
Resource Articles
Message from the President: COVID-19 | 2021 Winter Commencement Celebration
Health education is critical to promoting healthy lifestyles. The Community Health Education specialization addresses how to assess and improve the well-being of communities and public health systems. Learn to analyze a community’s overall health by examining available health resources and the quality of living conditions. Explore how to develop programs that can lead to healthier environments and better health for individuals. Your study culminates in a community health assessment and the development of a public health program to address that community’s needs.
Receive up to a $4,000 grant if you reside in the U.S. and start this program on March 1, 2021. Contact one of our Enrollment Specialists to learn more.
Get Started NowWalden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Course Code | Title | Credits |
---|---|---|
PUBH 8003 |
Building a Multidisciplinary Approach to HealthIn this course, students will explore the multidisciplinary nature and integration of professional practice in the health field. Students will have the opportunity to utilize their scholarly voice with diverse audiences and with academic integrity to ensure academic and professional success as scholar-practitioners and social change agents. As leaders in their profession, students will discuss critical public health and health services in the health field. They use a response to a natural disaster, review of emerging issues in the health field, and what it means to be part of a multidisciplinary team to develop community partnerships with key stakeholders. This way they can address health issues impacting their communities, agencies, and/or organizations. |
(3 cr.) |
PUBH 8050 |
Global Health and Issues in Disease PreventionStudents in this course are provided an in-depth review of how global health-based strategies are used in the prevention of disease and disability in diverse populations. They explore global health topics and disease prevention activities from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, cultural competency, health literacy, health policy, urbanization, globalization, the environment, and other factors influence disease. Students consider how research in disease prevention, health determinants, cultural ecology, and global health applies to public and community health efforts. |
(5 cr.) |
PUBH 8130 |
Communications, Marketing, and Public Relations for Public Health LeadersAn overview of marketing and public relations principles as they relate to public health, highlighting theoretical concepts that are commonly used in health communications research, is provided to students in this course. Topics include using social marketing techniques, promoting health literacy, developing community partnerships, and creating culturally sensitive and appropriate promotional materials. Students focus on using social media to identify and advance public health interests and ethical principles. Through case studies, students examine how they can use marketing practices to translate health research into social action and behavioral change. |
(5 cr.) |
RSCH 8110 |
Research Theory, Design, and MethodsIn this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
PUBH 8270 |
Health Informatics and SurveillanceBy addressing current trends and future applications in public health research, students develop advanced competency in health informatics and surveillance in this course. The key issues of data standards and integration, vocabularies and data transmission protocols, health information technology, surveillance systems, and the application of geographical information systems to situation awareness are addressed. Other topics include information architecture, public health records, electronic medical records, electronic health records, health information exchange, and database design, as well as information storage, security, and privacy. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
RSCH 8210 |
Quantitative Reasoning and AnalysisIn this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.) |
(5 cr.) |
PUBH 8400 |
Public Health Leadership and Systems ThinkingIn this course, students explore leadership models and theories, the core principles of public health leadership, and the application of systems thinking to public health. They examine how to create strategies and solutions that efficiently utilize public health and healthcare resources. Students also discuss descriptive and prescriptive systems, focusing on the application of these processes to current public health issues and challenges at the organizational and community levels. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
RSCH 8310 |
Qualitative Reasoning and AnalysisStudents in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.) |
(5 cr.) |
PUBH 8315 |
Economics and Financing of Public Health SystemsIn this course, students investigate the provision of resources for the delivery of public health services and the application of economic theories to health policy issues. Students explore how organizational characteristics interact with economic forces to produce systems performance outcomes, as well as how fiscal policy can influence the performance of public health systems. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Other topics include methods of economic evaluation and their usefulness in determining appropriate financing mechanisms for public health systems. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
PUBH 8450 |
