creating tolerant, accepting educational environments for LGBTQ students that promote healthy development. The overlay of neurodiversity, coming out, and identity formation will be explored for the development of specific programs for neurodivergent LGBTQ, and especially, transgender youth in academics, residential life, and student affairs.

Biography: Jeff Huyett is an out, queer-identified nurse practitioner who has worked in LGBTQ community health and college health centers for over 30 years. He has been an activist in the health care industry and communities through involvement with advocacy and direct action groups. Jeff regularly lectures with students, health care providers, and faculty. He has been involved with HIV and HPV research, treatment protocol development for HIV and transgender care delivery, as well as been a primary care provider of LGBTQ-sensitive nursing care including hormonal transition.

In Their Own Voices: Student Neurodiversity and Intersectionality Panel  2:30 – 3:30 p.m. ET

Presented by: Panel of Landmark College students;
Moderated by Marc Thurman, Coordinator for the Center for Diversity and Inclusion

Description:Hear from a panel of current Landmark College students as they share their personal stories. Students will provide insight into the unique situations they have faced, and overcome, as neurodivergent individuals with additional marginalized identities. Attendees will have the opportunity to ask panelists questions and elicit feedback about the experiences, strategies, and people that have supported them along the way.

Sponsored by the Landmark College Centers for Diversity and Inclusion

Closing 3:30 – 3:45 p.m. ET

Presented by: Adam Lalor, Ph.D., VP of School of Educational Research and Innovation

The 2021 Landmark College Summer Institute was hosted as two separate one-day online events. 

Day 1: Mental Health, Wellness, and Learning

• 9:45 to 10 a.m. Welcome and check-in
• 10 to 11 a.m. “Infusing Self-Determination into a Transformed Higher Education to Enhance Student Success and Wellbeing” with speaker David Parker
• 11 t0 11:15 a.m. Break
• 11:15 a.m. to 12:15 p.m. “Rewiring the Anxious Brain: Shifting a Campus Response to Student Distress” with speakers Meg Spicer & Matt Cherry
• 12:15 to 12:45 p.m. Lunch break
• 12:45 to 1:45 p.m. “Using Universal Design to Coordinate Wellness Initiatives Across Campus” with speaker Todd Miller
• 1:45 to 2 p.m. Break
• 2 to 3 p.m. “Student Voices: Wellness and Learning Differences” with Landmark College Students

Day 2: Creating an Environment for Success 

• 9:45 to 10 a.m. Welcome and check-in
• 10 to 11 a.m. “Intentional Teaching: How Landmark College Pedagogy Supports Student Success” with speaker Jill Hinckley
• 11 to 11:15 a.m. Break
• 11:15 a.m. to 12:15 p.m. “Teaching for Transfer: What We Talk About When We Talk about Writing” with speakers Sara Glennon and John Kipp
• 12:15 to 12:45 p.m. Lunch break
• 12:45 to 1:45 p.m. “Thinking Reasonably About Accommodations for Autism Spectrum Students in STEM Classrooms” with speaker Kim Coleman
• 1:45 to 2 p.m. Break
• 2 to 3 p.m. “Student Voices: Landmark College Students Share Their Academic Journey” with Landmark College Students

Due to the COVID-19 pandemic, the 2020 Summer Institute was re-envisioned as a series of online professional development workshops, offered over multiple weeks. 

• Enhancing Online Learning for LD Students
• Universally Designed Literacy Instruction
• Executive Function as Conductor

Highlights from the 2019 Summer Institute include:

Opening Keynote: “Universal Design 2.0: Tipping Points and Beyond”

Monday, June 24, 2019, 9 – 10:30 a.m.
by Sally Scott, Ph.D. Senior Research Associate,
Association on Higher Education and Disability (AHEAD); National Center for College Students with Disabilities (NCCSD)
Author of “Disability and World Language Learning: Inclusive Teaching for Diverse Learners”
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)

Universal Design has taken the field of postsecondary disability by storm. What was once a tentative idea for expanding access on college campuses has become a widely accepted paradigm for guiding our work. But in words familiar to every parent, are we there yet? Have we reached the goal of providing inclusive instructional environments that benefit a broad diversity of learners?

