Professional Certificates

Enroll in Course 1 during either Fall or Spring I terms:

• Fall: September 14 – November 11, 2018
• Spring I: February 15 – April 14, 2019

Instructor: Adam Lalor, Ph.D.

This course provides a 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); ADHD; and autism spectrum disorder (ASD). Students will deepen their understanding of innovative practices, incorporating Universal Design, executive function supports, and emerging educational technologies. They will explore how these approaches can be applied and adapted to provide optimal learning.

Enroll in Course 2 during either Winter or Spring II terms:

• Winter: November 30, 2018 – February 3, 2019
• Spring II: April 26 – June 23, 2019

Instructor: Phip Ross, Ed.D.

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.

Enroll in Course 3 during either Spring I or Summer terms:

• Spring I: February 15 – April 14, 2019
• Summer: July 7 – September 2, 2018

Instructor: Zac Alstad, Ph.D.

One of the most perplexing challenges educators face is to how to effectively motivate students. Relatedly, how 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 deficit 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).

Enroll in Course 4 during either Spring II or Fall terms:

• Spring II: April 26 – June 23, 2019
• Fall: September 14 – November 11, 2018

Instructor: Bob Dolan, Ph.D.

This course will demonstrate effective practices for planning and delivering e-Learning instruction and assessment for diverse learners. e-Learning 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.

Enroll in Course 5 (Capstone) during either Summer or Winter terms:

• Summer: July 7 – September 2, 2018
• Winter: November 30, 2018 – February 3, 2019

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 can 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

Landmark College is accredited by the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges, Inc.

Inquiries regarding the accreditation status by the Commission should be directed to the administrative staff of the institution. Individuals may also contact:

Commission on Institutions of Higher Educations
New England Association of Schools and Colleges
3 Burlington Woods Drive, Suite 100, Burlington, MA 01803-4514
(781) 425 7785
E-Mail: cihe@neasc.org

Successful completion of all five courses in the program results in a certificate in Learning Differences and Neurodiversity, with specialization in Executive Function and LD.

This is a fully online post-baccalaureate certificate program.

Through a combination of rich, threaded discussions and synchronous, live video “talk time” with instructors and fellow students, our course participants form a vibrant online community of education professionals. Students really get to know their instructors and peers. Doing so avoids the anonymity and disconnected feeling that is often experienced in an online course. Participants exchange strategies, ideas, tools, and feedback with each other as well as with instructors.

The curriculum accommodates busy professionals’ hectic schedules. Each week of course content—learning activities, assignments, and even video discussions—can be completed at one’s own convenience. Synchronous discussions are recorded for later access. Course content promotes evidence-based, classroom-tested strategies and approaches with practical applications.

“I have enjoyed the Talk Times, and I have even enjoyed the recordings of missed Talk Times. It has helped me to feel a sense of community and relationship. I completed my master’s degree fully online without any synchronous interaction, so I appreciated this difference.”
– Heidi T., student in our certificate course

The issues covered in these courses will be of benefit to:

• Disability service providers
• Transition coordinators
• General classroom teachers
• College and university professors
• Special education teachers
• Counselors
• Education consultants
• And others!

Yes! You have the option to take the full certificate series (five courses) or select individual courses.

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 successful completion of four requisite certificate courses.

Completing the full series of courses over multiple academic years will still lead to a certificate.

Yes! Starting in Fall 2018 graduate credits will be offered by Landmark College. Students who receive an 80%, or better, will receive graduate credits (3 credits per course).

Note: for students who have already completed courses in the series prior to Fall 2018, graduate credits will continue to be offered through a partnership with Marlboro College Graduate & Professional Studies, through Spring 2019. Students can also use one or more of the certificate courses as electives towards Marlboro’s Master of Arts in Teaching with Technology degree. 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.

Landmark College has a rolling admissions process for these courses. Completion of a certificate will vary according to your course start date. Individual course applications deadlines will be posted as each course approaches; typically the deadline is around two weeks before the course start date.

Completion of a bachelor’s degree is required for admission into courses.

There are no prerequisites for the first four courses. 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.

Apply online.

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. Additionally, we require a personal statement indicating interest in and reasons for your participation in the course(s).

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 a course(s).

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.

Testimonials

“I have learned a great deal over the past year; this program has been invaluable to me as an educator in an international school setting.” Adam T.

“I found this to be one of the most productive things I’ve done in my career.”

“I really enjoyed the certificate as a whole, and found the courses immensely useful to my instruction.”

“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 in this course and I wish it wasn’t ending.”

Starting Fall 2018, tuition per course: $1,350 (includes graduate credit).

Note: For Summer 2018 courses, or for students who have previously taken a course in the series:
Tuition (per course): $1,200
Tuition (per course, with graduate credit): $1,515
A credit fee of $315 is due to Marlboro College at the end of the course. 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.

See above for more information on graduate credits

Still have questions? Contact us at:

Landmark College Institute for Research and Training
(802) 387-1662
institute@landmark.edu