Untitled - Walden University Catalog

Academic Programs

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Ph.D. in EducationThe Ph.D. in Education program is competency-based and producesleaders who can address the nation’s most pressing educational chal-lenges. Educators are expected to come to the program with definedlearning goals and challenges and to participate in designing their ownprogram of study. Eight specializations in established and newly emerg-ing fields are available. For students whose learning interests cover arange of educational topics or whose interests are interdisciplinary, theSchool of Education offers a General Program that allows students toself-design a program that meets their unique needs.

128 quarter credit hours

Orientation activities

Professional Development Plan and Program of Study

Minimum 8-10 quarters enrollment

Six KAMs (84 cr.) and Foundation Research Sequence (14 cr.) -or- Core KAMs I, II, III (42 cr.) and Foundation Research Seminar Sequence (14 cr.) and course work (42 cr.) -or- Core courses (42 cr.) and Foundation Research Sequence (14 cr.) and three selected KAMs (42 cr.)

Proposal, dissertation and oral presentation (30 cr.)

32 residency units

General Program (optional Self-Designed specialization)

Adult Education Leadership

Early Childhood Education

Educational Technology

Higher Education

K-12 Educational Leadership

Knowledge Management

Learning Management

Special Education

Degree Requirements

Specializations and Focus Areas

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CurriculumThe Ph.D. program in education requires mastery ofknowledge in three areas including the foundationsocial and behavioral sciences, scientific inquiryand research methodology, and the student’s select-ed specialized field chosen from the broad range ofprofessional education studies. Students select theirspecialization at the outset of their program andcomplete their doctoral program by conductingoriginal research and the writing of a results-orient-ed dissertation that demonstrates command of thediscipline.

Core Curriculum

This core curriculum applies to the GeneralProgram and all specializations, except KnowledgeManagement or Learning Management (see the fol-lowing pages for the curriculum of these specializa-tions). The curriculum comprises three KnowledgeArea Modules (KAMs), and three online researchseminars. Core KAMs provide a foundation ofknowledge and prepare you to enhance your profes-sional practice in a constantly changing environ-ment.

Core Knowledge Area Module I: Principles ofSocietal Development (14 cr.)

As individuals and as professionals facing contem-porary challenges, we must understand the contextswithin which change takes place in our society, thevariety of forces that operate to bring about change,the consequences of change, and our own role aschange agents. You will examine the complexnature of societal change from the perspective of avariety of disciplines, including philosophy, ethics,sociology, psychology, economics, political science,anthropology, history and futuristics and thenapply your knowledge through practical demonstra-tion.

Core Knowledge Area Module II: Principlesof Human Development (14 cr.)

KAM II allows you to explore human developmentfrom a variety of perspectives, including thosedefined by biology, anthropology and psychology.You’ll examine how culture (e.g., race, nationality,ethnicity, social class, sex, sexual orientation, anddisability) influences human development and youwill come to know the individual as part of a largercontext in a multicultural society.

Core Knowledge Area Module III: Principlesof Organizational and Social Systems (14 cr.)

KAM III asks you to examine social systems theoryto see how different parts of a system interact andto better analyze and understand education in thecontext of the larger society. The primary models ofstructured system theories are presented as a back-ground and theoretical framework for other knowl-edge areas.

Foundation Research Sequence Courses(14 total quarter credits)

SBSF 8417 Research Seminar I: Human Inquiry and Science (4 cr.)

EDUC 8427 Research Seminar II: Design in Educational Research (5 cr., prerequisite SBSF 8417)

EDUC 8437 Research Seminar II: Data Analysis in Educational Research (5 cr., Prerequisites SBSF 8417 and EDUC 8427)

The first and third seminars (Human Inquiry andScience and Data Analysis in Educational Research)are online seminars, requiring students to partici-pate in weekly, Web-based seminar discussions. Thesecond seminar (Research Design in Education)combines online activities and a face-to-face meet-ing at Walden’s Summer Session or December resi-dency. Faculty members guide discussions, requirespecific readings and evaluate assignments.

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Core Curriculum: Knowledge andLearning Management

The core curriculum for the KnowledgeManagement and Learning Management specializa-tions consists of 56 credit hours of course work.Please refer to the curriculum below.

Specialized Curriculum

The General Program and specializations in EarlyChildhood Education, Higher Education, andSpecial Education include Specialized KAMs (V, VI,VII) and are designed to allow you to focus on the-oretical issues within your discipline. Throughresearch, you’ll compare contemporary professionalpractices, strategies and ethics. Specialized KAMSalso provide guidelines for a case study/practicumexperience.

Specializations in Adult Education Leadership,Educational Technology, and K-12 EducationalLeadership use a specialized curriculum thatincludes 42 credit hours of online course work.