Community Health AssessmentStudents in this course cover community health assessment and its application to program planning. They learn to identify and prioritize problems, then assess and utilize community resources to address these problems. Topics include measuring selected determinants of community health status and health services use, classifying community assets, identifying data sources, and applying certain methods to maximize community participation. Students synthesize the results of a community health assessment to create a community diagnosis that serves as the basis for program planning and research design. (Prerequisite(s): RSCH 8101, RSCH 8201, RSCH 8301, and RESI 8401.) |
(5 cr.) |
PUBH 8551 |
Preparing for DissertationThe focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus. (Prerequisite(s): RESI 8402.) |
(5 cr.) |
PUBH 8440 |
Application of Public Health and Behavior Change TheoriesStudents in this course take a comprehensive look at public health and behavior change theories that apply to community health education. Students review and assess predominant social and behavioral principles at the individual, interpersonal, and community levels. Students discuss examples of how others have harnessed social marketing and communication technology to effect positive health behavior change in individuals and communities. Students learn to apply theories to public health research and practice. (Prerequisite(s): PUBH 8450 and RESI 8402.) |
(5 cr.) |
PUBH 8475 |
Advanced Program Implementation and EvaluationCompetency in program design, implementation, and evaluation is promoted in this course. Students have an overview of public health program planning and development, as well as needs and assets assessment. They focus on the methods required to implement programs and evaluate their efficacy. Students discuss the administration and coordination of public health program interventions and activities, and they explore the variety of methods used to facilitate public health research. (Prerequisite(s): PUBH 8440 and RESI 8402.) |
(5 cr.) |
PUBH 9001 |
DissertationThrough this course, doctoral students have 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, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. (Prerequisite(s): RESI 8403.) |
(5 cr. per term for a minimum of 4 quarters until completion) |
Choose 1 course from the following 3 courses: |
||
RSCH 8260 |
Advanced Quantitative Reasoning and AnalysisStudents in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. (Prerequisite(s): RSCH 8110 and RESI 8402.) |
(5 cr.) |
RSCH 8360 |
Advanced Qualitative Reasoning and AnalysisStudents build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone. (Prerequisite(s): RESI 8402.) |
(5 cr.) |
RSCH 8460 |
Advanced Mixed-Methods Reasoning and AnalysisStudents build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RSCH 8210 or RSCH 7210 or RSCH 6210, and RSCH 8310 or RSCH 7310 or RSCH 6310, and RESI 8402.) |
(5 cr.) |
DOCTORAL WRITING ASSESSMENT |
||
DRWA 8880 |
Doctoral Writing AssessmentThis course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program. |
(0 cr.) |
VIEW ALL COURSES |
Curriculum | Requirements | Cost | Total * | |
---|---|---|---|---|
Tuition-Coursework | 68 quarter credits | $590 per quarter hour for coursework credits | $40,120^ | |
Tuition-Dissertation | 20–125† quarter credits | $590 per quarter hour for dissertation credits | $11,800–$73,750* | |
Technology Fee | $160 per quarter | $1,760–$5,120* | ||
Residency Fee | Four Residencies |
$1,375 each (virtual) $1,475 each (in-person: travel, lodging and other expenses are additional) |
$5,500–$5,900 | |
Estimated Range: | 2.75-Year | 8-Year | ||
$59,180 |
$124,890*+ |
|||
(assuming completion in a 2.75-year timeframe) | (assuming completion in an 8-year timeframe) |
These are ranges of what a student can expect in terms of time and tuition cost to complete a degree. It does not include other fees, nor is it adjusted for tuition increases over time. Walden faculty has concluded that generally students who do not complete their program in eight years are unlikely to complete and only allow students to exceed that time frame when a student petitions for an extension and provides good reason for the delay and assurances that obstacles to completion can be overcome. Time is calculated using the time allowed for each semester or unit that the student completes. Students are encouraged to work continuously during the program so as not to extend the time needed to complete the degree as work can become stale and students lose focus. Students who earn two grades of “Unsatisfactory,” who repeatedly drop a course before a semester or unit has been completed, or are unable to complete in the eight year time frame, should expect that they may be dismissed from the program. Walden believes that it is in the best interest of a student who is unable to complete the degree in the stated ranges to strongly consider withdrawal or obtaining a lesser degree.
Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic such as tuition and fee increases and/or the student’s transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; writing, research and editing skills; use of external data for their doctoral study/dissertation; and/or individual progress in the program. Other factors may include personal issues such as the student’s employment obligations; care giving responsibilities or health issues; part-time vs. full-time enrollment; leaves of absence; and/or other personal circumstances.
Tuition and fees are subject to change. Books and materials are not included. Students may incur additional costs for remedial writing assistance, if necessary.
^This assumes students successfully complete their coursework on the first attempt.
† Based on a 2.75-year minimum completion requirement and an 8-year maximum timeframe as outlined in Walden academic policy.
