February 2022 - Johnson Scholarship Foundation

Almost a decade ago, Landmark College, which exclusively serves neurodiverse students, launched an online Dual Enrollment program, enabling neurodiverse high school and gap year students to obtain college credits without moving to the rural Vermont campus.

Leaders at Landmark knew it was a vital link for students with neurodiversity such as a language-based learning disability, ADHD, or autism. Then COVID-19 hit, and everyone learned the necessity of effective online learning.

Through a five-year, $1 million grant with the Johnson Scholarship Foundation, Landmark College is expanding its program to reach more neurodiverse learners, particularly those with financial need who otherwise wouldn’t have access to Landmark College. The college’s goal is to quadruple the number of annual participants.

Originally, there was some doubt that neurodiverse students would succeed without face-to-face instruction. However, Peter Eden, Ph.D., and President of Landmark and long a champion of the dual enrollment initiative, saw it from a different perspective.

“Some would say, ‘I cannot travel 3,000 miles to a rural campus in Vermont.’ And some students were studying online at other colleges without the support that Landmark could provide,” he added.

“Like every college, we needed to provide courses that are web-based,” Eden said. “Because we are a college that focuses on students with neurodiversity, we needed to craft and engineer them in a certain way.” That means fewer students in each class, an instructor who understands neurodiversity, and extra support for the students.

When the program started in 2013, there were about 25 students enrolled. By the 2018-19 school year, that number had grown to 179. Last semester with the aid of scholarship dollars, there were 195 students participating from 23 different states, and the cohort included 4 international students as well. By the end of the school year, Landmark anticipates that number will be 323 students. In the next four years, Landmark College aims to increase the number to 1,000.

Today, Landmark’s dual enrollment program is one part of a full complement of online programs that enable neurodiverse students to begin their education with Landmark College while still in high school, and then support them online regardless of their physical location. COVID-19 did not cause their creation, but perhaps hastened it, Eden said.

“COVID aside, Dual Enrollment allowed us to grow some of our programs both upward and outward,” Eden said. “And of course, the Johnson Scholarship Foundation has been wonderful supporting our dual enrollment program.”

The other online programs, now grouped under the LC Online brand include:

College START, an online program that creates a foundation and a pathway for students to develop learning strategies and build the skills needed to grow strengths in and out of the classroom setting. After completing this one-year online experience, students can go on to earn an associate or a bachelor’s degree at Landmark College or another institution.
Post-Baccalaureate Certificate Program – a key strategy to increase access to higher education for neurodiverse students who learn differently is having educators at all levels who are trained to recognize the needs of neurodiverse students. The post-baccalaureate certificate graduates can personalize education supports for neurodivergent students and connect them to programs like Landmark College’s Dual Enrollment program.
Webinars and online workshops for educators and parents with up-to-date information and research-based practices for supporting students with learning differences (LD) such as dyslexia, ADHD, or autism.
A 5-day Online Boot Camp during summer for recent high school graduates or current college students to gain a better understanding of their learning styles and shift the way they think about their learning strengths and challenges.

Learn more about Landmark College and its online programs at https://lconline.landmark.edu/

Angie Francalancia is a communications specialist with Johnson Scholarship Foundation

You know you are unique. You know you are qualified. And, you also know you need an internship! But how can you set yourself apart from the thousands of other college students who are also applying for summer and fall internships? Below are some tips to help you as you prepare for interviewing.

Know Thyself
The first thing I suggest students do is think about three things they want to make sure the interviewer knows about them before the interview concludes. These might be personal traits, or perhaps an accomplishment. This could be something like they ran a marathon. While not related to a professional internship, running demonstrates transferable skills like dedication, commitment, and perseverance—all qualities employers are looking for, and not something many candidates have probably ever done. Identifying in advance what you want the interviewer to know about you not only helps you feel more in control of the interview, it also allows you to showcase what makes you distinct from other candidates.

Know The Company, The Position, The Interviewers
This is something many students forget to do, but it is vital to outshining the competition. With what is widely available on the internet there is no reason why a student can’t find valuable information to demonstrate their knowledge of the company and industry. I strongly recommend students not only familiarize themselves with the organization’s website (mission, culture, clients), but also source news articles, both in favor and opposition of the company. Additionally, find reviews by employees or even potential interview questions on sites like Indeed or Glassdoor. Lastly, Linkedin is a great site to look up information about both the company and employees who have LI profiles. One recent candidate learned through LI that one of her interviewers enjoyed dancing as a hobby, so she made sure to mention that in her interview. That may just have been the thing that got her to the second round!

Practice, Practice, Practice
The research actually suggests a minimum of five mock interviews to sufficiently prepare a candidate. The STAR Interview Method is what we use in our mock interview sessions. STAR is an acronym for Situation, Task, Action, and Result. Skilled interviewers ask behavioral based questions which ask a candidate about past experiences to determine future performance. These types of questions generally begin with “Tell me about a time when,” or “Describe a time that you. . . .” The STAR Method helps students to brainstorm in advance the answers to these types of questions, while allowing them to provide succinct and specific examples that show tangible results. Using the marathon example, one could identify several behavioral based questions that the marathon could be an answer to, such as: “Tell me about a time you overcame an obstacle?” “What would you say are some of your strengths?” Or “Describe a time when you had to manage your time well.” Once the questions are identified, writing out one’s STAR answers will help them shine like a star in the interview.

While many individuals are nervous before and during an interview, following these three tips will help one to feel more confident and prepared. You may not be the only star in the room, you just need to shine more brightly than the others; these tips will help you do just that!

Bonus tips: If interviewing over video, create a nice backdrop/background. If the video interview is recorded make sure to smile and respond enthusiastically. Watching monotone recorded videos is sure to put the reviewer to sleep, so display controlled enthusiasm.

Jennifer Fonseca, M.Ed., is Assistant Director of Career Development at Palm Beach Atlantic University, a core grantee partner of the Johnson Scholarship Foundation.

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Important Tips to Landing an Internship: How to Outshine the Competition