Specializations in Knowledge Management andLearning Management use a specialized curriculumthat requires students to elect three KAMs fromamong the core or specialized KAMs provided inthe General Program or the specialization in HigherEducation.

General Program inEducationThe General Program in Education is intended forstudents whose professional practice and careergoals cover a range of educational topics or areinterdisciplinary, combining specific education sub-jects with complementary subjects from the socialand behavioral sciences or the humanities.

Core KAMs I, II, III and Foundation ResearchSeminar Sequence (as described under the CoreCurriculum) (56 total credit hours)

Specialized Knowledge Area Module V:Theories of Intelligence, Learning andMotivation (14 total credit hours)

This KAM examines theoretical foundations of thelearning process with its associated phenomenasuch as intelligence, cognition, motivation, andtheir implications for educators. Students demon-strate mastery of classical and contemporary theoryand research knowledge as background for use inteaching to, and learning facilitation of, students ina range of educational settings.

Breadth: EDUC 8510 Theories of Intelligence,Learning and Motivation as a Basic Praxis (5 cr.)

Depth: EDUC 8520 Educators as Facilitatorsof Learning for Diverse Populations (5 cr.)

Application: EDUC 8530 Professional Practice Using Learning Theories (4 cr.)

Specialized Knowledge Area Module VI:Learning Institutions: Organization, Purpose,Goals and Missions (14 total credit hours)

Critical issues in the organization and planning oflearning institutions. Students research andidentify principles of effective practice, identify andsharpen skills in planning and implementinginstructional programs, and develop educationalleadership abilities.

Breadth: EDUC 8610 The Organization of Learning Institutions (5 cr.)

Depth: EDUC 8620 Social Change in LearningInstitutions and Curricula (5 cr.)

Application: EDUC 8630 Creating and Implement-ing Educational Change (4 cr.)

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Specialized Knowledge Area Module VII:Research Case Study in Education (14 totalcredit hours)

Students integrate and apply earlier learning to aspecific situation or setting. By choosing andanalyzing a specific case, students demonstrate pro-ficiency in applying knowledge of theinstitution, its setting, the internal and externaldynamics that affect education and economic and political factors that cause or inhibit productivechange. Students critique proposed or actualsolutions and diagnose what occurred and whatmight have been.

Breadth: EDUC 8710 Case Study Method (5 cr.)

Depth: EDUC 8720 Current Research and Analysis of Selected Reform Issues (5 cr.)

Application: EDUC 8730 Case Study Report and Evaluation (4 cr.)

Dissertation (30 credit hours)

EDUC 9000 Dissertation

Self-DesignedSpecializationSome educators are interested in fields that are justemerging and are not as yet recognized as areas ofspecialization. The Self-Designed specialization,working within the rubric provided by the GeneralProgram, allows such individuals to create a pro-gram of study that is clearly focused on new andemerging ideas and practices. Refer to the completedescription of the Self-Designed Specialization, p.129.

Adult EducationLeadership SpecializationLast year, American business, industry, governmentand nonprofit organizations spent more than $23billion to train and develop their workforce to suc-ceed in today’s highly competitive global markets.This specialization, offered by Walden University inpartnership with the Indiana University School ofContinuing Studies, will guide you in developingthe knowledge and skills required to conceive, planand deliver highly effective corporate training anddevelopment activities using the latest techniques,electronic technologies and learning strategies.

Core Knowledge Area Modules I, II, III andFoundation Research Seminar Sequence (asdescribed under the Core Curriculum for theGeneral Program) (56 total credit hours)

Note: Courses listed below with a "D" prefix are deliv-ered electronically by the Indiana University School ofContinuing Studies and are cross-listed as WaldenUniversity courses (EDUC prefix). Students registerthrough Walden University using EDUC course num-bers. All courses are delivered on the IU semester aca-demic calendar.

Theory and Practice of Adult LearningCourses (15 credit hours)

EDUC 8515 (D500) Introduction to Adult Education Theory (5 cr.)

EDUC 8525 (D506) The Adult as a Client of Education II (5 cr.)

EDUC 8535 (D600) Seminar in the Teaching-Learning Transaction in Adult Education (5 cr.)

Organizational Perspectives on AdultEducation Courses (13-20 credit hours)

EDUC 8615 (D512) Seminar in Forms and Forcesof Adult Education (5 cr.)

EDUC 8625 (D613) The Diagnostic Procedure in Adult Education (Prerequisite: D500, D506, D512, or D625) (5 cr.)

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Choose one or two:

EDUC 8632 (D521) Participation Training (3 cr.)*EDUC 8634 (D523) Small Group Theory in Adult

Education (5 cr.)*EDUC 8636 (D660) Readings in Adult Education

(Prereq: consent of faculty mentor) (2-10 cr.)

