Curriculum and Instruction
Landmark College offers courses in life sciences, computer science, gaming, anthropology, English, business, communications, humanities, philosophy, psychology, history, literature, math, science, foreign languages, theater, video, music, art, physical education, and other disciplines.
All courses are designed to integrate skills and strategy development. Classes are small, ranging from eight to sixteen students, and professors are accessible to all students. Students also access processes, tools, and other resources to aid in becoming more independent learners. After earning an associate's degree from Landmark College, many graduates continue onto 4-year colleges and universities across the country.
For all entering students, the curriculum sequence begins with skills development courses, designed to address the key areas of writing, reading, and study skills. Self-management, as well as the development of self-understanding and self-advocacy, is also part of this first-semester curriculum.
Initial courses are offered at non-credit and credit levels. Close to two-thirds of incoming students begin in non-credit courses, with most moving into credit courses after one or two semesters.
In addition to direct, personalized assistance from classroom faculty, academic support is available for writing, reading, study skills, math, science, and coursework planning and completion through Landmark’s Centers for Academic Support and Coaching Services.
Read more about this topic: Landmark College
Famous quotes containing the words curriculum and/or instruction:
“If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.”
—Neil Kurshan (20th century)
“Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find “good” rather than real reasons for letting our children go along with the crowd.”
—David Elkind (20th century)