*Tuition and fees will be higher if students petition to extend the 8-year maximum timeframe or choose to take more expensive elective courses.
+Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition discounts. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-642-0198.
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Course Code | Title | Credits |
---|---|---|
PUBH 8003 |
Building a Multidisciplinary Approach to HealthIn this course, students will explore the multidisciplinary nature and integration of professional practice in the health field. Students will have the opportunity to utilize their scholarly voice with diverse audiences and with academic integrity to ensure academic and professional success as scholar-practitioners and social change agents. As leaders in their profession, students will discuss critical public health and health services in the health field. They use a response to a natural disaster, review of emerging issues in the health field, and what it means to be part of a multidisciplinary team to develop community partnerships with key stakeholders. This way they can address health issues impacting their communities, agencies, and/or organizations. |
(3 cr.) |
PUBH 8038 |
Health Behavior TheoryStudents in this course are introduced to concepts necessary for promoting positive health-behavior change by examining the most commonly used theories and models in public health and health education and promotion. Coursework focuses on the identification and application of theories and models for promoting and designing effective health behavior programs and interventions. Students explore individual, interpersonal, and community theories and modules to determine the most appropriate application. |
(5 cr.) |
PUBH 8032 |
SPSS RevealedIn this laboratory course, students can learn the skills needed to use the statistical computer package SPSS (Software Package for the Social Sciences) in public health practice and research. Topics include importation of data, management of various types of data, creation and exportation of tables and graphs, and computation of basic statistical tests using SPSS. |
(1 cr.) |
PUBH 8050 |
Global Health and Issues in Disease PreventionStudents in this course are provided an in-depth review of how global health-based strategies are used in the prevention of disease and disability in diverse populations. They explore global health topics and disease prevention activities from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, cultural competency, health literacy, health policy, urbanization, globalization, the environment, and other factors influence disease. Students consider how research in disease prevention, health determinants, cultural ecology, and global health applies to public and community health efforts. |
(5 cr.) |
PUBH 8033 |
Interpretation and Application of Public Health DataStudents in this course learn about biostatistical methods and concepts used in public health practice and research. Emphasis is placed on interpretation and application of concepts rather than statistical formulas. Major topics include identification of levels of measurement, interpretation of narrative and graphical descriptive statistics, conceptualization of statistical inference and probability, and interpretation of commonly used statistical tests such as t tests, analysis of variance, correlation and regression, comparing proportions, contingency tables, and chi-square tests. Students are required to use the statistical computer package SPSS. (Prerequisite(s): PUBH 8032.) |
(5 cr.) |
PUBH 8031 |
Public Health Administration and LeadershipIn this course, students are provided with a foundational understanding of the administrative, managerial, and organizational practices of public health and healthcare delivery systems. Students examine theories of leadership as well as the professional attributes, skills, styles, and strategies required to advance public health goals. They engage in a variety of contextual and practical assignments focused on management theories, policy processes, systems thinking, strategic planning and partnerships, public health financing, human resource management, public health informatics, quality and performance improvement, leadership, and organizational behavior. Students also consider the impact of global trends on public health. |
(5 cr.) |
PUBH 8035 |
Epidemiology: Decoding the Science of Public HealthPublic health officials frequently use epidemiologic research to develop educational strategies and intervention programs to improve the overall health of communities. Using an epidemiological approach, students in this course examine the incidence, prevalence, and patterns of disease and injury in populations and learn how to apply these concepts to the control of public health problems. Students identify key sources of data for epidemiological purposes and address principles and limitations of public health screening programs. Students calculate basic epidemiological measures and draw appropriate inferences from epidemiological data and reports. Through this course, students gain a deeper understanding of the various research designs and methodologies professionals use in public health research. PUBH 8032 and PUBH 8033 |
(5 cr.) |
PUBH 8130 |
Communications, Marketing, and Public Relations for Public Health LeadersAn overview of marketing and public relations principles as they relate to public health, highlighting theoretical concepts that are commonly used in health communications research, is provided to students in this course. Topics include using social marketing techniques, promoting health literacy, developing community partnerships, and creating culturally sensitive and appropriate promotional materials. Students focus on using social media to identify and advance public health interests and ethical principles. Through case studies, students examine how they can use marketing practices to translate health research into social action and behavioral change. |
