Health education is critical to promoting healthy lifestyles. The Community Health 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 $5,000 Grant if you reside in the U.S. and start this program on May 30, 2022. 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 |
|---|---|---|
| CAEX 6055 |
Graduate Writing I: Basic Composition Skills
In this 6-week course, graduate students take the first step in developing their reading and writing skills for scholarly work. Students read a research article and summarize its parts, thus becoming more familiar with the language, structure, and style of the academic conversation. In addition to summary writing, topics include APA citation, scholarly voice, and revision. Students also maintain a journal of writing feedback they've received and apply that feedback to papers for their discipline-specific courses. After completion, students move on to CAEX 6065/6066 - Graduate Writing II: Intermediate Composition Skills. |
(0 cr.) |
| CAEX 6065 |
Graduate Writing II: Intermediate Composition Skills
This 6-week course primes graduate students not only to understand a scholarly text but to critically read and form an argument based on it. Topics covered include paraphrasing, APA citation, analysis, academic paragraphs, and revising and editing. Students participate in a robust writing community where they practice writing in discussion forums, keep a feedback journal, and apply their learning to papers for their discipline-specific courses. Through these activities, students should begin to see their place in the scholarly conversation. This course is complementary to CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills. |
(0 cr.) |
| PHLT 8006/11 |
Foundations of Doctoral Success in Public Health
In this course, students will explore the field of public health and analyze foundational components of the discipline, including philosophies and values, from the viewpoint of what it means to become a scholar-practitioner in the field. They will also examine literature in public health including information on emerging issues and trends and technologies used. Students will learn about the public health doctoral programs and the resources that are available to improve scholarly voice, writing, and communication. In addition, students will examine the skills that are needed to complete a doctoral study program with regards to time management, self-discipline, and academic integrity.
-
|
(5 cr.) |
| DRWA 8000 |
Doctoral Writing Assessment
This 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 be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free. Students will be enrolled automatically in it after they complete their first term of their doctoral program. |
(0 cr.) |
| PHLT 8051 |
Advanced Issues in Global Public Health
This course provides an in-depth review and analysis of the leading global health problems, and the primary methods used to measure those problems. Students analyze the social and environmental determinants of global health problems, including urbanization, global industrialization, environmental pollution, and their role in health inequalities within and between populations. In addition, students evaluate population-based approaches to improving global public health, including culturally inclusive and sensitive primary health care, and policies that promote health literacy, health equity and positive social change. Emphasis is placed on strategies to advance inclusion, cultural humility and health equity in public health research, policies and programs. The course takes a cross-disciplinary, ecological approach, enabling students to examine the complex inter-relationships between economic, social and environmental factors, and health. Prerequisites PhD in Nursing
PhD in Public Health
|
(5 cr.) |
| PHLT 8402 |
Applied Leadership and Multicultural Perspectives in Public Health
In this course, students explore various definitions of public health leadership versus public health management. Students apply insights to current and future public health leadership roles, examine the strengths and limitations of the various theories and models of leadership, and consider which most resonates with their personal leadership philosophy. They reflect on the importance of cultural proficiency, apply a multicultural perspective for leadership in public health, consider negotiation and conflict resolution methods and reflect on the value of diversity in research. Students apply a systems thinking approach to public health leadership, and in doing so analyze their own personal leadership characteristics, values, and behaviors, assessing their own attitudes, beliefs, and implicit bias. They explore the importance of ethical decision making for effective public health leadership, engage in professional development planning, and apply public health leadership theory to design a system-level intervention. Prerequisites PhD in Nursing
