The High School Summer Program features three academic courses: a core course, a writing class, and an elective.
Learning Strategies Seminar
Required for all students in the Traditional Track
Students will explore the "science" behind learning—from how our brain processes information to why factors such as nutrition, sleep, exercise, and learning differences affect how we learn. The course will also reveal the "art" of learning by integrating a variety of learning strategies that can improve each student's ability to learn, including the use of technology. The course will also cover such important areas as perception, attention, emotion, memory, and motivation, as well as how we communicate what we learn through speech and writing.
This class orients students to elements of goal setting, organization of time, materials, project planning, strategic learning, self-advocacy, and meta-cognition through a highly interactive hands-on curriculum. Students will be encouraged to consider their own learning styles and diagnoses as they study brain-based research about learning. The use of technology will be discussed, and the skills of active reading, note-taking, test taking, and summary writing will be introduced. Students will practice these skills and make an oral presentation focusing on their individual learning profiles.
College Living and Academic Strategies
Required for all students in the Social Pragmatics Track
This course will help to prepare students for the demands of living on a college campus and attending college classes. There will be four prongs to this course: interpersonal communications, emotional well-being, physical well-being, and study skills. Throughout the three weeks, students will work toward creating a portfolio for college success.
Students will consider their own learning styles and diagnoses and determine their strengths and areas for improvement. Once the strengths and areas for improvement are identified, students will use this information to consider long-term goals. Students will engage in discussions and projects about becoming socially involved, tactics for success with academics, and more. During the last week of the course, students will complete their portfolios and present them to the class.
Students will select one course from the options listed below:
Research and Writing
For students who are comfortable with the basics of writing, this course introduces students to the requirements and expectations of college-level writing. Students will learn how to structure and develop essays for college, including how to write research papers with in-text citations and lists of sources. Research & Writing will focus on active reading and on opportunities to research and write the research essay. Students will write two or more essays. The first essay will be a description of and reflection on one or more personal adventures of special significance. The second essay will concentrate on an investigation and analysis of a journey of historical importance.
Building Confidence as Writers
For many people, producing writing on a deadline is a challenge. This course is designed for students who find it difficult to generate effective writing in an academic setting in spite of their honest efforts to do so. By focusing on structure, process, and self-understanding, students can develop strategies and approaches to increase their success. High interest topics and assignments are designed to engage students and to encourage them to find meaningful connections to their writing.
Writing the Effective Essay
Writing that is clear, honest, concise, and persuasive is a general requirement for academic success at the college level, and it is what colleges look for in application essays. Students will be introduced to the goals and structures of personal and persuasive writing and will work to develop a personalized and strategic approach to their own writing process. Using prompts typically found on college applications, students will write an essay that can be used as a model for their own college application essay.
Electives provide students with the opportunity to apply what they learn in the Core Course and the Writing Class to more conventional academic offerings. Course content is intentionally varied. These courses are true electives, and students are encouraged to enroll in a course that might not ordinarily be available in a typical high school curriculum.
General Elective courses include:
Students who choose this elective should bring a digital camera with a minimum resolution of five megapixels. Preferably, but not essential, the camera should also have the ability to control shutter speed and aperture. This introductory course in digital photography is designed for students with limited or no experience in the art of photography. Through instructor demonstration and field experiences, students will learn to master the skills of basic camera operation, digital processing, and print development.
This course is an introductory course in drawing, but will also provide continued instruction for seasoned mark makers. Emphasis is on strategies, methods, and techniques for translating three-dimensional form and space onto a two-dimensional surface using the language of line, value, and the illusion of depth and texture. Mark making and its expressive and descriptive qualities will be examined.
High School Math: Algebra II Preparation
This course is intended for higher level math students preparing to take Algebra II this fall. Specific content includes the study of algebraic functions, their graphs, and trigonometric basics. Building on a strong foundation of mathematical knowledge, this class is designed to develop students' critical thinking and problem solving skills, helping them to prepare for Algebra II.
High School Math: Pre-Calculus Preparation
This course is intended for higher level math students preparing to take pre-calculus this fall. Students will review and be introduced to the concepts necessary for a smooth transition into pre-calculus.
Sports and Culture
Are you interested in sports in America? In this course, we will look at the role sports play in our society. Using materials from a variety of sources, students will examine the relationships sports have to individuals and social organizations. The course will cover current issues in sports, such as the nature of competition, performance enhancement, violence, gender issues, and multi-million dollar contracts.
