View our EdD Early Childhood specialization completion requirements
Minimum degree requirements:
60 quarter credits
- Core courses (50 cr.)
- Capstone (10 cr.)
Minimum degree requirements:
60 quarter credits
Courses
In the EdD Early Childhood Education specialization, you’ll build skills and progress toward your final capstone project in every course.
Disclaimers: 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.
To complete a doctoral 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.
For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-937-8785.
Courses
PhD completion program courses help you return to doctoral work, match with an advisor, and stay on track to finishing your dissertation.
Discover career opportunities in your area that match your interests.
Ashley M. Ackerman, Ph.D., LPC, is a dedicated mental health professional with extensive experience in counseling, higher education, and program development. Ashley completed her doctoral work at The University of Cincinnati. She is an Assistant Professor in the Counseling and Psychology programs and a Contributing Faculty Member at Walden University.
With ten years of experience in various settings as a Professional Counselor, Ashley’s expertise spans meaningful work, existential theories of work, professional identity development, interpersonal victimization, crisis counseling, disaster mental health, and burnout. Her doctoral studies included a multiculturalism and social justice cognate, focusing on Women’s, Gender, and Sexuality Studies (WGSS). Ashley has worked as a Director of Programs at a local County Mental Health Board and taught in the counseling program at the University of Cincinnati as an adjunct for seven years.
Beyond her academic and clinical work, Ashley is actively engaged in advancing the counseling profession. She serves on the Editorial Board of the Journal of Counselor Practice (JCP) and is a Past President of The Miami Valley Counseling Association (MVCA). Her dissertation, An Existential Study of Burnout in a Sample of Disaster Mental Health Practitioners, reflects her commitment to understanding and addressing the challenges faced by mental health professionals.
PhD, The University of Cincinnati
MS, Wright State University
The American Red Cross, Volunteer -
Miami Valley Counseling Association , President - Dayton
Doctoral Leadership Fellow, Chi Sigma Iota International Honor Society , 2018
Outstanding Practitioner Award, Chi Sigma Iota (CSI), 2017
Outstanding Woman Scholar Award, The University of Akron, 2010
Ackerman, A. An existential study of burnout in a sample of disaster mental health practitioners .
Ackerman, A. (2017). An integrated model for counselor social justice advocacy in child welfare. . The Family Journal: Counseling and Therapy for Couples and Families.
Ackerman, A., Wantz, R. A., Firmin, M. W., Poindexter, D. C., Pujara, A. L. (2014). Mental health service providers: College student perceptions of helper effectiveness. . The Professional Counselor: Research and Practice
Ackerman, A. M. (2023). An existential study of burnout in a sample of disaster mental health practitioners .
Ackerman, A. (2019). Mind and body: The psychological and physiological impact of sexual trauma. . COMPASS Rape Crisis Center
Ackerman, A. (2015). Vicarious traumatization and secondary traumatic stress: Reducing risk for foster parent caregivers. . Family Services Association
LaGuardia, A. C., Ackerman, A., Emelianchick-Key, K. (2018). Adolescent self-directed violence: Prevention and intervention strategies. . American Counseling Association
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