Using Malcolm Gladwell’s notion of “tipping points,” we will examine Universal Design for Instruction/Learning in research and practice. What do we know so far? What thresholds have been achieved? And how can we use these tipping points to prompt next-generation thinking about Universal Design? This session will challenge you to think about Universal Design 2.0 and future directions for research and practice.

Closing Keynote: “Improving the Lives of all Learners: Progress in Learning Disabilities Research and Practice”

Wednesday, June 26, 2019, 9 – 10:30 a.m.
by Brett Miller, Ph.D., National Institute of Child Health and Human Development (NICHD) 
Dr. Miller oversees the NICHD funded research portfolio focused on learning disabilities.
Location: Brooks O’Brien Auditorium, East Academic Building (EAB)

With classes ending for the school year, summer is a natural time to reflect on the past progress while recognizing and planning for current and future needs. This presentation will reflect on the progress made in our foundational understanding of learning disabilities impacting reading, writing and mathematics with an emphasis on its translation to intervention and more broadly practice. With an eye towards current efforts and future need, we will emphasize recent research focused on diverse population inclusive of individuals such as those coming from linguistically diverse environments and those with more complex learning challenges or with co-occurring conditions. Finally, looking beyond, we will emphasize some areas of future need with the hope of developing a dialogue to better understand the needs of the community including practitioners and individuals with learning disabilities.

Three-Day Strands

Three-day intensive, hands-on workshops (or “strands”) form a core component of our Institute experience. Participants choose a strand to stay in for all three days.

College Success for Students with Learning Differences: An Introduction
Presenters: Adam Lalor, Ph.D. and Lynne Shea, M.A.

Are you a college educator or new disability service professional interested in supporting the success of students with learning disabilities, ADHD, and autism? If so, join the authors of the new book From Disability to Diversity: College Success for Students with Learning Disabilities, ADHD, and Autism Spectrum Disorder for a discussion of theory and practice related to fostering success for students with learning differences. Topics covered will include strategies for supporting students inside and outside of the classroom. Particular emphasis will be placed on programs and strategies employed at Landmark College that may be applicable to other colleges and universities.

Strategies for Creating an Executive Function-Friendly Classroom for Neurodiverse Learners
Presenter: Rick Bryck, Ph.D. 

Executive Function (EF) refers to the group of cognitive processes that control the skills needed to take action and achieve goals. Participants will deepen their understanding of three key component “building blocks” of EF and their impact on student success. A balance between EF theory, research, and practice will be presented. Emphasis is placed on understanding why students struggle with EF and practical approaches for supporting these EF challenges, in each of the three core EF areas and general approaches for improving EF.

Supporting Social Emotional Learning in the Classroom and Beyond 

The transition to adulthood is an incredibly influential and important period in human development. To make a successful and positive transition, we know that every student will require social and emotional support along the way. Yet, these supports and opportunities for social emotional learning (SEL) are far less likely to be available for adolescents and young adults than for younger students or students with documented disabilities. In this strand, we’ll explore recent research and theoretical frameworks for SEL and discuss practical strategies and routines that support social and emotional development. In addition, we will discuss school-wide programs that promote social-emotional competence and positive school culture as well as how to advocate for these larger-scale changes.

Technology Without Tears: Simple Tools to Improve Access and Student Success
Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.

Technology has long been viewed as a key element in supporting students who learn differently to access and thrive in current education systems. However, it has also been fraught with issues including expense, usability, steep learning curves, and stigma. As the landscape changes away from traditional assistive technologies to more broadly available and accessible learning technologies, we are increasingly seeing new low cost/no cost tools that are usable, accessible, and integrated into existing devices. This session will focus on looking at key aspects for evaluating the accessibility, usability, and effectiveness of available assistive and learning technologies. In addition, participants will learn specific pedagogical techniques for using technology to support students with writing, EF skills, note-taking, and math.