*Includes a face-to-face meeting scheduled at IndianaUniversity-Purdue University, Indianapolis (IUPUI).Attendance at the meeting is required. The meetingdoes not satisfy any portion of the 32-unit residencygraduation requirement.

Research Applications in Adult EducationCourses (14 credit hours)

EDUC 8715 (D620) Data Analysis in Adult Education (5 cr.)

EDUC 8725 (D625) Topical Seminar: Applied Research in Adult Education (5 cr.)

EDUC 8750 (D650) Internship in Adult Education (Prerequisite: D500,D506, D613, D625 or consentof instructor) (4 cr.)



Early Childhood EducationSpecializationAs the demographics of the family and workforcechange, the nation is increasingly turning its atten-tion to the critical need for early child developmentand education. The Early Childhood Education cur-riculum will guide you in developing the expertiseto lead in the creation and implementation of newprogram practices, to apply emerging research ondevelopment in the early years and to conceptual-ize new paradigms for early learning.

The core KAM curriculum in the foundation socialand behavioral sciences is aimed at a range ofunique early childhood topics and research perspec-tives.

Core Knowledge Area Module I: Principles ofSocietal Development (14 total credit hours)

Breadth: SBSF 8110 Theories of Societal Development (5 cr.)

Depth: EDUC 8123 Theoretical Foundations of Early Childhood Program Practices (5 cr.)

Application: EDUC 8133 Theory to Practice: Curriculum Contrasts and Implementation (4 cr.)

Core Knowledge Area Module II: Principlesof Human Development (14 total credit hours)

Breadth: SBSF 8210 Theories of Human Development (5 cr.)

Depth: EDUC 8223 Current Research: Psychological Foundations of Early Childhood Growth and Development (5 cr.)

Application: EDUC 8233 Psychological Considerations in Application to Early Childhood Programs (4 cr.)

Core Knowledge Area Module III: Principlesof Organizational and Social Systems(14 total credit hours)

Breadth: SBSF 8310 Theories of Organizational and Social Systems (5 cr.)

Depth: EDUC 8323 Early Childhood Education: Implications for Social and Organizational Systems (5 cr.)

Application: EDUC 8333 Professional Practice in Organizational and Social Contexts (4 cr.)

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Foundation Research Sequence (as describedunder the General Program) (14 total credithours)

Specialized Knowledge Area Module V:Theories of Intelligence, Learning andMotivation in Early Childhood Education(14 total credit hours)

This is an analysis of intelligence and motivationtheories applicable to the child under eight years ofage. Implications for educators, political leaders,policy makers, and early childhood advocates areexamined. Fiscal policy and imperatives areexplored in relation to programming for variedlearning and motivational styles.

Breadth: EDUC 8513 Theories of Intelligence,Learning and Motivation: Birth to Age Eight (5 cr.)

Depth: EDUC 8523 Early Childhood Program Delivery in a Multicultural/Multifaceted Society (5 cr.)

Application: EDUC 8533 Professional Practice Using Learning and Motivational Theory in Context (4 cr.)

Specialized Knowledge Area Module VI:Critical Issues in the Organization andPlanning of Early Childhood EducationPrograms (14 total credit hours)

Critical issues are explored in the organization andplanning of early childhood programs includingtheoretical perspectives on ECE organization, devel-opmentally appropriate practices, environmentaland advocacy issues in early childhood organiza-tional contexts. Depth and application sectionsexamine licensure and accreditation standards; roleof federal and state governments; policy andresource allocation; cultural diversity; ramificationsof current brain research for program development;and application of ECE programs with focus on the-ory, design, execution, and evaluation.

Breadth: EDUC 8613 Organization of Early Childhood Education Programs(5 cr.)

Depth: EDUC 8623 Critical Issues in Early Childhood Education Programs(5 cr.)

Application: EDUC 8633 Early Childhood Programs: A Comprehensive Approach (4 cr.)

Specialized Knowledge Area Module VII:Research Case Study in Early ChildhoodEducation (14 total credit hours)

KAM VII requires students to conduct a researchstudy that integrates knowledge from earlierKAMs and uses case study as an investigationmethod. Case study provides an opportunity tointegrate theoretical knowledge of early childhoodprinciples and practices using inquirystrategies aimed at assessing the need for change.Political, economic and philosophicalconsiderations, among others, become integral ele-ments in this approach to the discovery ofnew knowledge.

Breadth: EDUC 8713 Case Study Method(5 cr.)

Depth: EDUC 8723 Current Research and Analysis of Selected Early ChildhoodEducation Topics (5 cr.)

Application: EDUC 8733 Early Childhood Education Case Study Report and Evaluation (4 cr.)



