Fall 2016 brings an exciting addition to Landmark College’s growing menu of professional learning offerings for educators. Our newest certificate program focuses on ways to support and scaffold executive function challenges, based on our 30+ years working with students who learn differently.
This expands our online/blended certificate programs by adding a new program in Fall 2016 to our original certificate in Universal Design: Technology Integration. Each certificate program offers five online/blended courses, but the programs differ in focus. Our original certificate aims at understanding and applying universal design to teaching and learning, with an emphasis on technology integration, while the newest program offers practical, classroom-tested ways to meet challenges of executive function difficulty in secondary and post-secondary learners.
Courses are taught using a combination of online instruction and real-time online face-to-face learning.
In partnership with Marlboro College Graduate & Professional Studies, students also have the option to apply to receive graduate level credits for their coursework.
A low-residency component for some courses and an online/blended course format make these programs an ideal option for busy educators and graduate students. Each program culminates in a Capstone project that is individualized and designed collaboratively by the participant and instructor. With direct application to the participant’s current or future work, the Capstone project offers a unique opportunity for experiential learning from expert faculty at Landmark College, and from Landmark College students, who know what it means to be non-traditional learners.
Online/blended courses for busy education professionals and graduate students
Executive Function and LD: Integrating Strategies, Study Skills, and Technology
Our newest certificate program focuses on ways to support and scaffold executive function challenges, based on our 30+ years working with students who learn differently.
The Executive Function and LD: Integrating Strategies, Study Skills, and Technology program will be offered during the 2016-2017 academic year.
In addition to the opportunity to earn a certificate for completion of the whole program, individuals who successfully complete individual courses will receive a Landmark College "micro-credential" in the focus area(s) of the course. See the individual descriptions below for the micro-credentials offered in conjunction with each course.
Each course will be offered over an eight-week period. Courses include approximately one hour every other week of synchronous online class meeting times.
- Understanding and Supporting Diverse Learners: Multiple Perspectives, Many Solutions
- Academic Strategies and Executive Function Supports for Students with LD, ADHD, and ASD
- Self-Regulation, Motivation and Student Engagement
- Applying Universal Design in eLearning Environments
- Capstone Project: Applying EF in Varying Educational Contexts
Course runs September 17 - November 12, 2016 for 2016/2017 Academic Year
This course provides core understanding of learning theories, frameworks, and best practices for working effectively with students who learn differently. Participants will explore definitions, research, historical trends, and legal mandates related to learners, including learning disabilities (LD), including dyslexia and dyscalculia; Attention Deficit Hyperactivity Disorder (ADHD); and Autism Spectrum Disorder (ASD). This will deepen understanding of innovative practices, incorporating Universal Design, executive function supports, and emerging educational technologies. Participants will explore how these approaches can be applied and adapted to provide optimal learning.
This course is also a component of the certificate in Universal Design: Technology Integration. Students can apply this course to either certificate.
LC Micro-Credential in: Understanding Academically Diverse Learners
Course runs December 3, 2016 - February 4, 2017 for 2016/2017 Academic Year
What strategies and supports have proven to be effective in promoting academic success for students with learning and executive function challenges? This course presents evidence-based, classroom-tested strategies, many developed at Landmark College, that help non-traditional learners thrive in academic settings. The first module reviews critical factors to consider when designing effective instruction: processing speed, working memory, executive skills, within the framework of Cognitive Load Theory. The second module describes the features of an EF-Friendly Classroom. Each subsequent module presents a process or strategic approach that addresses difficulties in the following areas: academic reading, academic writing, note-taking, studying and test preparation, and math. The course considers no, low and high-technology approaches that belong in every educator’s instructional toolkit. As a culminating project, participants will synthesize course learning to create student profiles and learning plans.
LC Micro-Credential in: Strategies in EF and Academic Supports
Course runs February 17 - April 15, 2017 for 2016/2017 Academic Year
One of the most perplexing challenges educators face is to how to effectively motivate students. Relatedly, how do we do we promote self-directed learning in our students? In this course, we will use the broad construct of self-regulation as a framework for addressing these questions in diverse learners, including students with a learning disability (LD), executive function (EF) challenges, attention deficient hyperactivity disorder, or with autism spectrum disorder (ASD). Participants in the course will examine a range of strategies and systems to support, actualize, and sustain student engagement. Specific topics covered include: employing active learning as a motivational tool, encouraging growth mindsets and persistence, developing meta-cognition and self-advocacy, and promoting overall student wellness (including nutrition, sleep, exercise, and stress reduction).
