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Summer Transition to College Program

https://www.landmark.edu/admissions/apply-now/request-for-information-form

For recent high school graduates

Download the 2017 Application Brochure for the Transition to College Program at Landmark College. 

Dates: Friday, July 21 - Saturday, August 4, 2017
Cost: $3,630  (includes double occupancy residence hall room, all meals, and activities)

 

Landmark College's Summer Transition to College Program for college-bound high school graduates is all about preparation—through practice and exposure—for that crucial first semester of college.

Even the most high-achieving students often face unanticipated difficulties in their first semester of college that may put them at risk for failure or struggle. Problems often arise not from a lack of academic abilities, but from the enormous jump in independence required in a college environment.

The Summer Transition to College Program is designed to help college-bound high school graduates with learning differences to:

  • Articulate individual learning issues that need attention
  • Identify the specific supports and accommodations they'll need in college—and how to access them
  • Practice enrolling in a freshman lecture class and other courses freshmen usually take
  • Use the self-advocacy skills they'll need to navigate through their freshman year
  • Apply organizational skills, helpful habits, and useful behaviors they'll need to succeed at college—and identify problem habits and behaviors that might surface during their first year

Students are immersed in a living/learning experience that offers a real "taste" of college life, college-level work, and the challenges they will encounter in the fall. They develop a clear understanding of their personal learning strengths and needs, and discover how resources and self-advocacy can support their success in college.

The Summer Transition to College Program is offered on Landmark College's rural campus in picturesque southern Vermont. Putney, Vermont, is located just nine miles from historic Brattleboro, named one of the Top 10 Small Art Towns in America. Participants join current Landmark College students who will be working toward their associate or bachelor's degrees in a five-week credit session. Program staff are primarily members of the Landmark College faculty.

Financial Aid

Financial Aid is available for the Transition to College Program. Scholarships are available and are based primarily on financial need. Students must be accepted to the program before receiving an award. Applications for the Transition to College Program are reviewed on a first-come, first-served basis. More information about financial aid will be available in December.

Completed applications include:

  • A completed and signed application
  • SAT scores (if available)
  • High school diploma or GED certificate*
  • Official high school transcript of work completed to date*
  • Letter of admission to a four-year college or university
  • Two letters of recommendation
  • $25 application fee
  • Telephone or on-campus interview
  • Optional psych-ed testing

Note: For admission to this program, students must provide a letter of admission to a four-year college or university. A diagnosed learning disability is not required to participate in this program.

What Parents Say

"I appreciate the kindness and compassion of the Landmark faculty and staff. They 'get' these kids—they understand them. The Summer Transition Program was great preparation for the 'real thing.' My objectives were met: giving my son a taste of independent living in a college-like atmosphere."

"It is a very beneficial program that really addresses each student's individual style of learning and builds upon that to help them achieve success in the mainstream."

"This program helped my son get a better handle on the work required at the college level. So far, so good at college! He feels ready to take on anything his professors throw at him. Thank you for a great experience!"

"Our son benefited very much having a dress rehearsal of what he might experience his freshman year and learning about advocating for his accommodations. It gave him confidence that he was, in fact, ready for college. And it helped us feel better about him leaving home. It was a reminder that he's continuing to grow and achieve in spite of learning differences and personality differences."

"Landmark's Transition Program helped our son 'own' his learning needs and gave him the self-confidence to be his own advocate. Perhaps I helped get him ready for Landmark, but Landmark was the ever-so-important piece that got him to the next level of adulthood. You are simply the best at what you do."

Apply today! Download the 2017 Application Brochure or just the 2017 Application for the Transition Program at Landmark College.

Looking for a non-resdential option? Learn more about our Transition Workshop at Winston Preparatory School.

Students at Landmark College's Transition to College Program will be exposed to a typical college lecture, will engage in seminars that will allow them to effectively engage in college-level work, and will be introduced to learning strategies that will allow them to better meet academic expectations.  

Participants will be encouraged to:

  • Create a plan of action to support their transition to college
  • Discover strategies for working with the different types of teaching styles and formats they will experience in college
  • Become familiar with the requirements for academic writing, including structure and organization, diction, source citation, and mechanics
  • Practice process strategies for approaching academic writing tasks
  • Review and practice the study skills essential for success in introductory college courses, including note-taking, active reading, test preparation, and time-management
  • Explore the nature of learning disabilities in general, including the neurological basis of learning disabilities and ADHD, and the public laws that cover learning disabilities at the postsecondary level
  • Discover personal learning strengths and difficulties as the basis for strategy development, self-advocacy, and the use of college resources

Required Courses

College Lecture

This course, which has covered humanities and psychology in the past, covers two weeks of a typical, introductory college course. It is meant to introduces students to the challenges of lecture-style teaching, handling a college-level reading load, writing a research paper, and taking a unit exam. The core lecture also provides the opportunity for students to prepare for, and take, a unit exam, followed by an analysis of their performance to identify areas of strength and relative weakness. This class is linked directly to the course in reading and study skills and the supplemental workshop offerings.

Course in Reading and Study Skills

This course uses both non-technology and technology-oriented approaches to teach students the study skills and strategies required in college—organization, active reading, note-taking, and test preparation—and includes a post-test analysis of performance on the College Lecture course unit exam to help students identify essential strategies for future college work. The course instructor functions as a type of academic advisor, working closely with each student to help them develop a plan on how to transfer the skills learned in this course to other types of courses and learning environments the student may encounter in their future endeavors.

Workshop Sessions

Students participate in a series of workshops designed to encourage development of self-understanding and self-advocacy. They include sessions introducing students to learning disabilities, assistive technology, researching information and writing a research paper, the neurological basis of learning differences such as ADHD, laws related to LD and ADHD in college settings, adjusting to college, lifestyle choices, medication, health, and leisure time.

Structured Resource-Access Time

Office-hour time to practice accessing, utilizing, and self-advocating in office hour sessions with course professors. Includes Drake Center for Academic Support and library time to practice accessing, utilizing, and self-advocating for writing support, learning support, and research support.

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, and the halls are separated by wing based on gender. Participants experience a safe, supportive environment during their two weeks in the Transition to College Program, and they also gain the valuable experience of living with their peers, negotiating effectively with roommates, identifying quiet places to study, and understanding what it means to be part of a larger community. The residence hall is staffed by a professional Resident Director (RD) and a team of college-aged mentors, known as RAs (Resident Assistants). This team helps participants bridge the gap between time in the classroom and the rest of the day and evening. The staff, many of whom have had experience dealing with their own learning differences and have experienced the challenges of being a first-time college student, help students create and participate in a dynamic learning community. 

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 gluten-free options.

Co-Curricular Programming

During the program's weekends and evenings, students will have opportunities to participate in planned group activities, such as outdoor hiking, white-water rafting, barbecues, on-campus music, movie trips, and cultural events. Such activities are designed to be more than fun experiences—they also teach students how to handle themselves in large groups. The weekends, in some ways, are just as important as the academic portion of the program. They allow the students to engage with the other students in the program, manage their own free time, and explore their surroundings. Often, we find that the connections and experiences that occur outside of the classroom can greatly increase the value of the program for the students.

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