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 from 1:15 p.m. to 4:00 p.m.
Strand topics for 2017:
Strand 1) 21st Century Study Skills: Activating the Inactive Learner
Presenter: Manju Banerjee, Ph.D. and Loring Brinckerhoff, Ph.D.
Location: East Academic Building (EAB) Auditorium
Description: Study skills have come a long way since handwritten flashcards and two-column note-taking. Drawing from current understanding of neural circuitry and neurodiversity of the adolescent and young adult learner, this strand will present novel ways to look at study skills as a dynamic developmental process. As 30-year veterans in the field, presenters will discuss specific strategies to address course assignments and ways to activate/connect with hard to reach students. The emphasis will be on college-level assignments, but the approaches can be modified for high school students as well.
Strand 2) Math Support and Advocacy for Students with Math Challenges
Presenter: Ibrahim Dahlstrom-Hakki, Ph.D.
Location: MacFarlane 104
Description: Our understanding of why students struggle in mathematics and ways to support them has been improving steadily over the past few decades. However, societal support for and acceptance of mathematical learning disabilities still lags far behind that of literacy. This session will focus on providing participants with an understanding of why students struggle in math, how to help students advocate for their needs, and ways to improve learner’s understanding of and performance in math.
Strand 3) Executive Function Support In and Out of the Classroom
Presenter: Rick Bryck, Ph.D.; Landmark College Professional Certified Coaches
Location: MacFarlane 111
Description: Many students struggle in school, not because the work is too hard, but because of the executive function challenges they face when trying to juggle academics, social life, athletics, and jobs. Executive function (EF) refers to the cognitive processes that allow us to organize thoughts and activities, prioritize tasks, make decisions, and take action. Participants in this interactive three-day strand will deepen their understanding of EF and its impact on student success. Practical approaches, strategies, and tools for supporting students who struggle with EF challenges due to increased academic demand, ADHD, or ASD will be presented. Day two of the strand will be presented by the Landmark College Professional Certified Coaches. They will introduce the coaching skill of non-directive approaches, which has been shown to be useful when working with students with EF difficulties. Participants will be invited to practice these strategies to enhance their skills as educators in order to encourage student success. Instruction and practice in techniques such as asking powerful questions and helping students create goals with intention that encourage self-determination and self-management skills will be given.
Strand 4) Thriving In College: The Path to Success for Students Who Learn Differently
Presenter: Linda Hecker, M.Ed.
Location: East Academic Building (EAB) 105
Description: Holistic strategic programming can play a critical role in successful transition to college, especially for students who learn differently. What do successful supports and programs look like when they focus on helping students thrive? Landmark College's model first year programming introduces students to habits and skills needed to succeed in college. From pre-semester outreach to pro-active advising, and in specific course content, it orients students to a culture of goal-setting, strategic learning, metacognition, and self-advocacy. This strand examines approaches, programs, and content, that can be adapted by other schools and colleges to scaffold student transition. It includes the strategies and technology taught for active reading, note-taking, test taking and summary writing, as well tools and habits of mind students practice to improve motivation and self-regulation in academic settings.