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Educational TechnologySpecializationToday, more than 90 percent of American schoolsand more than 60 percent of American classroomsare wired for Internet use. The EducationalTechnology specialization develops leaders who caneffectively apply technology to learning and teach-ing in schools, school districts and other learningenvironments. The curriculum will guide you inbecoming highly skilled in course development anddelivery using technology, integration of technolo-gy in the curriculum, cognition and technology-based instruction and the management of technolo-gy for improved learning.

Core Knowledge Area Modules I, II, III andthe Foundation Research Seminar Sequence (as described under the Core Curriculum for theGeneral Program) (56 total credit hours)

Learning and Teaching Courses (12 credit hours)

EDUC 6150 Critical Survey of Technology (4 cr.)EDUC 6400 Cognition and Technological

Instruction (4 cr.)

Electives (4 credit hours)

Choose one:EDUC 6100 Learning Theories, Motivation and

Relationship to Technology (4 cr.)EDUC 6210 Seminar: Family and Societal Factors

in Education (4 cr.) EDUC 6220 Seminar: Survey of Educational

Reform Initiatives (4 cr.)EDUC 8806 Educational Measurement and

Evaluation (4 cr.)EDUC 8807 Curriculum Theory and Design (4 cr.)

Education in Organization Courses(17 credit hours)

EDUC 6250 Seminar: Computer Technology and Multimedia in Education (4 cr.)

EDUC 6440 Seminar: Management of Technology for Education (5 cr.)

Electives (8 credit hours)

Choose two:

EDUC 6310 Seminar: Change Theory and Human Behavior (4 cr.)

EDUC 6140 Organizational Behavior and Systems Theory (4 cr.)

EDUC 6340 Seminar: Economics of Education inan Environment of Change (4 cr.)

EDUC 6240 Seminar: Resource Development for Educators (4 cr.)

EDUC 6230 Seminar: Educational Structures and Decision-Making Processes (4 cr.)

Research Application Courses (13 credit hours)

EDUC 6420 Seminar: Integration of Technology in the Curriculum (5 cr.)

EDUC 6450 Seminar: Course Development and Delivery Using Technology* (6 cr.)

EDUC 8740 Practicum: Evaluation and ReflectiveAnalysis (2-4 cr.)

* This includes a 10-day laboratory scheduled in July atIndiana University - Bloomington. Ph.D. students maytake EDUC 6450 and a core residency concurrently toearn residency units applicable to the 32 unit gradua-tion requirement.



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Higher EducationSpecializationDuring the 21st century, America’s colleges and uni-versities will undergo profound changes as the stu-dent population shifts predominantly to mature,working adults and as the methods of teaching andlearning change to electronic modes and other dis-tance approaches. You will develop proficiency inknowing how individuals, particularly adults, learnmost effectively, what tools and strategies best pro-mote learning and in what contexts, and how edu-cational systems and policies can be changed to cre-ate focused learning opportunities. The core KAMcurriculum in the foundation social and behavioralsciences emphasizes several different themes: howindividuals, particularly adults, learn most effective-ly; what tools and strategies best promote learningand in what contexts; and how educational systemsand policies can be changed to create focused learn-ing opportunities. Contexts for the study of highereducation include community colleges; private andpublic liberal arts colleges; distance learning institu-tions; regional and state universities; proprietary,technical and trade schools; state and federal agen-cies and national professional associations.



Depth: EDUC 8127 Current Research in Higher Education, Social Change, and Development (5 cr.)

Application: EDUC 8137 Professional Practice and Emerging Trends in HigherEducation (4 cr.)



Depth: EDUC 8227 Current Research in Ways of Knowing and Individual Differences in Human Development (5 cr.)

Application: EDUC 8237 Professional Practice and Human Development in Higher Education (4 cr.)



Depth: EDUC 8327 Current Research in Social Systems and Change in Higher Education (5 cr.)

Application: EDUC 8337 Professional Practice in Social Systems and Change: HigherEducation (4 cr.)

Foundation Research Sequence(as described under the General Program) (14 total credit hours)

Specialized Knowledge Area Module V: AdultLearning in the Higher Education Context(14 total credit hours)

KAM V explores theoretical foundations of adultlearning that concern processes of learning andcontexts in which learning occurs. These phenom-ena are examined from the perspectives of variousdisciplines. Included is an analysis of a particularperspective on adult learning processes and identifi-cation of approaches/methods supporting that per-spective and implications of teaching-learningtransactions. The use of technology to promote andsupport adults’ learning will be addressed as well asapplication of this knowledge through assessmentof a selected area of practice relating its congruencewith a theory/model of adult learning and propos-ing ways to improve the practice.

Breadth: EDUC 8517 Multiple Perspectives on Adult Learning Processes and Contexts (5 cr.)

Depth: EDUC 8527 Processes, Methods and Strategies for Effective Teaching and Learning of Adults (5 cr.)

