Study Plan

The study plan is the "roadmap" of graduate study and, thus, is required as part of the admissions process. Following acceptance, the plan is refined with the guidance of faculty team members and becomes the student's personal curriculum for the degree. The curriculum may be renegotiated with the faculty team if the student's plans or objectives change during the course of the graduate work.

Completed Study Plans can be emailed to: Lisa Lombardi Assistant Director, Advising and Student Services, Independent Study Degree Program at lombardi@lesley.edu.

Each plan is uniquely constructed to the following methods:

I. Introduction

A. Name address, telephone numbers, and email address. The proposed title of your area of specialization, and whether you plan to work toward an M.A., M. Ed., or C.A.G.S. All pages should be numbered.

B. A three to five page autobiographical essay.

• Educational background and work experience
• The reasons or circumstances that led to your interest in your proposed field of study
• How you see graduate study furthering your career or educational goals

C. An assessment of your knowledge and expertise in your proposed field of study, including:

• The degree of knowledge and expertise you have already gained
• A detailed history of your work or study experience related to the field
• An assessment of any additional background knowledge you may need before pursuing a graduate degree in your field

D. Other information that will help the faculty determine your readiness for graduate study.

II. Core of Study

When writing your Study Plan proposal you should cover topics listed below and ask yourself the following questions:

A. Overall goals--What do I want to know and be able to do upon completion of my graduate program?

This section is an overview of what you want to study and of what you want to accomplish by completing your program.

B. Specific learning goals--What are my specific objectives?

In this section describe the knowledge and/or skills needed in order to achieve professional competence in your particular field. Please include the specific requirements for any professional certification that you plan to obtain.

C. Sequence of learning activities and documentation--What learning activities are required for me to meet my goals?

In this section learning activities should be organized by specific learning goals in a narrative, detailed outline or table timeline, semester by semester (i. e. Fall 2007, Spring 2008). This should clearly address the following points:

• As best as can be determined at this time, what learning activities are planned during each semester of study?
• Which specific learning objectives is each activity designed to support?
• What logic has guided the sequence of learning activities? Or, why do some occur earlier in the program of study and why do some occur later?
• What types of papers will be written to synthesize and to communicate the learning for that particular semester?
• What other methods will be used to document the learning?

Applicants carry the responsibility to select, organize and explain a set of learning activities in support of their objectives. Learning methods may include such activities as tutorials, directed reading, research, fieldwork, coursework, practica, lectures, internships, art exhibitions, or concerts.

The purpose of documentation is to demonstrate to yourself and your faculty team that you have accomplished what you set out to do. Depending upon your field of study, written documentation may include academic or research papers, case studies, creative writing, chapters for a book-length manuscript, an annotated bibliography, summaries and analysis of logs or journals, evaluations by tutors or supervisors, and/or course grades. Other forms of documentation may include audio and videotape, slides, photo-journals, artwork, and performances.

Written documentation demonstrating graduate level writing in English, including organizational and critical thinking skills must be submitted to your faculty team by the end of the first semester. Students whose written work does not meet graduate level standards are required to work with an appropriate tutor, consultant and/or editor in order to upgrade their writing skills to an acceptable standard before continuing in the program.

Please note: If you think you may need help with your writing for any reason, discuss this with Lisa Lombardi or an Independent Study Degree Program faculty member. Lesley University has facilities to help students who have problems with writing, would like some writing support, or have learning disabilities. The Academic Achievement Center is available to local students and provides seminars and one-on-one support for overcoming writer's block and improving writing skills. Other arrangements can be made by distance students to fit their particular needs.

Applicants may propose existing graduate level courses as a component of the study plan, though existing courses should not dominate a program because the originality of a program lies in the combination and integration of learning activities one would not otherwise be able to experience. As a general rule, standard graduate courses should not comprise more than a third of the proposed program, or the equivalent of 12 semester credits in the Independent Study Degree Program.

Where justified by the study plan, courses may be taken at other institutions of higher education as part of the program; however, we do not accept life experience credit or credit from any previously completed training or certificates. Applicants may transfer up to six credits of previously completed graduate work from a regionally accredited university, if the course is current with a grade of "B" or better and is relevant to the study plan. The faculty advisor must approve all transfer credit.

The Independent Study Degree Program is not intended to be part of any state required licensure process, such as mental health counseling or teacher education. It is possible however, to work toward certification by private associations, for example, Yoga or Montessori may be included as part of the program of study.

D. Final Project

The integrative final project constitutes a student's single most important undertaking in the program. This is an opportunity for students to deepen their learning, to integrate their knowledge of experience in a comprehensive manner, and to demonstrate their mastery of their fields.

The project may be a substantive thesis including analysis about a particular topic, a research study, a field experiment or action research project, a book, a training curriculum program, an exhibition, or a performance with supportive narrative. All final projects include a substantive academic rationale.

Normally, one third of the program, or twelve credits is focused on the final project. A rule of thumb is that the final project/thesis should have sufficient references to show mastery in the field and are generally 100 pages in length.

Write one paragraph abut your expectations. The nature and focus of the potential final project need only be in general terms in the proposed study plan.

E. Recommendations for team members and consultants

Although they work primarily on their own, students establish a close supportive relationship with a faculty team. Through scheduled meetings and by telephone and correspondence, students maintain an ongoing dialogue with their team members.

A core faculty advisor assigned from the Independent Study Degree Program and two faculty team members, chosen by the student and approved by the faculty advisor, comprise the team. Lesley's location in the Boston area has allowed the program to build a substantial pool of enthusiastic and highly qualified team members. Many of our team members are faculty at other institutions such as Harvard University, Boston University, Tufts University and Berklee College or are practitioners in their respective fields. You should include a list of possible team members for the advisory team in the proposed program of study. The professional qualifications of the persons desired can be indicated if you do not have any specific persons in mind.

Team members hold advanced degrees, and are selected for their professional expertise in the student's field of study. They evaluate the appropriateness and the academic integrity of the Study Plan and are responsible for reviewing the student's progress and critiquing and evaluating his or her work. At the end of each semester a grade of Pass (P), Fail (F) or Incomplete (I) is submitted.

Team Meetings
While each member of the advisory team is committed to providing guidance and feedback to the student throughout the program, team meetings play a particularly important role for providing feedback and review of progress as well as planning. Students are evaluated each semester by their faculty advisor, and they meet with their faculty team at least four times during the program. Unless other arrangements are made with the Faculty Advisor, these team meetings are held on the Lesley University campus in Cambridge, MA. Beyond the required team meetings, students may schedule additional meetings with their core Faculty Advisor and with their team, when mutually agreeable.

III. Budget

This section consists of a list of financial requirements for outside resources that may be components of your study plan. Please include estimates for the following, as applicable:

• Tuition or fees for educational resources such as casework, training, workshops, conferences, consultants, and/or team members
• Miscellaneous expenses such as photocopying, postage, editing, word processing, etc.

IV. Preliminary Bibliography

Please include a complete bibliography that lists any preliminary books, articles, and websites that will be used during the course of the program.

Assistance in Developing the Study Plan

Lisa Lombardi provides initial support in developing the proposed study plan and refers the student to an appropriate faculty advisor. The faculty advisor then assesses the student's ability to benefit from the program, assists the student in further developing the study plan, and evaluates the student's readiness to enter the program.

For assistance in developing the Study Plan email Lisa Lombardi (lombardi@lesley.edu) or call 800-999-1959, ext. 8454 or (617) 349-8454.