Remember that Walden’s Title IV Code is 025042.
This concentration will broaden your knowledge and skills in disaster management and examine threats to public health safety. You can:
The Disaster and Emergency Management concentration is a great choice if you are interested in working within a nonprofit or federal agency, such as FEMA; the U.S. military; a private corporation; or a public health organization.
Students may be eligible to transfer up to 135 credits. At least 45 credits must be completed at Walden.
Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
*Click here for Required General Education Courses by Program.
Choose nine courses from general education, B.S. in Health Studies, or other Walden bachelor’s degree programs. Your elective credits should total 45 to meet your program requirements. You may also be eligible to transfer previous credit to meet your elective requirements. Note on Minors: Electives can also be used to complete a 6-course minor.
Imagine life without cell phones, television, or the Internet. Recent technological developments have significantly altered all aspects of human life: at work; in play; and in personal, family, and social interactions. In this course, students examine the advantages, disadvantages, and controversies of living and learning in an ever-changing technological environment. By exploring multiple perspectives, students discover how technology is changing media, culture, business, health, human behavior, and overall access to information. In a dynamic, reflective, and engaging classroom environment, students use a variety of audio, visual, literary, and artistic resources, to engage in open dialogue. Students are also introduced to the tools essential to success at Walden. Students complete the course with a personalized success plan that provides a customized roadmap and tools that they can use.
Initiatives to prevent illness and promote healthy lifestyles are often more effective and cost efficient than efforts to intervene or treat disease, which is why health promotion is an increasingly popular trend in the field of healthcare. In this course, students formulate a definition of health and discuss the many influences that shape our individual and collective perceptions of health. Students consider the health-wellness continuum, including a number of factors, such as behavioral, demographic, psychological, and social forces. They also examine evidence-based methodologies for interventions to promote health and enhance wellness, and they evaluate health information found online to determine credibility and accuracy. Additionally, students reflect on ways to shape their future career in health and to promote positive change. (Prerequisites: COMM 1001.)
Effective advocacy through politics, policy, and professional associations is one method of improving healthcare delivery in the United States; however, effective advocacy depends on individuals who fully understand current issues, systems, existing policies, and related contexts. In this course, students engage in a systems-level analysis of the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery. They examine legislative, regulatory, and financial processes relevant to the organization and provision of healthcare services. Students also assess the impact of these processes on quality and safety in the practice environment and disparities in the healthcare system. (Prerequisites: COMM 1001.)
This course focuses on the principles governing the study and practice of epidemiology. Consideration is given to the various methods available to health professionals for selecting and measuring factors of interest, describing their distribution, detecting associations, and identifying populations at risk. The features, advantages, and limitations of common epidemiologic research designs are addressed. (Prerequisites: COMM 1001 and MATH 1002/1030 or STAT 3001.)
This course examines the basic components required for the conduct of health-related research and provides students with the analytic tools needed to understand and assess research methods described in the scientific literature. Basic research methods are described, including surveys, observational studies, experimental and quasi-experimental design, use of primary and secondary data, and statistical techniques for analyzing and interpreting data. (Prerequisites: COMM 1001.)
Many factors influence the health behavior and wellness of individuals and populations. Understanding these factors helps healthcare professionals reduce health disparities and address healthcare access issues for vulnerable populations. Students in this course examine the cultural and behavioral factors and issues that influence the management and delivery of healthcare services. Students develop a framework for assessing the effect of culture and behavior in a variety of settings and situations. They identify health disparities attributable to diverse cultural and behavioral factors and discuss their implications for healthcare policy. Students also engage in application-based writing assignments to further examine the goals and objectives of addressing health disparities as well as obstacles for confronting vulnerable populations. (Prerequisites: COMM 1001.)
This course provides students with an overview of the effects of aging on health and development across the entire human lifespan. Students examine the physical, social, emotional, and cognitive milestones in childhood, adolescence, adulthood, and old age, with a particular emphasis on the significant changes that occur toward the end of life. Students engage in weekly discussions on various scenarios related to socioemotional development as well as on topics such as attitudes on aging, environmental risk factors, and cognitive development. Demonstrating knowledge and synthesizing course concepts, students critically analyze a specific socioemotional issue and explain how it manifests in the various developmental stages. (Prerequisites: COMM 1001.)
Health professionals often use information technology to make important clinical and managerial decisions related to services and processes in healthcare. Students in this course examine information technology that supports the collection, storage, retrieval, and communication of data; information systems safeguards; ethical and legal issues; and information management to promote patient safety and quality of care. They also explore information literacy, basic hardware and software concepts, and fundamental software applications, including spreadsheets and healthcare databases. Applying course concepts, students plan for the development of a database, explain their chosen database design, and describe potential challenges in implementing their system. Students also have the opportunity to review and analyze current events about health topics addressed in the course. (Prerequisites: COMM 1001.)