LC Micro-Credential in: Engagement of Students with EF Difficulties
Course runs April 22 - June 17, 2017 for 2016/2017 Academic Year
This course will demonstrate effective practices for planning and delivering eLearning instruction and assessment for diverse learners. eLearning includes blended, online, and technology-supported face-to-face classes. During the course participants will explore emerging resources that support technology integration in the classroom and online. Participants will learn how to evaluate technologies by how well they support differentiated instruction and cognitive access. As a final project each student will create a comprehensive e-Toolbox as a resource for self and colleagues.
LC Micro-Credential in: UD Practices and Application
Includes a 5-day on-campus residence; flexible dates, late June through July 2017
This capstone course promotes the synthesis and integration of learning gained in the previous four certificate courses and provides opportunity for learners to apply what they have learned in their own educational contexts. Participants select an area of investigation that is relevant to their current vocational needs and professional interest in order to create a capstone project. When feasible, projects will be implemented at the learner’s institution to provide both immediate educational impact and an opportunity for learners to refine theoretical understandings and practical applications. The capstone course offers options for personalizing the learning experience by selecting experiences, readings, and modes of expression that best suit participants’ goals and learning profile. Each participant will design their on-campus learning experience from a menu of options, guided by the support of a Landmark faculty mentor.
Capstone learners spend 2-3 days on the Landmark campus, supplemented by distance communications (phone, skype, email) engaging in experiences relevant to their chosen project. The residency is timed to coincide with Landmark College summer programs: participants have access to Landmark faculty and staff and are able to engage in observations, professional dialogue, research, and writing focused on synthesizing and integrating learning.
Capstone students have gone on to:
- Design websites for their schools
- Restructure procedures and policies for incoming students with disabilities
- Publish their work in peer-reviewed journals
Certificate course content is developed by Landmark College. Students completing all certificate course requirements receive a Certificate of Completion from Landmark College. Graduate-level credits are offered by the Marlboro College School of Graduate and Professional Studies to students who receive a grade of 80 percent or above in the course.
Universal Design: Technology Integration
The Universal Design: Technology Integration program is offered in rotation with the Executive Function & LD program. Two of the five courses are offered in both.
A new understanding of the ways in which students learn and teachers guide the learning process is shaping education in the 21st century. Students at the margins, particularly those who learn differently, are informing contemporary pedagogical practices. At Landmark College, experienced faculty work closely with researchers at the Landmark College Institute for Research and Training (LCIRT) to identify creative instructional practices and to test their effectiveness.
One approach that is integral to teaching and learning at Landmark College is Universal Design, which proposes the proactive creation of instructional materials and environments that anticipate and embrace diversity among student learners.
The Universal Design: Technology Integration program is designed to provide in-depth understanding of the paradigm of Universal Design and its application to education and educational environments. The program also promotes the dynamic role of technology in creating accessible instruction within the Universal Design context.
Create learning environments in which all students thrive, regardless of their learning preferences and abilities, by earning a Certificate in Universal Design: Technology Integration.
The program is designed for professionals and graduate students in the fields of education, technology and support services. Students in the program:
- Discover the dynamic role of assistive technology in creating accessible instruction within the context of Universal Design
- Create materials based on the principles of Universal Design that can be used immediately to enhance educational practices
- Acquire in-depth understanding of principles and applications of Universal Design in education
- Learn up-to-date information about neuro-developmental conditions that affect learning, such as dyslexia and other learning disabilities, ADHD, and ASD
The program offers a variety of flexible options, including the opportunity to take selected courses for professional learning, for graduate credit, or as electives in other graduate programs. Certificate course content is developed by Landmark College. Students completing all certificate course requirements receive a Certificate of Completion from Landmark College. Graduate-level credits are offered by the Marlboro College School of Graduate and Professional Studies to students who receive a grade of 80 percent or above in the course.