Application: EDUC 8537 Improving Practice Using Adult Learning Theories (4 cr.)

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Specialized Knowledge Area Module VI:Effectiveness of Higher EducationOrganizations (14 total credit hours)

This is a review and analysis of major efforts todemand and demonstrate effectiveness in highereducation from the perspectives of constituents,providers, and regulators/evaluators. The focus willbe on quality improvements called for by externalconstituents and the improvement strategies initiat-ed by internal participants. The evaluation of evi-dence for the efficacy of various approaches toimprovement will be emphasized.

Breadth: EDUC 8617 Perspectives on the Effectiveness of Higher Education (5 cr.)

Depth: EDUC 8627 Contemporary Strategies for the Improvement of Effectiveness in Higher Education (5 cr.)

Application: EDUC 8637 Application of Improvement Strategies in Higher Education (4 cr.)

Specialized Knowledge Area Module VII:Research Case Study in Higher Education (14 total credit hours)

KAM VII requires students to conduct a researchstudy that integrates knowledge from earlierKAMs and uses case study as the method of investi-gation. Case study provides an opportunityto integrate theoretical knowledge as it relates tohigher education using inquiry strategies aimedat assessing the need for change. Political, econom-ic, and philosophical considerations, amongothers, become integral elements in this approachto the discovery of new knowledge.

Breadth: EDUC 8717 Case Study Method in Higher Education (5 cr.)

Depth: EDUC 8727 Case Study Design for the Improvement of Higher Education (5 cr.)

Application: EDUC 8737 Higher Education Case Study Report and Evaluation (4 cr.)



K-12 EducationalLeadership SpecializationSecond only to the impending teacher shortage inAmerica is the developing shortage of educationalleadership at school, district and state levels. The K-12 Educational Leadership specialization provides amuch-needed and new model for advanced studyin this field. A highly flexible, student-centered cur-riculum is designed to develop local, regional, andstate educational leaders who can relate to diverse,multi-cultural, K-12 and community-based schoolpopulations.

Note on certification and licensure: Students undertak-ing the K-12 Educational leadership specializationshould possess a valid administrative credential or, inappropriate cases, they may seek to use the WaldenUniversity Ph.D. degree to satisfy certification/licensurerequirements in their respective states. The specializa-tion has been designed following both National Councilfor the Accreditation of Teacher Education (NCATE) andthe Interstate School Leaders Licensure Consortium(ISLLC) published standards for programs in education-al leadership. Acceptance of the Walden UniversityPh.D. by individual states for the satisfaction of certifi-cation or licensure requirements rests with each state.Students are advised to consult directly with their statecertification/licensure authority for further information.Walden University does not directly provide administra-tive certification or licensure in any state.

The core KAM curriculum in the foundation socialand behavioral sciences is designed to advancescholar-practitioners in the area of education lead-ership, organizational development, policy studiesand administration and management.



Depth: EDUC 8128 Strategic Leadership in Education and Societal Development (5 cr.)

Application: EDUC 8138 Professional Practice in Strategic Leadership and SocietalDevelopment (4 cr.)

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Depth: SBSF 8220 Current Research in Human Development (5 cr.)

Application: SBSF 8230 Professional Practice andHuman Development (4 cr.)


Breadth: SBSF 8310 Theories of Organizational and Social Systems(5 cr.)

Depth: EDUC 8328 Current Research in Organizational and Social Systems: K-12 Education (5 cr.)

Application: EDUC 8338 Professional Practice in K-12 Educational Organization (4 cr.)

Foundation Research Sequence as describedunder the General Program (14 total credit hours)

Electronically Delivered Courses in TopicalAreas of Educational Leadership (28 total credit hours)

EDUC 8801 Educational Law, Public Policy and Political Systems (4 cr.)

EDUC 8802 Supervision, Evaluation and Human Resources in Education (4 cr.)

EDUC 8803 Student Personnel Services (4 cr.)EDUC 8804 School Financial Management (4 cr.)EDUC 8805 Reflective Instructional Practice (4 cr.)EDUC 8806 Educational Measurement and

Evaluation (4 cr.)EDUC 8807 Curriculum Theory and Design (4 cr.)

Practicum in Educational Leadership (For advanced students seeking an administrativecertificate or license.) (14 total credit hours)

EDUC 8810 Practicum: Professional Developmentand Human Resources, InterpersonalRelations, and Technology and Information Systems (14 cr.)

This is a school-site or agency-based practicum pro-viding opportunities for advanced doctoral studentsto participate in and complete an applied leader-

ship project or activity under the direction andsupervision of an on-site administrator and WaldenUniversity practicum supervisor. Application of the-oretical educational leadership constructs to thecritical problems, issues, and activities faced byschool and/or agency leaders in the workplace.Demonstration of competency required in each ofthe three specified areas-professional developmentand human resources, interpersonal relations, andtechnology and information-with an additionalspecialization area selected by the student andbased on identified career goals.