PhD in Public Health
|
(5 cr.) |
| PHLT 8060 |
Dissertation Seminar I
Dissertation Seminar Course 1 on the Journey to the Community of Scholars gets students prepared for the dissertation process. Students are introduced to the Doctoral Degree Coach, helpful dissertation resources, time management strategies, and potential topics relevant to their field of study. Students also examine exemplar dissertations to better understand the journey they will be undertaking. Prerequisites
|
(1 cr.) |
| RSCH 8110H |
Research Theory, Design, and Methods
In 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. Prerequisites
-
|
(5 cr.) |
| PHLT 8062 |
Dissertation Seminar II
Dissertation Seminar Course 2 on the Journey to the Communities of Scholars represents the preboarding phase of the journey. Students learn how to use the library, develop doctoral-level writing strategies, and write a literature review. Students also examine how social problems drive scientific inquiry. Prerequisites
|
(1 cr.) |
| PHLT 8042 |
Public Health Ethics
This course will introduce students to the main values and principles that drive decision-making in public health research and practice. Through a case study approach, students will be exposed to different ethical theories and their application in real-life public health scenarios, such as resource allocation, individual autonomy versus the needs of the community, and protecting vulnerable populations. In addition, principles of research ethics will be discussed and students will be exposed to the Institutional Review Board (IRB) application process. Prerequisites
|
(3 cr.) |
| RSCH 8210H |
Quantitative Reasoning and Analysis
In 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. Prerequisites Doctor of Social Work
PhD in Counselor Education and Supervision
PhD in Social Work
All Other Programs
-
|
(5 cr.) |
| PHLT 8270 |
Health Informatics and Surveillance
By addressing current trends and future applications in public health research, students develop advanced competency in health informatics and surveillance in this course. The key informatics issues of data standards and integration, vocabularies and data transmission protocols, natural language or text processing, health information technology, surveillance systems, and the application of geographical information systems to situation awareness are addressed. Through surveillance data analysis, students will use trend data to detect and interpret aberrations in person, place, and time trends. 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. Prerequisites
|
(5 cr.) |
| PHLT 8064 |
Dissertation Seminar III
[Under development] Prerequisites
|
(1 cr.) |
| RSCH 8310 |
Qualitative Reasoning and Analysis
Students 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. Prerequisites |
(5 cr.) |
| PHLT 8046 |
Grant Writing and Review for Public Health Research
In this course, students investigate the multiple funding sources of public health research. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Students will be responsible for writing a mock public health grant proposal to support a real-world research topic. In addition, students will be exposed to the grant approval review process and gain experience in grant review and evaluation. Prerequisites
|
(5 cr.) |
| PHLT 8048 |
Research and Application of Public Health and Behavior Change Theories
This course presents a comprehensive look at public health and behavior change theoretical and conceptual models that apply to public health research and practice. Students review and assess predominant social and behavioral principles at the individual, interpersonal, and community levels. Students learn to integrate knowledge on different public health theoretical and conceptual frameworks, research approaches, methods, values and potential contributions from multiple professions and systems in addressing public health problems. Finally, students learn to apply theories to public health quantitative, qualitative and mixed methods research and practice. Prerequisites
|
(5 cr.) |
| PHLT 8450 |
Community Health Assessment
Students 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. Prerequisites
|
(5 cr.) |
| PHLT 8066 |
Dissertation Seminar IV
[Under development] Prerequisites
|
(1 cr.) |
Methods Elective |
||
Choose 1 of 6 below |
||
Specialization Elective |
||
Choose 1 of 3 below |
||
| PHLT 8068 |
Dissertation Seminar V
[Under development] Prerequisites
|
(1 cr.) |
| PHLT 9005 |
Dissertation Prospectus