Listen below to an Open House session hosted by Universal Design: Technology Integration instructors:
The certificate program consists of 15 credits delivered through five courses. Each course will be offered over an eight-week period. Courses include approximately one hour every other week of synchronous online class meeting times.
- Universal Design: Principles and Practice
- Cerebro-Diversity: Serving Students Who Learn Differently
- Assistive Technology Practices
- Applying Universal Design in eLearning Environments
- Capstone Project: Applying UD and AT in Varying Educational Contexts
Participants in this course will gain in-depth understanding of the ways in which Universal Design (UD) is shaping traditional classroom instruction, accommodations, and student support services, both at the secondary and postsecondary levels. Starting with a brief overview of guiding principles and research findings on UD and its various iterations, this course will focus on applications of UD in multiple settings (classrooms, tutorials, lab work, studio and field studies), and across different contexts (subject areas, orientations, curriculum development). Participants will engage in exploring inclusive and accessible learning products, strategies, and environments, relevant to their current profession or area of interest.
This course provides core understanding of learning theories, frameworks, and best practices for working effectively with students who learn differently. Participants will explore definitions, research, historical trends, and legal mandates related to learning disabilities, including dyslexia and dyscalculia; Attention Deficit Disorder; and Autism Spectrum Disorder. This will deepen understanding of innovative practices as guided by Universal Design and emerging educational technologies. Students will explore how these approaches can be applied and adapted to provide optimal learning for students. As a culminating project, participants will apply course learning to creating student profiles and learning plans.
This course is also part of the certificate in Executive Function and LD. Students can apply this course to either certificate.
Assistive Technology Practices at Landmark College will address the varying ways that learning technologies can enrich and enhance the education of students with learning differences. Current research and development in the field of educational technology will be incorporated into the course, as will instruction in specific learning strategies, such as developing reading comprehension with text-to-speech software, note-taking strategies with graphic organizers, and writing using voice recognition and editing software. Exploration of strategic approaches and technologies to support time management and organization of materials will be incorporated. Highlighted technologies will include: traditional assistive technology software (e.g. Kurzweil, Dragon NaturallySpeaking, Inspiration); imbedded features of high use software (e.g. Microsoft, Apple); web-based applications (e.g. Google); and mobile apps for phones and tablets. As a culminating project, participants will apply course learning to creating a proposal for educational technology integration in an academic environment.
This course will demonstrate ways to infuse the principles of Universal Design in the planning and delivering of eLearning instruction and assessment. eLearning includes blended, online, and technology-supported face-to-face classes. In consultation with the instructor, participants develop a self-directed learning plan based on individual professional priorities and drawn from a menu of learning opportunities. During the course participants will seek out and use current and emerging resources that support technology integration in the classroom and online. Technologies will be measured in how well they apply differentiated instruction guided by Universal Design and on practical grounds centered on the participants’ professional environment. As a final project each student will create a comprehensive e-Toolbox as a resource for self and colleagues.
This course is also part of the certificate in Executive Function and LD. Students can apply this course to either certificate.
The capstone course promotes synthesis and integration of learning gained in the previous four certificate courses and provides opportunity for learners to apply what they have learned in their own educational or professional contexts. In this course, participants will select an area of investigation that is relevant to their current professional needs and interests in order to create a capstone project that incorporates Universal Design principles and practice, including Assistive Technology. When feasible, projects will be implemented at the participant’s institution to provide both immediate educational impact and an opportunity to refine theoretical understandings and practical applications.
FAQ about the Professional Certificate Courses and Program
How much does it cost?
Tuition (per course): $1,200
Credit fee (per course, if taking for graduate credit): $1,515 (subject to change in 2017-18)
If you are taking a course for credit, a credit fee of $105 per credit ($315 for each 3-credit course) is due to Marlboro College at the end of the course. Thus the total cost of a course taken for credit is $1,515. Graduate credit for the courses is granted through Marlboro College Graduate & Professional Studies. Transcripts will be maintained at both Landmark College and at Marlboro College.
Individual course instructors may require participants to purchase textbooks, course packets, or other materials. Participants will also have the opportunity to purchase assistive technologies, including Kurzweil, Inspiration, and Dragon, at a reduced rate.
Can I take individual courses?
