Landmark College is a private college located in Putney, Vermont, which offers two and four-year programs in the liberal arts and in professional disciplines. Landmark College is fully accredited by the New England Association of Schools and Colleges and provides to students a progressive and comprehensive overall college experience. Established in 1985, Landmark College was the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today it serves students who have a diagnosed learning disability , or other learning difficulties such as attention deficit hyperactivity disorder , or autism spectrum disorder . Landmark College offers degrees at the associate and bachelor’s levels in liberal studies, computer science, business, and life science, as well as summer programs and an online/hybrid graduate certificate in universal design and assistive technology for educators and professionals. The current college president is Dr. Peter Eden, Ph.D., who started at Landmark College in 2011. Wikipedia.
Morimoto M.,University of Alaska Fairbanks |
Juday G.,University of Alaska Fairbanks |
Young B.,Landmark College
Forests | Year: 2017
The stand initiation stage decisively influences future forest structure and composition, particularly in the boreal forest which is a stand replacement disturbance driven system. In boreal Alaska, the conventional forest management paradigm has focused on the production of large-dimension timber, particularly white spruce (Picea glauca). However, energy generation and heating from wood is increasing, and is likely to significantly expand total forest harvest, further shifting management focus to fuelwood production. We evaluated the effects of forest harvest management practices on post-harvest regeneration by examining whether harvest type, site preparation method, and reforestation technique resulted in differences in forest regeneration in terms of species presence, dominance, basal area, and total stem biomass using a stochastic gradient boosting (TreeNet algorithm). We recorded diameter at breast height and height of white spruce, birch (Betula neoalaskana), and aspen (Populus tremuloides) in 726 plots from 30 harvest units, distributed across the various harvest and treatment types, harvest years, harvest sizes, and geographical locations. Our results indicate that management practices suitable/acceptable for woody biomass production differ from the more traditional dimensional timber production from white spruce-focused management. Artificial reforestation does not differ from natural regeneration in obtaining more stems or producing greater biomass. Clearcutting and site preparation increased tree regeneration, basal area, and woody biomass when compared to a partial harvest with no site preparation. Planting of white spruce in the Alaskan boreal forest may only be necessary in some specific circumstances, such as years with no/low white spruce seed crop, or in landscapes depleted of seed trees. © 2017 by the authors.
Katz L.J.,Landmark College |
Brown F.C.,Keene Neuropsychology Clinic |
Brown F.C.,Yale University |
Beers S.R.,University of Pittsburgh
Archives of Clinical Neuropsychology | Year: 2011
In previous studies, children with both Attention-Deficit Hyperactivity Disorder (ADHD) and a Reading Disorder were found to have more difficulties with processing speed, working memory, and timed as opposed to non-timed executive functioning (EF) measures when compared with those with either disorder alone. The current study found that older adolescents and adults with both disorders also had more difficulties on processing speed and working memory measures than individuals who only had ADHD. There were no differences among non-timed EF scores. These results add support to the premise that common underlying features may be contributing to the high co-morbidity between these disorders and associated cognitive weaknesses. © The Author 2011. Published by Oxford University Press. All rights reserved.
Grumbine R.,Landmark College
American Biology Teacher | Year: 2010
I describe the use of long-term data-collection projects for introductory biology or environmental science students at both the high school and the college nonmajors level. I provide specific examples of projects and information on guiding students as they learn to gather, organize, and describe data sets. © 2010 by National Association of Biology Teachers.
Gobbo K.,Landmark College |
Shmulsky S.,Landmark College
Focus on Autism and Other Developmental Disabilities | Year: 2014
This article reports the findings of a qualitative inquiry involving two focus groups made up of experienced faculty who met to discuss academic concerns faced by college students with autism spectrum disorders, including Asperger's disorder. Analysis of group meeting transcripts indicated that student concerns fell into categories related to difficulties with theory of mind and understanding audience, weak central coherence in cognitive processing, and struggles with executive function. Classroom teaching implications are summarized and related strategies are presented. © Hammill Institute on Disabilities 2013.