Keynote Presentation: “A Path to Pride and Success”

by LeDerick Horne, spoken-word poet, advocate for people with disabilities, and inspiring motivational speaker

LeDerick Horne is a poet, advocate, and co-author of the book “Empowering Students with Hidden Disabilities: A Path to Pride and Success.” Within this presentation, LeDerick Horne will share his own experience as a student with a learning disability who was able to graduate from college with a B.A. in mathematics. LeDerick is now one of the nation’s most sought after speakers dedicated to improving the outcomes of youth with disabilities. LeDerick will give advice to help all students develop positive identities as people with disabilities. Strategies for helping students reach their transition goals will be shared as well as advice on helping students develop positive relationships in school and the adult world.

Plenary Presentation: “EF on the Horizon: Innovative Research on Supporting Students with Executive Function Disorder”

by Eleazar Vasquez, Ph.D., BCBA-D, Director and Associate Professor, University of Central Florida

What’s on the horizon for students who struggle with executive function? In this plenary session, Dr. Vasquez will discuss the findings of three National Science Foundation projects on innovative supports for students with EF disorder. From serious games to Universal Design for Learning in STEM courses to enhancing instruction through greater connectivity, this session is sure to offer attendees a glimpse into the future of supporting students with EF disorder.

Special Guest Presentation: "A Gliding Artform"

Sunday, June 24, 2018 7:30 – 9 p.m.
by Jean Cherouny, artist and Landmark College alumna

In her talk, Ms. Cherony will describe how learning differences influenced her career and life trajectory, as illustrated by her journey in becoming a successful artist, entrepreneur, and world traveler. Jean describes her inspiration: “When I paint it is never about me but the light and the people I see and feel. There is always an impulse coming from something larger than life itself with the flowing paint under my wheels. It’s lucky to be an artist and feel this freedom. Landmark College provided me a new outlook on myself as a learner. In turn, this provided an essential component for life after Landmark—the ability to let go and search to understand more deeply who I am. My art takes me to an unbiased place and allows me to create and share the work with the world.”

Three-Day Strands

Three-day intensive, hands-on workshops (or “strands”) form a core component of the Landmark College Summer Institute experience. Participants stay in the same strand for all three days. Strands take place each afternoon.

Strand A) Technology for Student Success
Presenter: Ibrahim Dahlstrom-HakkiIbrahim Dahlstrom-Hakki, Ph.D.

Strand B) Fostering Academic Accessibility: Student and Educator Perspectives 
Presenters: Ellen Wood, M.Ed. and Alicia Keating

Strand C) College Transition: What Do You Mean It’s at Least a 10-Year Process?
Presenter: Adam Lalor, Ph.D. and Jessica Monahan

Strand D) Executive Function Support In and Out of the Classroom
Presenter: Rick Bryck, Ph.D. and Landmark College EF Coaches

Single Sessions

Click here for a list of 2018 Single Sessions titles and presenters.

Sunday Keynote:
“Hope or Hype? The Use and Misuse of Neuroscience in Education”
(EAB O'Brien Auditorium)

Monday Plenary Presentation:
“The Typical and Atypical Reading Brain: How Neuroscience Can Inform Educational Practice”
(EAB O'Brien Auditorium)

Nadine Gaab, Ph.D.

Associate Professor of Pediatrics
Boston Children's Hospital & Harvard Medical School
Department of Medicine/Division of Developmental Medicine

Wednesday Special Guest Presentation:
“Harnessing Individual Variability to Improve Educational Outcomes: Case Studies and Interventions”
(EAB O'Brien Auditorium)

Joanna A. Christodoulou, Ed.D.

Assistant Professor
Department of Communication Sciences and Disorders
MGH Institute of Health Professions
Director, Brain, Education and Mind (BEAM) Team

Three-Day Workshop Strands

Hands-on workshops (or “strands”) form a core component of the Landmark College Summer Institute experience. Participants stay in one strand for three days. This year's strand topics are (see detailed descriptions above):

1. 21st Century Study Skills: Activating the Inactive Learner

Manju Banerjee, Ph.D.;
Loring Brinckerhoff, Ph.D.

2. Math Support and Advocacy for Students with Math Challenges

Ibrahim Dahlstrom-Hakki, Ph.D.