Specialized Knowledge Area Module VII:Research Case Study in EducationalLeadership (14 total credit hours)

KAM VII provides a vehicle for integration andapplication of theoretical and research-based litera-ture to a specific school site phenomenon or prob-lem. This KAM is intended for advanced studentsnot seeking an administrative certificate or license.The KAM provides observation of and participationin the process of bridging theoretical contexts andworkplace realities through a field-based case studyresearch project. There will be analysis using appro-priate case study methodologies to demonstrateproficiency in applying knowledge of the educa-tional institution; its external and internal environ-ment; and the political, bureaucratic, social, andlegal dynamics that impact decision-making andpolicy implementation. The study will also critiqueand analyze proposed or actual solutions and offeran evaluation of what occurred and what mighthave happened.

Breadth: EDUC 8718 Case Study Method in Educational Leadership (5 cr.)

Depth: EDUC 8728 Current Research and Analysis of Selected Change Issues (5 cr.)

Application: EDUC 8738 Case Study Report and Evaluation (4 cr.)



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Knowledge Managementor Learning ManagementSpecializationFor a growing number of organizations, the man-agement of knowledge and learning for strategicpurposes has led to the introduction of new profes-sional roles, including that of Chief KnowledgeOfficer (CKO) and Chief Learning Officer (CLO).Building on the strengths of both the Educationand Management Divisions, Walden’s specializa-tions in Knowledge Management or LearningManagement address the needs of corporations,government agencies and nonprofit organizationsfor expertise in these emerging fields. Studentsselect either a specialization in KnowledgeManagement or Learning Management. Both spe-cializations, as offered by the Education Division,prepare students to lead organizational changeefforts and to leverage corporate knowledge andlearning for tangible organizational results. Thedegree granted is the Ph.D. in Education.

Both specializations share three core courses inKnowledge and Learning Management and a cap-stone seminar. After completing the core courses,students take four courses in their specialization(e.g., Learning Management) and two courses elect-ed from the other field (e.g., KnowledgeManagement) and a three-course social scienceresearch sequence. Three Knowledge Area Modules(KAMs) are undertaken by the student from amongthose available in the Higher Education specializa-tion or the General Program. The capstone seminarand an original inquiry resulting in a dissertationcomplete the program.

Core Courses (18 total credit hours)

EDUC 8820 Epistemology and the Practice of Knowledge and Learning Management (4 cr.)

EDUC 8821 Principles of Knowledge Management (4 cr.)

EDUC 8822 Principles of Learning Management(4 cr.)

EDUC 8899 Capstone Seminar (6 cr.)

Foundation Research Sequence (as described under the General Program) (14 total credits)

Knowledge Management Specialization(16 total credit hours)

AMDS 8810 Integrating Knowledge Managementwith Strategic Initiatives (4 cr.)

AMDS 8811 Advanced Knowledge Management Concepts (4 cr.)

AMDS 8812 Expert Systems (4 cr.)AMDS 8813 e-systems (4 cr.)

Electives

Elect two courses from Learning Management (8 total credits)

Three KAMs selected from those available inthe Higher Education Specialization or theGeneral Program (42 total credits)



Learning Management Specialization(16 total credit hours)

EDUC 8830 Adult Learning (4 cr.)EDUC 8831 Life-Long Learning (4 cr.)EDUC 8832 Education Design for Adult Learners

(4 cr.)EDUC 8833 Integration of Knowledge and

Learning Management with Strategic Educational Initiatives (4 cr.)

Electives

Elect two courses from Knowledge Management(8 total credits)

Three KAMs selected from those available inthe Higher Education Specialization or theGeneral Program (42 total credits)



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Special EducationSpecializationMost K-12 educators are strong advocates forimproved services for exceptional/disabled individ-uals. Unfortunately, resources for the delivery ofthese services are often far less than schools andschool districts desire. This specialization guidesadvanced students in the acquisition of knowledgeand resources necessary to provide leadership in thespecial education field and to better assist your ownstudents in the self-actualization process. Emphasisis on services to exceptional/disabled individualsand to the related areas of special education admin-istration including law, finance and ethics. Thecore KAM curriculum in the foundation social andbehavioral sciences emphasizes learning for excep-tional/disabled individuals and incorporates therelated areas of special education administrationincluding law, finance and ethics.



Depth: EDUC 8121 Current Research in Societal Development: Special Education (5 cr.)

Application: EDUC 8131 Professional Practice and Societal Development: Special Education (4 cr.)



Depth: EDUC 8221 Current Research in Human Exceptionality (5 cr.)