Grumbine R.,Landmark College
American Biology Teacher | Year: 2012
This article outlines an exercise that assesses student knowledge of food-web and energy-flow concepts. Students work in teams and use manipulatives to build food-web models based on criteria assigned by the instructor. The models are then peer reviewed according to guidelines supplied by the instructor. © 2012 by National Association of Biology Teachers. All rights reserved.
Morimoto M.,University of Alaska Fairbanks |
Juday G.P.,University of Alaska Fairbanks |
Young B.D.,Landmark College
Forest Ecology and Management | Year: 2016
The boreal forest of Alaska has experienced a small area of forest cuttings, amounting to 7137 ha out of a total of 256,284 ha of timberland in the Fairbanks and Kantishna area of state forest land. Low product values and high costs for management have resulted in a low-input type management with heavy reliance on natural regeneration. Because of increasing demand for wood biomass energy which may reduce rotation ages, understanding post-harvest regeneration is crucial. Harvested areas must meet stocking standards within seven years under the state Forest Resources & Practices Act (FRPA). We evaluated whether state forest harvest units are adequately regenerated up to 40 years following harvest based on FRPA standards in terms of stem density and biomass accumulation. We measured density of all tree size classes, and DBH and height of tree species in 726 plots from 30 representative harvest units, distributed according to harvest and treatment types, harvest year, unit size, and the geographical location of harvests. The majority of regenerated tree stems came from natural regeneration, even on planted units (77%). White spruce (Picea glauca) natural regeneration appears to continue for a few decades (seed crops) following harvest. Stem density was below the standard in most units surveyed during the FRPA 7-year period, but far exceeded the standard when resampled in this study (average 16 years later), suggesting either seven years is too early to evaluate tree regeneration, or that a different standard is needed for early surveys. We found a major peak in white spruce stem density (45,000 ha-1) in units harvested in 1987 (an historically large spruce seed crop year), suggesting that where possible, foresters need to adjust management plans according to spruce mast years. Post-harvest and post-fire successional patterns are similar, involving rapid establishment and growth of hardwoods and slow growth of white spruce, but post-harvest white spruce recruitment appears to continue longer than post-fire. By 2014 all measured harvest units met FRPA standard under low-input management, but some issues of uniformity of regeneration may remain. Although regeneration density varied among species and by management practices, biomass accumulated steadily over time (60 t ha-1 after 40 years), largely composed of hardwoods, indicating that short-rotation forest management must utilize hardwoods. Our results are based on relatively small harvest units within a matrix of natural forest, and similar results might not occur in landscapes dominated by stands originated from more extensive and intensive management. © 2016 Published by Elsevier B.V.
Agency: NSF | Branch: Standard Grant | Program: | Phase: RES IN DISABILITIES ED | Award Amount: 70.94K | Year: 2011
The goal of the project, Investigating the effectiveness of TinkerPlots in helping students with learning disabilities understand statistical concepts, is to increase the number of students who successfully complete introductory statistics courses by using TinkerPlots as a tool to help them visualize and understand key statistical concepts. A secondary goal is to increase confidence in and understanding of statistics that will motivate students to pursue additional training in statistics or in a data-driven STEM field. The PI hypothesizes that students with diagnosed learning disabilities who have access to and instruction in the use of TinkerPlots within a classroom in a post-secondary introduction to statistics course will experience better academic performance on standard statistics assessments, exhibit a deeper understanding of key statistical concepts, and will be more likely to pursue additional training in a statistics related field. This is a demonstration project; the purpose of demonstration projects is to conduct proof-of-concept studies that will lead to full research projects aimed at increasing the knowledge base about the participation and success of students with disabilities in post-secondary STEM education.
These goals are being addressed via the following objectives:
1. Integrate TinkerPlots into Landmark Colleges introductory statistics curriculum.
2. Conduct a pilot study to test the effectiveness of the curriculum for students with a diagnosed learning disability at Landmark College.