(5 cr.) |
PUBH 8034 |
Environmental Health: Local to GlobalA comprehensive overview of environmental factors that affect the health and safety of 21st century communities is provided in this course. Students examine associations and interrelationships among chemical, physical, and biological hazards in the environment and their impact on human health. Concepts cover food, water, air, waste, radiation, noise, pests, population growth, and climate change. Students analyze and discuss current local and global problems and solutions and consider new ways to address environmental issues. PUBH 8035 |
(5 cr.) |
PUBH 8245 |
Applied Research in Public HealthHealth professionals use research skills to develop programs and interventions that enhance the health of communities and demonstrate the efficacy of programs to community partners. In this course, students engage in practical application of research methods that inform health programs, policy, and practice. Specific topics covered include study designs, sampling, identification of variables, methods of data collection and analysis, key concepts in measurement (including reliability and validity), program evaluation, culturally appropriate community-based participatory research, funding sources, and research ethics. As a major assignment in this course, students develop a proposal for a community health intervention. (Prerequisite(s): PUBH 8032, PUBH 8033, and PUBH 8035.) |
(5 cr.) |
RSCH 8110 |
Research Theory, Design, and MethodsIn this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
PUBH 8270 |
Health Informatics and SurveillanceBy addressing current trends and future applications in public health research, students develop advanced competency in health informatics and surveillance in this course. The key issues of data standards and integration, vocabularies and data transmission protocols, health information technology, surveillance systems, and the application of geographical information systems to situation awareness are addressed. Other topics include information architecture, public health records, electronic medical records, electronic health records, health information exchange, and database design, as well as information storage, security, and privacy. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
RSCH 8210 |
Quantitative Reasoning and AnalysisIn this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.) |
(5 cr.) |
PUBH 8400 |
Public Health Leadership and Systems ThinkingIn this course, students explore leadership models and theories, the core principles of public health leadership, and the application of systems thinking to public health. They examine how to create strategies and solutions that efficiently utilize public health and healthcare resources. Students also discuss descriptive and prescriptive systems, focusing on the application of these processes to current public health issues and challenges at the organizational and community levels. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
RSCH 8310 |
Qualitative Reasoning and AnalysisStudents in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.) |
(5 cr.) |
PUBH 8315 |
Economics and Financing of Public Health SystemsIn this course, students investigate the provision of resources for the delivery of public health services and the application of economic theories to health policy issues. Students explore how organizational characteristics interact with economic forces to produce systems performance outcomes, as well as how fiscal policy can influence the performance of public health systems. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Other topics include methods of economic evaluation and their usefulness in determining appropriate financing mechanisms for public health systems. (Prerequisite(s): RESI 8401.) |
(5 cr.) |
PUBH 8450 |
Community Health AssessmentStudents in this course cover community health assessment and its application to program planning. They learn to identify and prioritize problems, then assess and utilize community resources to address these problems. Topics include measuring selected determinants of community health status and health services use, classifying community assets, identifying data sources, and applying certain methods to maximize community participation. Students synthesize the results of a community health assessment to create a community diagnosis that serves as the basis for program planning and research design. (Prerequisite(s): RSCH 8101, RSCH 8201, RSCH 8301, and RESI 8401.) |
(5 cr.) |
PUBH 8551 |
Preparing for DissertationThe focus of this course is on the preparation for the dissertation phase of training. In this course, students identify a dissertation topic and potential dissertation committee members; begin to conduct a literature review; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their dissertation. Students also complete their initial premise in this course and an annotated outline of their prospectus. (Prerequisite(s): RESI 8402.) |
(5 cr.) |
PUBH 8440 |
Application of Public Health and Behavior Change TheoriesStudents in this course take a comprehensive look at public health and behavior change theories that apply to community health education. Students review and assess predominant social and behavioral principles at the individual, interpersonal, and community levels. Students discuss examples of how others have harnessed social marketing and communication technology to effect positive health behavior change in individuals and communities. Students learn to apply theories to public health research and practice. (Prerequisite(s): PUBH 8450 and RESI 8402.) |