Application: EDUC 8231 Professional Practice and Human Exceptionality (4 cr.)


Breadth: SBSF 8310 Theories of Organiz-ational and Social Systems (5 cr.)

Depth: EDUC 8321 Individuals with SpecialNeeds: Social, Legal, Political and Economic Systems in Context (5 cr.)

Application: EDUC 8331 Professional Issues in Organizations and Systems: SpecialEducation (4 cr.)


Specialized Knowledge Area Module V:Theories of Learning, Motivation andIntelligence, and Implications for Personswith Special Needs (14 total credit hours)

The KAM covers traditional, current, and emergingtheoretical underpinnings and principles of learn-ing and exceptionality and related facets as well asimplications for educators within the context ofinclusive or categorical settings.

Breadth: EDUC 8511 Theories and Principles of Human Learning and the Human Side of Exceptionalities (5 cr.)

Depth: EDUC 8521 Educators as Facilitatorsof Inclusive Learning in Varied Educational Environments (5 cr.)

Application: EDUC 8531 Educational Practice Grounded in Principles/Theories of Learning, Diversity and Inclusion (4 cr.)

Specialized Knowledge Area Module VI:Institutional Contexts for Special Education:Leadership, Learning and Accommodation(14 total credit hours)

Delivery models for special education services andtheir administration are reviewed. Attention isfocused on the dynamics of IEP team operation, eli-gibility criteria, assessment procedures, and com-munity support systems with particular reference tocompliance with law. Alternative and innovativemodels of leadership for special education program-ming will be explored.

Breadth: EDUC 8611 Diversity and Exceptionality in Special Education: Leading within Learning Organizations (5 cr.)

Depth: EDUC 8621 Due Process in Special Education: Legal and Moral Implications (5 cr.)

Application: EDUC 8631 Practical Issues in Placement and Service Delivery (4 cr.)

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Specialized Knowledge Area Module VII:Research Case Study in Special Education (14 total credit hours)

A demonstration of conceptual and pedagogicalknowledge is required through case study researchwith emphasis on special needs. Individuals withexceptionalities and related contextsand curriculum issues are among the variables available for investigation.

Breadth: EDUC 8711 Case Study Methods and Context (5 cr.)

Depth: EDUC 8721 The Impact of Case Study Research on Contemporary Special Education Issues/Change Processes (5 cr.)

Application: EDUC 8731 Case Study Report and Evaluation in Special Needs (4 cr.)



Self-designedSpecialization Students in the Ph.D. in Education Program havethe option to self-design a specialization.Examples include, but are not limited to, K-12 cur-riculum and instruction, community collegeteaching, mathematics education, science educa-tion, adult literacy, teaching English as a secondlanguage, international education, middle-leveleducation, vocational education, etc. Aself-designed specialization must fit within theexisting KAM curriculum structure of the generalprogram. A self-designed specialization must bedeveloped in consultation with program facultyand approved by the program director.

Declaring a Self-designedSpecialization

Students in the Self-designed Specialization shouldcomplete the Program of Study using theEducation General Program Specialization coursenumbers for the breadth, depth andapplication components of each KAM. The depthand application components shouldinclude a subtitle that reflects the focus of the stu-

dent's own unique self-designed specialization.In the specialized KAMs, the titles of the breadthcomponent must also reflect the uniqueself-designed specialization.

Students wishing to pursue a program of study thatreflects a self-designed specialization mustdeclare the specialization by the end of their secondquarter of enrollment. Students exercisingthis option design and declare the specialization inconjunction with the ProfessionalDevelopment Plan and Program of Study. TheProfessional Development Plan and Program ofStudy form must clearly reflect how the studentintends to integrate the Self-designedSpecialization into the depth and application sec-tions of all seven KAMs, as well as thedissertation. The breadth component of the special-ized KAMs must also support thespecialization.

Completing a Self-designedSpecialization

To complete a self-designed specialization, studentsfollow the course of study outlined in theProfessional Development Plan and Program ofStudy form, demonstrating in all academic workdoctoral-level competency in the specializationarea. Academic work that does notadequately support the declared specialization willbe returned to the student for revision. Uponvalidation of degree completion requirements, thespecialization title is identified on official tran-scripts.

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School of EducationCourse DescriptionsNote: Courses listed with a "D" prefix in parentheses,are delivered electronically by the Indiana UniversitySchool of Continuing Studies and are cross-listed asWalden University courses (EDUC prefix). Students reg-ister through Walden University using EDUC coursenumbers. These courses are offered on the IU semesteracademic calendar.