Technology for Learning (Assistive Technology)
Do you wonder how you can use technology to help you become a better student? Have you ever been told you should try Dragon or Kurzweil, but haven’t known where to begin? Are reading and spelling challenging for you? In this course, you will learn about three of the assistive technologies used at Landmark College: Kurzweil 3000 (text-to-speech), Inspiration (concept/mind-mapping), and Dragon NaturallySpeaking (speech-to-text). Additionally, we will present other technology options, including OneNote and many free options such as Readability, WebNotes, StudyBlue flashcards, Wunderlist, LeechBlock, and ToDoist. You will learn through a process of classroom discussion and activities, small-group interaction, hands-on training, homework assignments, and a final evaluation. This course will present you with a solid foundation for pursuing AT upon returning to your high school or going on to college.
Students in the theatre elective will experience play-making through improvisation. Students will learn how to harness their artistic voices and turn their ideas and opinions into performance that makes a statement! The students will work as an acting company functioning in various roles, such as actor, writer, or stage hand. We will be working with theatre games from the beginning of the course. As a group we will define areas of interest to explore and create scenarios and characters to work with. We will add and refine material for our play, which will culminate in a public performance at the end of the program.
Vermont Field Biology
Learn about local wildlife, plants, and ecosystems, along with other basic concepts of ecology. Take field trips to local areas, such as streams, rivers, wetlands, mountains, and meadows to study ecosystems and to practice scientific observation. Students will keep a field notebook, do a simple a field project, and will be expected to hike over varying terrain. Weather permitting, students will observe a biologist in the field netting and banding wild birds.
Academic Prep is offered four evenings each week. This provides a structured time for students to review the class work of the day and/or prepare the work required for the next day or for ongoing class projects. Students are able to work alone, in groups, in a supervised setting. Academic Prep is also a time for students to gain expertise in the use of Assistive Technology. All Academic Prep locations feature desktop or laptop computers for student use.
The Residence Halls
Not only will students be immersed in rich academic work, they will also live among their fellow students within residence halls on campus. Residence hall rooms are double-occupancy, so students will have a roommate. The halls are separated by wing based on gender. Residence halls are appropriately staffed by professional Resident Directors (RDs) and a host of college-aged mentors, known as Resident Assistants (RAs). This team helps students to bridge the gap between their classroom experiences and the rest of their day and evening. These RDs and RAs, many of whom also have identified learning differences, help students engage in the community and ensure a secure living and learning experience. Students experience a safe, supportive, college-like setting during their three-week stay in the residence halls at Landmark College.
The Dining Hall
Students will enjoy meals together in our dining hall, which offers a wide variety of choices, including an array of hot and cold entrees, soup, pizza, a sandwich and salad bar, and extensive vegetarian, vegan, and gluten-free options.
We also work to make sure students have plenty of fun during their experience on campus!
Saturdays and Sundays provide an opportunity for students to participate in supervised, well-planned group programs. These excursions are more than fun experiences--they also teach students how to handle themselves in larger groups and provide opportunities for greater independence. Students will enjoy a rafting trip to the Deerfield River, where they will enjoy some mild white-water negotiation. (For more information regarding the rafting trip, please visit Zoar Gap Rafting.) Other weekend activities include an on-campus carnival day featuring fun games and activites like a giant slip 'n' slide and possibly even a visit from the Kona Ice Truck, as well as an ever-popular Student Talent Show.
Afternoon activities are an important part of the full program and run every weekday afternoon beginning at 3 p.m. They provide a balance to the day and a chance for each student to try some new kind of engagement. Students are asked to sign up for an activity in which they will participate in on Mondays, Wednesdays, and Friday for the entire program. On Tuesdays and Thursdays, groups of students will rotate through a series of activites including a visit to nearby Brattleboro, a chance to try out our on-campus zip-line and ropes course, as well as a quick walk to a nearby mountain peak that will afford views of the southern Vermont and New Hampshire mountains.
Some of the Monday, Wednesday, and Friday activity options offered in 2015 included: basketball, ceramics, artistic self-expression, circus school, lawn games, music, soccer, theater tech, Magic, The Gathering/Dungeons & Dragons, film & discussion, and yoga. Students sign up for activities after enrollment in the program.