3. Conduct a pilot study to test the effectiveness of the curriculum for a more typical population of students at Holyoke Community College.
4. Investigate the usability and accessibility of TinkerPlots for students with a diagnosed learning disability.
5. Broadly disseminate information about the approach and results from the pilot study.
The first pilot study addresses the question: How effective is TinkerPlots as a tool for helping students with diagnosed LD grasp statistical concepts? Data is being collected from at least two experimental and two control classrooms (using the traditional curriculum) per semester over two semesters and intersessions. Dependent variables include statistical knowledge, competence and perceived competence in statistics, and interest in STEM related courses and careers. These measures are administered at baseline and post-course intervals. ANOVA comparisons are conducted for both experimental and control groups. The colleges records are used to follow those who complete the experimental and control courses to ascertain subsequent enrollment in more advanced statistics coursesor STEM courses.
During the second year of the project, the study is replicated at a neighboring community college, Holyoke, where the population does not focus on students with learning disabilities, as does Landmark College. The replication at Holyoke includes other typically underrepresented groups including women, minority students, English language learners, and students from lower socio-economic backgrounds.
This project is conceived as a pilot project for gathering preliminary data on the impact of TinkerPlots at two community colleges. It has the potential to contribute to the knowledge base by investigating the impact of statistical software on achievement in post-secondary statistic classes. Results from this proposed work have the potential to inform a larger research study that would contribute to the delivery of practices employed by the RDE-funded Alliances for Students with Disabilities in STEM and other post-secondary programs for individuals with disabilities in STEM.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 649.96K | Year: 2016
Students with learning disabilities (LD) (particularly those with autism spectrum disorder) are not being hired as workers in STEM fields at rates that match their peers. There is a critical need to recruit, educate, and mentor students with LD to join the STEM workforce beyond graduation, especially as many of these bright individuals hold compensatory gifts that make them well-suited for particular areas within STEM fields. The Access to Innovative Education: STEM Opportunities for Students with Learning Disabilities (AIE-STEM) project will provide scholarship support for students at Landmark College studying Computer Science or Life Sciences. As Landmark College exclusively serves LD students, including attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), all AIE-STEM scholars will have a diagnosed LD. The AIE-STEM project will provide between 5 and 13 scholarships annually to low-income, academically promising students with LD (24 unique students will be served by the AIE-STEM program over five years). In addition to financial support, the AIE-STEM project will provide students with mentoring, internship opportunities, research experiences, and peer support. Mentoring will be provided by Landmark College faculty in the discipline. Research will focus on the impact of mentoring on the LD identity development and positive experiences in internship and research placements.
The research component of the project will investigate how effective mentoring leads to better outcomes for students with LD in STEM fields. In particular, it is hypothesized that a stronger LD identity is formed via mentoring and leads to positive experiences in internship and research placements. Two specific research questions will be addressed through the AIE-STEM project: (1) In what ways does mentoring assist students in developing a healthy Disabilities Identity, and (2) In what ways does mentoring impact success in internship experiences and research? All AIE-STEM students will take a measure of Learning Disabilities Identity Development (LDID) to provide baseline data. Throughout the first year, students will participate in monthly cohort meetings and begin meeting with a faculty mentor. In Year 2, students will identify undergraduate research projects and/or internship placements. During the final meeting of each award year, participants will again complete the LDID measure and measures of mentorship involvement. At this final cohort meeting, a focus group interview will be conducted to collect information about mentoring effectiveness. Disabilities Identity Development data will be analyzed to assess the effectiveness of mentoring in the psychosocial aspect. Data collected from the mentoring measures will inform the impact of mentoring on research and internship experiences. Data collected about mentoring effectiveness will be used to make ongoing corrections to the mentor model. The data will also inform best practice related to mentoring students with LD.
