Five-Day Online Boot Camp

• Personal consultations with your professor
  • Preprogram
  • Postprogram
• Daily face-to-face group sessions 
• Daily academic support check-ins with your professor
• Three peer-mentor panels with Landmark College students and alumni
• Four Learning Modules:
  • Self-Identification
  • Self-Understanding
  • Self-Strategies
  • Self-Advocacy
• Chat sessions with LC students and alumni available throughout the program
• Notes for Success —developed by you and supplemented by your professor

Each learning module will help you to understand and get answers to questions like:

Self-Identification: How would I describe my learning differences? What labels have been used to describe me and what do they mean? What are the benefits/limitations of learning labels? How “flexible” is my sense of myself as a learner?

Self-Understanding: What are my strengths and challenges? What are my predictable patterns as a learner? What gets in the way of my academic and personal success? How does addressing out-of-classroom needs impact my academic success?

Self-Strategies: What is the difference between study skills and learning strategies? What are some strategies I can use to be more successful? How can I improve my executive functioning and better retain academic information?

Self-Advocacy: What does it mean to be a successful self-advocate? What is my learning profile and how can I communicate that to others? How can I be effective at getting the support I need? What are my rights under the law? What are some specific ways that I know I will need to advocate for myself?

NOTE: All times are Eastern Time Zone. Each module is approximately 3 – 4 hours and all are asynchronous.

How are the synchronous sessions structured?

The synchronous group sessions take place in the early afternoon EST. After these 1 1/2 - 2 hour sessions, students are expected to complete the asynchronous module before the next day's group session. The asynchronous modules take students 3 to 4 hours a day to complete. The activities in these modules include:

• Watching a relevant documentary

• Exercising Your Brain (and Body) Podcast Walks (choosing one of three podcasts, putting on headphones, and going for a walk)

• Completing an online assessment of academic strengths and challenges

• Listening and taking notes on a Landmark student's senior capstone on neurodiversity

• Creating a timeline of the "disability rights" movement

• Visiting your colleges disability services office

• Strategy exploration (for reading, writing, notetaking, test-taking, executive functioning, and academic / personal life balance

• Everyday, students are adding to their "Notes for Future Success" document

How do the Academic Check-ins work?

Students check in with the professor to report on how the asynchronous work is going.  If there are challenges, the professor will help develop strategies going forward.  The length of these meetings vary, depending on the needs of the student.

What are the goals of the Peer-to-Peer Panel?

College-age students are most likely to learn from their peers, so the goal here is to introduce participants to students who have struggled, but are currently finding success in college. The professor will guide the panel with discussion topics and questions and there will be an opportunity for students to ask questions of the panelists as well. The focus during the past sessions were:

• LD strengths and challenges in a college setting

• Strategies for learning online

• Making the most of support services