Remember that Walden’s Title IV Code is 025042.
Translate your criminal justice expertise into an online teaching career with the Online Teaching in Higher Education specialization. Whether you aspire to work in an academic or vocational setting, this specialization integrates adult learning theory with practical instruction strategies to help you acquire advanced skills for teaching online. Explore the unique attributes of adult learners, teaching and learning theory, trends in higher education, and the key elements of instructional design and delivery. You will also be introduced to the various cutting-edge technologies that are transforming adult education today.
Track I is a program of study for students who have a master’s degree in criminal justice or a related field. If you have a master's degree in an unrelated discipline, see Track II.
The majority of our students take over 2 years to complete their doctoral study or dissertation.
This sequence represents the minimum time to completion. Time to completion will 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.
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as a scholar-practitioner and social change agent. They assess the relationship of mission and vision to professional goals and develop a program of study and strategies for online success. Students also explore resources used throughout the program, such as the online Walden University Library. Students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence as they relate to practice in public policy and administration.
This course looks at the evolution of crime—from lone criminals to worldwide syndicates—using the scientific rigor built into the selected readings and discussions. Among the topics examined are the philosophy of community- and problem-oriented policing, transnational crime, terrorism, and the new nexus between them. The course equips current and future leaders with the knowledge and depth of understanding to assess and manage the opportunities, innovations, and challenges in their profession.
This course reviews key court decisions and explores the tension between constitutionally guaranteed individual rights and crime-prevention and public-safety efforts. The course also covers policy analysis and planning in the criminal justice field, and offers an understanding of the policy context in which the criminal justice system functions.
This course introduces students to the problems that currently confront the administration of the criminal justice system, as well as problems predicted for the future. So that students are prepared to lead efforts to address these challenges, this course offers powerful models for strategic, critical, and reflective thinking. This course also immerses students in discussion about the major components of effective justice administration: organizational thought and theory, leadership, human capital, policy development and implementation, and collaboration with other public safety and community organizations.
To understand adult learning, one must ask and answer complex questions: Who is the adult learner? What is the social context of learning? What motivates adult learners? In this course, education professionals explore the theories and frameworks that inform the field of adult learning today. They identify, compare, and contrast foundational and emerging perspectives on adult learning with the aim of transforming theory into practice. They engage in an integrative course project through which they synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.
Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. They are also introduced to quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies. (Prerequisites: Foundations course or first course in a program.)
Emerging technologies are rapidly altering the field of adult education today. Innovative technologies are removing traditional boundaries to learning and encouraging a global perspective on school, work, and communications. New developments in software, multimedia applications, Internet technologies, and mobile computing are transforming the educational landscape and empowering learners around the world. This course explores how educators and students can leverage these advances to enhance the learning process and improve outcomes in today’s digital information society.
This research course provides students with the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisites: RSCH 8100.)
Students in this course explore instructional design for the development of online courses. Different types of online courses and the roles of online instructors are addressed. Students analyze learning theories and approaches for promoting community in online classrooms. Students analyze criteria for developing learning objectives and online instructional strategies in relation to diverse student populations. Issues related to technology, copyright compliance, fair use, and academic integrity are explored. Students analyze assessment and evaluation approaches and explore future trends in online higher education in relation to delivery of instruction and positive social change.
Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8100.)
This course provides an introduction to the tools used by policymakers and policy analysts to evaluate the impact of social programs. Topics include selecting programs to evaluate, crafting program descriptions, identifying stakeholders and their interests, developing logic models, framing evaluation questions, applying utilization-focused evaluation techniques, using quantitative and qualitative tools to complete formative and summative evaluations, and providing evaluation reports and feedback to decision-makers. By the end of the course, each student will develop a program-evaluation design for a social program.
The prospectus is a brief paper, typically 15-20 pages in length, which helps students organize, delineate, and make decisions regarding their doctoral study and appropriate research methodology. Students create a prospectus to establish the background for the problem statement; the problem statement itself; a survey of the relevant literature (typically 25-75 references); and a research, implementation, and evaluation plan for the solution of the problem. Students in this five-credit course focus specifically on the process of writing the dissertation prospectus. They employ their preliminary research plan to develop a problem statement for their dissertation. Students further refine the problem statement and carry out the planning and the library research that lends to the formulation of a dissertation prospectus. (Prerequisites include RSCH 8100J, RSCH 8200J, RSCH 8300J)
Students in this research course build upon their established qualitative research proficiencies and provides them with practical experience in application. Students are also provided with the opportunity to develop specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. They apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8300P)
Students in this research course build upon their established qualitative and quantitative research proficiencies. Students are also provided with the opportunity to develop specialized knowledge and skills for designing mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question. Students engage in assignments that emphasize the integration of quantitative and qualitative elements into true mixed-methods studies, focusing on reliability and validity in mixed-methods approaches. They also practice data analysis and integration of qualitative and quantitative data within a research write up leading to proposal development. Students apply their knowledge and skills by developing a mixed-methods research plan that appropriately incorporates qualitative and quantitative elements. (Prerequisites: RSCH 8200P and RSCH 8300P.)
This course offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members. Students complete a prospectus, proposal, institutional review board application, and dissertation. Once students register for CRJS 9000, they will be registered each term until successful completion of the dissertation.
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