Agency: NSF | Branch: Standard Grant | Program: | Phase: RES IN DISABILITIES ED | Award Amount: 493.47K | Year: 2014
This broadening participation research project will contribute to foundational knowledge about how college students with learning disabilities, attention deficit hyperactivity disorders, and autism spectrum disorders learn statistics in an on-line course when the instructor and the students participate in discussions at the same time or when the discussions are asynchronous. Students with these types of disabilities are the largest group of students with disabilities taking courses at our nations colleges and universities. Online postsecondary STEM (Science, Technology, Engineering and Mathematics) education is growing at a rapid rate with little research conducted about how students with disabilities learn in this environment. Additionally, as college faculty engage students in on-line discussions and classes, the varied timing of the information delivered may negatively or positively impact how students learn STEM content. While there have been several studies to support a positive relationship between the increased presence of the instructor during on-line courses and student satisfaction with online discussions and online learning performance, there is a need to determine if learning is maximized when the instructor is or is not present and the interactions with the instructor are asynchronous. This is an even more critical issue for students with disabilities who have deficits in executive function, which may negatively impact their on-line learning and which may be lessened by the presence of the faculty during instruction. Knowing more about how college students with learning disabilities, attention deficit hyperactivity disorders, and autism spectrum disorders learn statistics in an on-line course, when faculty-led discussions are varied between synchronous and asynchronous formats, has great potential to lead to improvements in how these students with disabilities learn STEM and how college faculty teach on-line STEM courses.
Project leaders at Landmark College will determine the best ways to investigate how college students with learning disabilities, attention deficit hyperactivity disorders, and autism spectrum disorders learn statistics in an on-line course when the instructor-led discussions are either synchronous or asynchronous. Students with these disabilities typically exhibit difficulties with executive function, which negatively impacts learning, and which may be mitigated by the presence of an instructor during on-line learning. Using social presence theory as the grounding for their work, the researchers will conduct an exploratory study to examine the research question: Does the inclusion of instructor-mediated virtual synchronous discussions of online statistics content result in improved conceptual understanding of statistics concepts for students with disabilities? The hypothesis for this work is that students with disabilities learning introductory college statistics online will develop a deeper understanding of statistics concepts following synchronous, as compared to asynchronous, virtual instructor-mediated discussions. At the completion of the project, it is anticipated that results will inform future basic and applied educational research about students with and without disabilities learning STEM in on-line courses. The results of this work are expected to be shared with education researchers and the public in professional publications.
Agency: NSF | Branch: Standard Grant | Program: | Phase: REAL | Award Amount: 270.36K | Year: 2014
Virtual learning environments are an increasingly important component of individualized learning in STEM domains. New technologies (including biometry and neuro-imaging) provide new opportunities to unobtrusively measure student engagement and learning. This project-developed in connection with an Ideas Lab on Data-Intensive Research to Improve Teaching and Learning that NSF convened in October 2014 -will utilize these technologies to provide foundational knowledge of the ways in which measures of implicit learning might be linked to explicit learning to develop educationally relevant games that are adaptive to diverse learners.
Investigators from TERC, Landmark College, and the Massachusetts Institute of Technology will collaborate to examine the relationships among: (1) patterns of play in a digital game (Impulse); (2) student attention (measured from eye- and head-tracking devices); and (3) student learning about Newtons first and second law. The researchers will collect measures of student engagement and learning outcomes embedded in the game. Subjects will comprise a neurodiverse group of students including regular undergraduates and those with Attention Deficit Hyperactivity Disorder and/or Autism Spectrum Disorder. The researchers will develop a model of visual attention and patterns of play, examining the extent to which eye movements are allocated strategically to objects of relevance to the current game state as a student learns in the game. They will then link the initial model with measures of student engagement and conceptual understanding of relevant physical science constructs to refine the model. The refined model will be used to develop a modified game based on the players attention, and a prototype of the modified game will be tested. The final phase of the research will be a within-subject design with the adaptive version versus the normal version of the game across learners with different profiles of disability.