Yes! You have the option to take all the full certificate program (five courses) or select individual courses, leading to Landmark College micro-credentials in a particular topic.
Do I have to take courses in a particular order?
No! You can pick and choose the courses that appeal to you and your schedule. The only exception is the Capstone Course, which can only be taken after sucessful completion of four requisite certificate program courses. Completing the full program over multiple academic years will still lead to a certificate.
How can I receive graduate credit for these courses?
Landmark College’s LD credentialing programs offer students unique opportunities to enhance their professional qualifications as educators and professionals working with students with learning disabilities, ADHD, and ASD. Through a partnership with Marlboro College Graduate & Professional Studies, students can opt to receive graduate credits for courses taken (3 credits per course) through Marlboro College master's degree, certificate, or Educational Technology Specialist endorsement (provided by the State of VT through transcript review). Students can also use one or more of the certificate courses as electives towards Marlboro’s Master of Arts in Teaching with Technology degree.
Landmark College is proud to partner with Marlboro College in offering these opportunities.
For more information about graduate credit for these courses, contact Admissions at Marlboro College Graduate & Professional Studies at 888-258-5665 x209 or visit Marlboro's Teaching with Technology program site.
What is the timeline for admission?
Landmark College has a rolling admissions process for these programs. Completion of a certificate will vary according to your program start date. Individual course applications deadlines will be posted as each course approaches (and listed at the top of this page); typically the deadline is around two weeks before the course start date.
Are there any prerequisites for these courses?
Completion of a bachelor's degree is required for admission into the program or single courses.
There are no pre-requisites for the first four courses in any program. The Capstone culminates in a project that combines all the learning experiences from the previous courses. Students are expected to take all four courses before participating in the Capstone course. This certificate program offers courses at the graduate level. Course work reflects Master's level rigor and scholarship.
What is an "online/blended" course?
An online/blended program is one that combines online with face-to-face instruction. The certificate programs consist of one online course that has a weekend (Saturday through Sunday) face to face component and three other courses that are taught using a combination of online instruction and real-time, online face-to-face learning. The Capstone course includes one week on site at Landmark College and seven weeks online.
Is financial aid available?
Financial aid is not available for our LD credentialing programs, but extended payment plans are available
How do I apply?
A completed application form, a copy of your bachelor’s or master's degree certificate or transcript, and a current resume or CV are needed for individual course registration. The program application process has the additional requirement of a personal statement indicating interest in the program and reasons for participation.
Applications are reviewed on a rolling admissions basis. You will receive an acceptance packet soon after your application has been reviewed and you have been accepted into the program.
What if I need to withdraw from a course?
Students must withdraw from a course within one week of the course start date in order to receive a 50% tuition fee refund. Refunds are not available after the first week of the course start date. Application fees are non-refundable.
What do previous students have to say about the program?
"I have LOVED working my way through the Learner Profile. I deliberately chose a student who has baffled me in many ways and having to think specifically about her strengths and challenges within each weekly context has been very useful. I very much appreciate the immediate practicality of this assignment..."
"...although I have been working with students on Executive Functioning for about eight years or so, the information presented in this course has been so very helpful to me. Some has offered validation for the knowledge I have gained over the years, and some has taken familiar ideas and concepts to new levels."
"I really like the balance of theory and practice. It helps me immensely to have the research to refer to when presenting a strategy, but I also appreciate that it's always very clear why we delve into particular theories."
"I am finding the material of this course tremendously empowering, as it gives me concrete knowledge I can invoke when discussing either a particular student's situation or larger institutional issues."
"This class has certainly challenged me. I have appreciated the challenge. Thank you!"
"Many thanks for your instruction, guidance, and patience this term. I have taken away a great deal that will support my professional work."
"Since I have been out of the teaching loop . . . I have felt even more out of touch on available technology than I did before . . . This made me dive into the deep end, so to speak, and I'm glad to say the experience was fascinating and encouraging. I'm looking forward to exploring more of what's out there."
"There is a lot of information to view and absorb, and I wish I had the time to investigate and spend time with each resource to the degree I would like to. I really am enjoying everything I've been learning on this course and I wish it wasn't ending."
Still have questions? Contact us at:
Landmark College Institute for Research and Training