(5 cr.) |
PUBH 8475 |
Advanced Program Implementation and EvaluationCompetency in program design, implementation, and evaluation is promoted in this course. Students have an overview of public health program planning and development, as well as needs and assets assessment. They focus on the methods required to implement programs and evaluate their efficacy. Students discuss the administration and coordination of public health program interventions and activities, and they explore the variety of methods used to facilitate public health research. (Prerequisite(s): PUBH 8440 and RESI 8402.) |
(5 cr.) |
PUBH 9001 |
DissertationThrough this course, doctoral students have 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, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. (Prerequisite(s): RESI 8403.) |
(5 cr. per term for a minimum of 4 quarters until completion) |
Choose 1 course from the following 3 courses: |
||
RSCH 8260 |
Advanced Quantitative Reasoning and AnalysisStudents in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. (Prerequisite(s): RSCH 8110 and RESI 8402.) |
(5 cr.) |
RSCH 8360 |
Advanced Qualitative Reasoning and AnalysisStudents build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone. (Prerequisite(s): RESI 8402.) |
(5 cr.) |
RSCH 8460 |
Advanced Mixed-Methods Reasoning and AnalysisStudents build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110, and RSCH 8210 or RSCH 7210 or RSCH 6210, and RSCH 8310 or RSCH 7310 or RSCH 6310, and RESI 8402.) |
(5 cr.) |
DOCTORAL WRITING ASSESSMENT |
||
DRWA 8880 |
Doctoral Writing AssessmentThis course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program. |
(0 cr.) |
VIEW ALL COURSES |
Curriculum | Requirements | Cost | Total * | |
---|---|---|---|---|
Tuition-Coursework | 99 quarter credits | $590 per quarter hour for coursework credits | $58,410^ | |
Tuition-Dissertation | 20–105† quarter credits | $590 per quarter hour for dissertation credits | $11,800–$61,950* | |
Technology Fee | $160 per quarter | $2,400–$5,120* | ||
Residency Fee | Four Residencies |
$1,375 each (virtual) $1,475 each (in-person: travel, lodging and other expenses are additional) |
$5,500–$5,900 | |
Estimated Range: | 3.75-Year | 8-Year | ||
$78,110 |
$131,380*+ |
|||
(assuming completion in a 3.75-year timeframe) | (assuming completion in an 8-year timeframe) |
These are ranges of what a student can expect in terms of time and tuition cost to complete a degree. It does not include other fees, nor is it adjusted for tuition increases over time. Walden faculty has concluded that generally students who do not complete their program in eight years are unlikely to complete and only allow students to exceed that time frame when a student petitions for an extension and provides good reason for the delay and assurances that obstacles to completion can be overcome. Time is calculated using the time allowed for each semester or unit that the student completes. Students are encouraged to work continuously during the program so as not to extend the time needed to complete the degree as work can become stale and students lose focus. Students who earn two grades of “Unsatisfactory,” who repeatedly drop a course before a semester or unit has been completed, or are unable to complete in the eight year time frame, should expect that they may be dismissed from the program. Walden believes that it is in the best interest of a student who is unable to complete the degree in the stated ranges to strongly consider withdrawal or obtaining a lesser degree.
Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic such as tuition and fee increases and/or the student’s transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; writing, research and editing skills; use of external data for their doctoral study/dissertation; and/or individual progress in the program. Other factors may include personal issues such as the student’s employment obligations; care giving responsibilities or health issues; part-time vs. full-time enrollment; leaves of absence; and/or other personal circumstances.
Tuition and fees are subject to change. Books and materials are not included. Students may incur additional costs for remedial writing assistance, if necessary.
^This assumes students successfully complete their coursework on the first attempt.
† Based on a 3.75-year minimum completion requirement and an 8-year maximum timeframe as outlined in Walden academic policy.
*Tuition and fees will be higher if students petition to extend the 8-year maximum timeframe or choose to take more expensive elective courses.
+Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition discounts. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-642-0198.
Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.
*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.
Find Ways to SaveReceive up to a $4,000 grant if you reside in the U.S. and start this program on March 1, 2021. Contact one of our Enrollment Specialists to learn more.
Get Started NowGeneral Admission Requirements: Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply. More information for international applicants.
I was offered support outside of ofifce hours when needed. I was heard and given opportunities to succeed. Walden became and still is a place I will always feel at home.
Maria del Carmen Goodwin PhD in Public Health Graduate
My interests, which have been largely instilled by my studies at Walden, range from healthcare and medicine to physics and mathematics and philosophy.
W. Sumner Davis PhD in Public Health Graduate
I hope to effect change in the public health community with the skills I have gained and research I have done through Walden University.
Deirdre Moyer PhD in Public Health Graduate
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