Study Component Description - Certificate, B.A., M.A.

Introduction
The Rural Development Leadership Network study component enables participants 1) to create much of their own curriculum so that it relates to their community work, 2) to work toward a degree while remaining in the community, and 3) to earn credit for practical work.

A number have earned master's degrees the Individualized Master of Arts (IMA) degree program through Antioch University. A new B.A. option has been established through Excelsior College. A cohort of practitioners is being organized to work toward the Ph.D. Participants may also work toward an RDLN certificate through field work and independent study.

The external study option permits RDLN participants a strong role in designing their own learning activities and provides the opportunity for designing of learning segments that are compatible with the RDLN Field Projects.

At the same time, the format of this study plan permits RDLN to involve as Study Advisors local faculty and other "credentialed" individuals from different institutions; these people form part of the Network contributing to the evolution of a Rural Development curriculum design, advising of students, and instruction. In particular, the core curriculum segment, during which participants study together, provides a demonstration of the value of practitioner/academic collaboration and multicultural, interregional synthesis of theory and practice. Essential to the process of refining this curriculum is the feedback of participants before, during and after their involvement.

The external study component is particularly suitable for RDLN participants who continue to work to develop their home communities while working toward a degree.

Master's Degree Credits
Forty-five credits are required for the individualized master's degree. These are earned through a combination of activities: developing the degree plan, online work with Antioch University, independent study, preparation of a final written document, and credit for the RDLN Institute and Field Project:

All participants must write a final Field Project report discussing and evaluating the Project.

Bachelor's Degree Credits
Participants will earn credits as above for the RDLN Institute, independent learning and Field Project implementation. Other credits may be earned by passing standardized tests or for certain military experience. Note that the school requires the same depth and distribution requirements as a conventional B.A.. The B.A. program is particularly suited for those with two years of college.

Degree Plan
A plan for earning the degree is drawn up by the participant in cooperation with two Study Advisors (see below).

Study Advisors
Each participant needs two Degree Committee Members: 1) to supervise the Degree Plan, and 2) for master's candidates, to serve as the Thesis Committee, reviewing and evaluating the master's thesis. At least one of these should have an understanding of community-based development. At least one must hold an academic degree higher than that being earned by the participant, e.g. for an M.A. candidate, and at least one advisor should have a Ph.D., LLB., MBA, M.D. or MRP. This person may have special expertise in the area of the participants' RDLN Field Project. He or she may be serving on the faculty of a nearby college or university or other professional staff. A token honorarium of $100 is provided to the two members upon their review and written evaluation of the participant's final piece of work.

Independent Study
The independent Study/Coursework portion takes place in the participant's home area. In cooperation with the Advisors, the participant designs several learning segments toward the required credits (17 for the master's). It is necessary to identify a qualified person to evaluate the work accomplished in each learning segment (not necessarily one of the two Advisor members of the Degree Committee.) As noted before, during this work, students have the opportunity to pursue specialized learning related to their specific Projects and communities. One example might be "Review and Analysis of Legislation Relating to Water Policy in New Mexico." Evaluation of this segment might be through a written report.

A student may also use process learning as the basis of an independent learning segment. An action-oriented course might have a title like "Development of Community Education Skills" and could consist of organizing meetings, preparing literature and publicizing issues in a consciously strategic and systemic way. Evaluation of such a segment might be accomplished through observation by the evaluating individual or, again, through a written or oral report. In any case, the learning measured is progress in understanding and performance. Learning from mistakes is valid for credit; performing already accomplished exercises is not appropriate for this purpose.

In some cases, participants may feel that they can learn most efficiently by enrolling in or auditing a particular course or workshop. The Degree Plan can accommodate this arrangement, but students will generally need to work out any payment on their own.

Candidates for the bachelor's degree will need to work out a plan for earning credits that takes into account the school's distribution and depth requirements. Those who already have two years of college may be able to earn their remaining credits in a pattern very much like that for the master's degree.


Core Curriculum/RDLN Rural Development Institute
Please see description of coursework at the Institute.

Antioch Orientation and Thesis Seminar
All Antioch IMA students must attend a four-and-a-half day orientation session on the Antioch campus during their quarter of Antioch enrollment and a thesis seminar prior to degree completion.

Field Plan, Project Implementation and Progress Report
The RDLN Field Project, which makes a concrete contribution to one or more communities is conducted during the entire duration of participation in the RDLN program, except during the RDLN Rural Development Institute. Separate guidelines are provided for the preparation of the Field Project Plan. This should be completed within the first month of the program and approved by the Field Resource Advisor and RDLN. Near the end of enrollment, a progress report should be prepared, based on the timelines and evaluation criteria outlined in the Field Project Plan. Again, this report must be approved by the Field Resource Advisor and by RDLN.

Thesis
In most cases, the thesis will be a written document of 25-125 pages. Its subject should fall within the broad category of Rural Development, particularly rural community-based development in the U.S. In many cases, the thesis will relate directly to the RDLN Field Project, and this provides an excellent opportunity for the interweaving of practical work and theoretical learning; the thesis is not required, however, to relate directly to the RDLN Field Project. In rare cases, the thesis may be presented in a form other than as a written document. For example, a video or film presentation may be prepared, assuming that this involves a substantial block of learning and is highly appropriate for the needs of the participant/organization/community involved.

Note on Academic Standing
Participants will apply to the degree granting institutions, which will have the final say in regard to academic progress and graduation.

Note on Basic Skills
RDLN Leaders generally have mastery of substance and previous experience. In some cases, years out of school, concentration on specialized professional areas, or proficiency in other languages may have left them rusty in such "basic skills" as business writing, general math or public speaking. RDLN encourages participants to make a plan for developing or refreshing these skills. In particular, we urge the identification of a writing coach who will give you frequent (weekly if possible) feedback on your writing.