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ERIC Number: EJ1189702
Record Type: Journal
Publication Date: 2018-Aug-7
Pages: N/A
Abstractor: ERIC
ISSN: ISSN-1938-5978
Cultivating Self-Advocacy for "All" Students on College Campuses
D'Alessio, Kathleen A.; Osterholt, Dorothy A.
New England Journal of Higher Education, Aug 2018
An increasing number of college students are coming forward to speak out against school violence, and there is increased attention placed on helping students seeking support if an incident occurs and exercising their right to speak out against those who perpetuate such behaviors. The skill of self-advocacy is not only useful for supporting changes that students want to see in their institutions and beyond, and it may be the most important foundational skill behind success in college. By looking at the experiences of students who are struggling in college, it is easier to understand the importance of self-advocacy and its impact on the college experience. Landmark College is designed for students who learn differently, including students with various disabilities, who are no strangers to the term "self-advocacy." Landmark College has designed support that addresses their unique needs through the explicit teaching of self-advocacy and the various settings in which self-advocacy is taught. This paper discusses Landmark's approach to teaching self-advocacy, focusing the needs of today's students and describing the holistic curriculum that is presented through self-regulation, motivation, social/emotional influences, and academic skills.
New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont
Grant or Contract Numbers: N/A