3. Executive Function Support In and Out of the Classroom

Rick Bryck, Ph.D.;
Landmark College Professional Certified Coaches

4. Thriving In College: The Path to Success for Students Who Learn Differently

Linda Hecker, M.Ed.

Single Session Topics:

• Landmark College Works: Developing Supportive Employment Opportunities for Students Who Learn Differently
• Micro-uniting to Promote Effective Instruction for All Learners
• Supporting Student Wellness for Promoting Learning
• From Learning to Memory: Building “Desirable Difficulties” Into Studying
• Best Practices—Online Courses for Students Who Learn Differently
• Campus Support for Students with ASD
• Process and Progress: Addressing the Writing Challenges of Students with EF Disorders
• Think Like Me: An Inside Look into the Cognition of Persons with LD
• Techniques to Help Students Improve Emotional Self-Regulation and Learning

26th Annual Landmark College Summer Institute
June 19 – 22, 2016

Keynote and Plenary Presentations by Brock and Fernette Eide, founders of Dyslexic Advantage2016 Landmark College Summer Institute Program

Sunday Keynote: “How Should We Think About Learning Differences? Why It's Time For a New Approach”

by Brock Eide, M.D.

Historically, learning differences have been treated primarily as disabilities. In this presentation we’ll describe a new approach that starts from the premise that many learning differences represent normal and healthy patterns of brain diversity, with strengths as well as challenges resulting from these different patterns of organization. We’ll focus primarily on our work and research with dyslexic individuals to describe how this different approach looks, and what difference it can make for education, employment, and self-concept.

Monday Plenary Presentation: “Change Makers: Neurodiverse Minds Shape the World”

by Fernette Eide, M.D.
This session will begin by talking about a great pivot which is taking place in our understanding of human neurobiological differences. Dr. Fernette Eide will share some of the progress that is being made in the neurodiversity movement through increased community, greater self-disclosure, and a better understanding of how neurodiverse minds are essential for innovation.

The Eides are internationally recognized authorities on dyslexia and learning differences.

Topics

Three-Day Strand Topics

• 21st Century Study Skill Strategies: Activating the Inactive Learner
• The Challenge of Text in a Multimedia World: Supporting Academic Reading and Writing
• Promoting Executive Function in the Classroom and Beyond
• Cognitive Neuroscience of Teaching and Learning: What Works

Single Session Topics

• Campus support for addressing social pragmatics
• The female ADHD perspective
• Teaching math for students with LD
• Making studying stick via “desirable difficulties”
• Executive Function and writing
• The digital master notebook
• The culture of ASD in and out of the classroom
• Using iPads in the classroom
• Academic support center for students with LD
• Understanding Traumatic Brain Injury
• Stress management and resiliency training
• Transition planning for students with LD

Schedule

Click here for a detailed program.

25th Annual Landmark College Summer Institute

June 23 – 26, 2015

Keynote by Sian Beilock, Ph.D.

Tuesday, June 23rd, 7:30 p.m.

“Helping All Students Perform Their Best Under Stress”
The 2015 keynote speaker, Dr. Sian Beilock, is a professor of psychology at the University of Chicago and the author of How the Body Knows Its Mind and Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To.

Workshops

Pre-Institute Workshops: Tuesday, June 23rd

Three-Day Strands: Wednesday, June 24th, through Friday, June 26th

Single Sessions: Wednesday, June 24th, and Thursday, June 25th

Special Guest Presentation by Jerome J. Schultz, Ph.D.

Friday, June 26th, 1:15 p.m.

“Unique Aspects of Stress in Students with LD, ADHD, and High-Functioning ASD”
Dr. Jerome (Jerry) Schultz is a Clinical Neuropsychologist, author, and speaker who has provided clinical services, consultation and staff development to hundreds of private and public schools in the U.S. and abroad. He is on the faculty of Harvard Medical School in the Department of Psychiatry. He is the author of Nowhere to Hide: Why Kids with ADHD & LD Hate School and What We Can Do About It.

View the complete 2015 Summer Institute Program.