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The first stage of capstone development is the prospectus. The doctoral prospectus is a brief document that provides preliminary information about the capstone research. It serves as the tentative plan for developing the proposal and is evaluated to ensure doctoral-level work (e.g., feasibility, alignment, etc.) by the committee chair, second committee member, and a program-level designee. Program-level approval is required to progress to the proposal. Prerequisites
|
(5 cr.) |
| PHLT 9015 |
Dissertation Proposal
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The second stage of capstone development is the proposal. The doctoral proposal consists of the first few chapters or sections of the capstone and an APA-Style reference list. The proposal presents a detailed plan of the proposed research and describes a specific problem, the related literature, and the intended research methodology. The proposal is evaluated to ensure doctoral-level work (e.g., exhaustive review of literature, alignment, etc.) by the committee chair, second committee member, and a university research reviewer. Students complete an oral defense, and the Proposal Stage culminates with the research ethics review process. IRB approval is required to progress to the final study. Prerequisites
|
(5 cr.) |
| PHLT 9025 |
Dissertation Final Study
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The last stage of capstone development is the final study. After the IRB application has been approved, students conduct their research, collect and analyze data, report findings, and draw conclusions. With the guidance of the committee, students write the remaining chapters or sections of the capstone as well as the document abstract. The final study is evaluated to ensure doctoral-level work (e.g., accurate results, alignment, etc.) by the committee chair, second committee member, and a university research reviewer. Students complete the form and style review process and an oral defense. The final study stage culminates in the chief academic officer (CAO) designee review process and CAO approval is required for capstone completion. Prerequisites
|
(5 cr.) |
| VIEW ALL COURSES | ||
| Curriculum | Requirements | Cost | Total * | |
|---|---|---|---|---|
| Tuition-Coursework | 68 quarter credits | $605 per quarter hour for coursework credits | $41,140^ | |
| Tuition-Dissertation | 15–125† quarter credits | $605 per quarter hour for dissertation credits | $12,100–$75,625* | |
| Technology Fee | $165 per quarter | $1,815–$5,280* | ||
| Residency Fee | 4 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 | ||
| $60,555 |
$127,945*+ |
|||
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 |
|---|---|---|
| CAEX 6055 |
Graduate Writing I: Basic Composition Skills
In this 6-week course, graduate students take the first step in developing their reading and writing skills for scholarly work. Students read a research article and summarize its parts, thus becoming more familiar with the language, structure, and style of the academic conversation. In addition to summary writing, topics include APA citation, scholarly voice, and revision. Students also maintain a journal of writing feedback they've received and apply that feedback to papers for their discipline-specific courses. After completion, students move on to CAEX 6065/6066 - Graduate Writing II: Intermediate Composition Skills. |
(0 cr.) |
| CAEX 6065 |
Graduate Writing II: Intermediate Composition Skills
This 6-week course primes graduate students not only to understand a scholarly text but to critically read and form an argument based on it. Topics covered include paraphrasing, APA citation, analysis, academic paragraphs, and revising and editing. Students participate in a robust writing community where they practice writing in discussion forums, keep a feedback journal, and apply their learning to papers for their discipline-specific courses. Through these activities, students should begin to see their place in the scholarly conversation. This course is complementary to CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills. |
(0 cr.) |
| PHLT 8006/11 |
Foundations of Doctoral Success in Public Health
In this course, students will explore the field of public health and analyze foundational components of the discipline, including philosophies and values, from the viewpoint of what it means to become a scholar-practitioner in the field. They will also examine literature in public health including information on emerging issues and trends and technologies used. Students will learn about the public health doctoral programs and the resources that are available to improve scholarly voice, writing, and communication. In addition, students will examine the skills that are needed to complete a doctoral study program with regards to time management, self-discipline, and academic integrity.