The nature of health services, such as personal evaluations, clinical research, invasive surgeries, and end of life care, facilitates a host of ethical and legal considerations of which professionals must be aware. In this course, students examine the legal and ethical issues that are fundamental to the practice of healthcare and the conduct of health-related research. They explore a historical overview of events and milestones that have shaped the contemporary regulatory landscape. They also investigate and assess issues of privacy and confidentiality, informed consent, licensing, and malpractice, among others. Additionally, students consider ethical, decision-making models for assuring the quality, safety, and appropriateness of healthcare and services. They also apply ethical principles and legal considerations to real-world scenarios. (Prerequisites: COMM 1001.)
This course introduces students to a patient-centered interdisciplinary model for healthcare delivery in which individual practitioners collaborate as members of a team. The benefits of such an approach for patients and providers with emphasis on improved outcomes will be examined. Potential obstacles and institutional barriers such as delineation of responsibilities, reimbursement, and licensing are also considered. (Prerequisites: COMM 1001.)
This course will examine major issues in acute and long-term healthcare policy and practice from the perspective of the patient and the provider. Topics include access, affordability, insurance, quality, safety, and technology. Special consideration will be given to the social, institutional, economic, and regulatory contexts in which services are delivered. (Prerequisites: COMM 1001.)
The course is designed to provide an overview of public and global health issues that transcend national borders, class, race, ethnicity, and culture. The role of the healthcare provider in preserving and promoting health among diverse populations is discussed. Students will consider global health and their role in health promotion, protection, and maintenance, and in illness prevention of targeted populations. Principles of epidemiology and the influencing sociopolitical factors that impact health and well-being are explored. (Prerequisites: COMM 1001.)
While victim response is vital, it is also important to focus on the potential effects of crime on a community, such as economic instability, drug use, prejudices, and further criminal activity. Students in this course identify existing community resources that professionals use in conjunction with planned and ad hoc community responses to learn positive and effective intervention strategies that address the needs of individuals and communities affected by criminal incidents. They also assess the challenges inherent in such efforts and discuss ways to mitigate obstacles. Gaining new perspectives on possible ways to address the coordination of community response, students examine how victims perceive crime and/or change their role as a result of the crime. (Prerequisites: CRJS 1001.)
Acts of physical and psychological violence to create fear have occurred throughout the ages, but they have only recently begun to affect the United States directly. The American public, now more than ever, must be aware of the possible threat of further terrorist attacks. In this course, students learn about current legislation to counter terrorism as well as to provide U.S. citizens with knowledge of these efforts and any further threats. Students engage in assignments on topics related to domestic and international terrorism, including theory, history of and trends related to terrorism, causes and goals of terrorist groups, and responses to terrorist acts by the criminal justice system. Students examine and analyze contemporary terrorist threats and movements and contemplate future trends.
What happens when disasters occur, natural or otherwise, and the agencies that respond operate independent of one another? Students in this course have the opportunity to examine the fallout of such events to learn effective ways to manage critical incidents, avoiding errors of the past, thus helping to prevent widespread harm to communities. They learn about the development of broad-based contingency planning and the development of strategies, policies, and procedures for cross-agency coordination. Through practical exercises and simulations, students sharpen their critical-thinking and problem-solving skills as they learn ways to develop models of cross-agency coordination that anticipate prototypical critical incident responses. (Prerequisites: CRJS 1001.)
In an age of technological innovation, nuclear advancement, and virtual spread of knowledge, terrorism is at the vanguard of governmental action. In this course, students explore and discuss methods used by the criminal justice system to counter and manage disaster incidents, and they examine law enforcement responses to such incidents. Students learn about the function of the National Incident Management System (NIMS) and the Incident Command System (ICS)—agencies created specifically to provide specialized guidance and support to all levels of government and nongovernmental organizations who respond to disasters. They examine different types of weapons of mass destruction (including biological and chemical threats) as well as cyberterrorism. Through this course, students work toward gaining practical skills to engage in organizational preparation efforts in many different professional positions, including disaster response. (Prerequisites: CRJS 1001.)
Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. (Prerequisites: CRJS 1001 or MATH 1002.)
The implications surrounding drug trade, gangs, and organized crime are felt throughout communities domestically and around the globe. In this course, students explore these implications as well as domestic and international law enforcement efforts in managing issues contiguous to drugs and crime. Students have the opportunity to gain real world insight into urban problems involving drugs, gang processes and activity, and organized crime through examination of current information and trends. They further dissect these concerns to learn what impact such issues have on crime in general and the cost of policing in the United States. (Prerequisites: CRJS 1001.)
The capstone provides an opportunity for students to synthesize the knowledge and skills gained from the program of study through a written paper or project. (Prerequisites: All prior health core and concentration courses completed. This course must be taken in the student’s final quarter.)
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