-
|
(5 cr.) |
| PHLT 8038 |
Health Behavior Theory
Students 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. Prerequisites
|
(5 cr.) |
| PHLT 8032 |
SPSS Revealed
In 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. Prerequisites
|
(1 cr.) |
| PHLT 8033 |
Interpretation and Application of Public Health Data
Students 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. Prerequisites
|
(5 cr.) |
| PHLT 8035 |
Epidemiology: Decoding the Science of Public Health
Public 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. Prerequisites
|
(5 cr.) |
| PHLT 8034 |
Environmental Health
A 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. Prerequisites
|
(5 cr.) |
| PHLT 8051 |
Advanced Issues in Global Public Health
This course provides an in-depth review and analysis of the leading global health problems, and the primary methods used to measure those problems. Students analyze the social and environmental determinants of global health problems, including urbanization, global industrialization, environmental pollution, and their role in health inequalities within and between populations. In addition, students evaluate population-based approaches to improving global public health, including culturally inclusive and sensitive primary health care, and policies that promote health literacy, health equity and positive social change. Emphasis is placed on strategies to advance inclusion, cultural humility and health equity in public health research, policies and programs. The course takes a cross-disciplinary, ecological approach, enabling students to examine the complex inter-relationships between economic, social and environmental factors, and health. Prerequisites PhD in Nursing
PhD in Public Health
|
(5 cr.) |
| PHLT 8402 |
Applied Leadership and Multicultural Perspectives in Public Health
In this course, students explore various definitions of public health leadership versus public health management. Students apply insights to current and future public health leadership roles, examine the strengths and limitations of the various theories and models of leadership, and consider which most resonates with their personal leadership philosophy. They reflect on the importance of cultural proficiency, apply a multicultural perspective for leadership in public health, consider negotiation and conflict resolution methods and reflect on the value of diversity in research. Students apply a systems thinking approach to public health leadership, and in doing so analyze their own personal leadership characteristics, values, and behaviors, assessing their own attitudes, beliefs, and implicit bias. They explore the importance of ethical decision making for effective public health leadership, engage in professional development planning, and apply public health leadership theory to design a system-level intervention. Prerequisites PhD in Nursing
PhD in Public Health
|
(5 cr.) |
| PHLT 8060 |
Dissertation Seminar I
Dissertation Seminar Course 1 on the Journey to the Community of Scholars gets students prepared for the dissertation process. Students are introduced to the Doctoral Degree Coach, helpful dissertation resources, time management strategies, and potential topics relevant to their field of study. Students also examine exemplar dissertations to better understand the journey they will be undertaking. Prerequisites
|
(1 cr.) |
| RSCH 8110H |
Research Theory, Design, and Methods
In 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. Prerequisites
-
|
(5 cr.) |
| PHLT 8062 |
Dissertation Seminar II
Dissertation Seminar Course 2 on the Journey to the Communities of Scholars represents the preboarding phase of the journey. Students learn how to use the library, develop doctoral-level writing strategies, and write a literature review. Students also examine how social problems drive scientific inquiry. Prerequisites
|
(1 cr.) |
| PHLT 8042 |
Public Health Ethics
This course will introduce students to the main values and principles that drive decision-making in public health research and practice. Through a case study approach, students will be exposed to different ethical theories and their application in real-life public health scenarios, such as resource allocation, individual autonomy versus the needs of the community, and protecting vulnerable populations. In addition, principles of research ethics will be discussed and students will be exposed to the Institutional Review Board (IRB) application process. Prerequisites
|
(3 cr.) |
| RSCH 8210H |
Quantitative Reasoning and Analysis
In 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. Prerequisites Doctor of Social Work
PhD in Counselor Education and Supervision
PhD in Social Work
All Other Programs
-
|
(5 cr.) |
| PHLT 8270 |
Health Informatics and Surveillance
By addressing current trends and future applications in public health research, students develop advanced competency in health informatics and surveillance in this course. The key informatics issues of data standards and integration, vocabularies and data transmission protocols, natural language or text processing, health information technology, surveillance systems, and the application of geographical information systems to situation awareness are addressed. Through surveillance data analysis, students will use trend data to detect and interpret aberrations in person, place, and time trends. 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. Prerequisites
|
(5 cr.) |
| PHLT 8064 |
Dissertation Seminar III
[Under development] Prerequisites
|
(1 cr.) |
| RSCH 8310 |
Qualitative Reasoning and Analysis
Students 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. Prerequisites |
(5 cr.) |
| PHLT 8046 |
Grant Writing and Review for Public Health Research
In this course, students investigate the multiple funding sources of public health research. Students analyze grant-writing strategies and the advantages and disadvantages of various financing options. Students will be responsible for writing a mock public health grant proposal to support a real-world research topic. In addition, students will be exposed to the grant approval review process and gain experience in grant review and evaluation. Prerequisites
|
(5 cr.) |
| PHLT 8048 |
Research and Application of Public Health and Behavior Change Theories
This course presents a comprehensive look at public health and behavior change theoretical and conceptual models that apply to public health research and practice. Students review and assess predominant social and behavioral principles at the individual, interpersonal, and community levels. Students learn to integrate knowledge on different public health theoretical and conceptual frameworks, research approaches, methods, values and potential contributions from multiple professions and systems in addressing public health problems. Finally, students learn to apply theories to public health quantitative, qualitative and mixed methods research and practice. Prerequisites
|
(5 cr.) |
| PHLT 8450 |
Community Health Assessment
Students 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. Prerequisites
|
(5 cr.) |
| PHLT 8066 |
Dissertation Seminar IV
[Under development] Prerequisites
|
(1 cr.) |
Methods Elective |
||
Choose 1 of 6 below |
||
Specialization Elective |
||
Choose 1 of 3 below |
||
| PHLT 8068 |
Dissertation Seminar V
[Under development] Prerequisites
|
(1 cr.) |
| PHLT 9005 |
Dissertation Prospectus
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The first stage of capstone development is the prospectus. The doctoral prospectus is a brief document that provides preliminary information about the capstone research. It serves as the tentative plan for developing the proposal and is evaluated to ensure doctoral-level work (e.g., feasibility, alignment, etc.) by the committee chair, second committee member, and a program-level designee. Program-level approval is required to progress to the proposal. Prerequisites
|
(5 cr.) |
| PHLT 9015 |
Dissertation Proposal
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The second stage of capstone development is the proposal. The doctoral proposal consists of the first few chapters or sections of the capstone and an APA-Style reference list. The proposal presents a detailed plan of the proposed research and describes a specific problem, the related literature, and the intended research methodology. The proposal is evaluated to ensure doctoral-level work (e.g., exhaustive review of literature, alignment, etc.) by the committee chair, second committee member, and a university research reviewer. Students complete an oral defense, and the Proposal Stage culminates with the research ethics review process. IRB approval is required to progress to the final study. Prerequisites
|
(5 cr.) |
| PHLT 9025 |
Dissertation Final Study
A doctoral capstone (e.g., dissertation, project study, etc.) is required in the final phase of a student's doctoral journey, after meeting the requirements for doctoral candidacy. During the capstone course sequence, students integrate their program of study into an in-depth exploration culminating in the completion of a doctoral research study. Students complete the study independently, with the guidance of a capstone committee, and following the process guidance in the Doctoral Degree Coach.The last stage of capstone development is the final study. After the IRB application has been approved, students conduct their research, collect and analyze data, report findings, and draw conclusions. With the guidance of the committee, students write the remaining chapters or sections of the capstone as well as the document abstract. The final study is evaluated to ensure doctoral-level work (e.g., accurate results, alignment, etc.) by the committee chair, second committee member, and a university research reviewer. Students complete the form and style review process and an oral defense. The final study stage culminates in the chief academic officer (CAO) designee review process and CAO approval is required for capstone completion. Prerequisites
|
(5 cr.) |
| VIEW ALL COURSES | ||
| Curriculum | Requirements | Cost | Total * | |
|---|---|---|---|---|
| Tuition-Coursework | 94 quarter credits | $605 per quarter hour for coursework credits | $56,870^ | |
| Tuition-Dissertation | 15–105† quarter credits | $605 per quarter hour for dissertation credits | $9,075–$63,525* | |
| Technology Fee | $165 per quarter | $2,475–$5,280* | ||
| Residency Fee | 4 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 | ||
| $73,920 |
$131,575*+ |
|||
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 $5,000 Grant if you reside in the U.S. and start this program on May 30, 2022. 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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Walden University offers online graduate degree programs for working professionals, and among their most popular online PhD programs is the PhD in Public Health. Students enrolled in this doctoral degree program choose from three specializations—Community Health Education, Environmental and Occupational Health, and Epidemiology.
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