EDUC 5100 Teaching in the Online Environment(2 cr.) This course examines the pedagogy of onlineinstruction and learning. It provides the foundationfor delivering courses and programs through inter-active, Web-based technologies. Students experi-ence online learning by participating in a dynamic,interactive program that provides an overview ofinstructional and operational issues influencing dis-tance education, including understanding onlinetools and their purposes, instructional design theo-ry and technologies, issues in online pedagogy, dis-tance-based evaluation, quality processes for dis-tance learning environments and administeringand implementing online courses and programs.

EDUC 5998 Continuing Studies (no credit)Program director permission required.

EDUC 6000 Success Strategies in the OnlineEnvironment (no credit)This is an orientation to the Master’s program.Internet tools, e-mail, electronic mailing lists, Webbrowsers, the Program of Study exercise, and othercritical tools and skills for success in a distance-learning environment are covered.

EDUC 6100 Learning Theories, Motivation andRelationship to Technology (4 cr.)This is a survey of human learning theories includ-ing behaviorism, cognitive information processingand constructivism. Emphasis is given to alterna-tive educational approaches, methods, strategiesand technologies that increase learning effective-ness.

EDUC 6120/8807 Curriculum Theory and Design(4 cr.)Students explore curriculum theory and design atthe district or departmental level. Theoretical foun-

dations of curriculum are applied to solving curricu-lar problems and analyzing curriculum artifactswith emphasis on the theoretical, practical, andpolitical complexity of curriculum work.

EDUC 6130/8806 Educational Measurement andEvaluation (4 cr.)In this course students learn how to measure andevaluate student learning outcomes and education-al programs. They also will examine the purposesfor collecting student achievement data and acquirekey evaluation concepts and examination of dis-tinctions among various approaches to assessinglearning. Knowledge and skills will be applied bycritiquing and developing measurement instru-ments.

EDUC 6140 Organizational Behavior and SystemsTheory (4 cr.)This course examines organizational behavior as itrelates to educational structure, process and humanfactors. It covers a study of systems theory as a per-spective on learning organizations.

EDUC 6150 Critical Survey of Technology (4 cr.)This course surveys innovative technologies includ-ing microcomputers, information systems, commu-nication technologies, productivity tools, CD-ROM,courseware authoring systems, videodisc, interac-tive video, multimedia, and home-based technolo-gies. It provides critical evaluation related to effec-tiveness in improving the educational process.

EDUC 6210 Family and Societal Factors inEducation (4 cr.)This course examines family settings, demographic,and societal factors as they relate to education andthe workplace. It provides an exploration of therole of education in relation to social issues, includ-ing socioeconomic conditions, resource-enrichedenvironments, multiethnic, multiracial, and multi-language cultures. (Prerequisite: EDUC 6100).

EDUC 6220 Survey of Educational ReformInitiatives (4 cr.)This course surveys school reform efforts from 1980to the present. It provides a critical review andanalysis of organizational restructuring, privatiza-tion, student/ teacher accountability, reflectivepractice, curriculum, learning theory, voucher sys-tems, standards and outcomes assessment and tech-nology-based innovations. (Prerequisite: EDUC6120).

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EDUC 6230 Educational Structures and DecisionMaking Processes (4 cr.)This course examines organizational and opera-tional systems in education and the influence thatunions, pressure groups, legislatures, and manage-ment practices exert. It provides a focus on organi-zational development and decision-making process-es. (Prerequisite: EDUC 6130).

EDUC 6240 Resource Development for Educators(4 cr.)This course examines resource development andstrategies for educators including overview of phi-lanthropy and development, volunteering, develop-ment planning, grant source research, solicitingfoundations, grant writing development and itsrelationship to technology. (Prerequisite: EDUC6140).

EDUC 6250 Computer Technology and Multimediain Education (4 cr.)This course examines emerging computer-basedmultimedia technologies including text applica-tions, animation, audio and full-motion video. Itsurveys software, courseware, playback hardware (VCRs, CD-ROMs, Videodisc), presenta-tion devices, video and graphics devices, audioproducts, and output and mass storage devices.(Prerequisite: EDUC 6150).

EDUC 6310 Change Theory and Human Behavior(4 cr.)This course focuses on change theory, learningbehavior, and processes that facilitate their integra-tion. It analyzes effective educational practices andthe conditions of educational change that improvesystems. (Prerequisite: EDUC 6100).

EDUC 6340 Economics of Education in anEnvironment of Change (4 cr.)This course examines key economic/financial issuesfacing educational innovators, schools, and otherlearning organizations as they respond to thechanging needs of a global, information-based soci-ety. It covers budget development as a basis forissue analysis. (Prerequisite: EDUC 6140).

EDUC 6400 Cognition and TechnologicalInstruction (4 cr.)This course explores the connection between educa-tional psychology and the pedagogy of effectiveinstruction. It covers instructional interventions

and their potential improvement through the appli-cation of technology. (Prerequisite: EDUC 6100).

EDUC 6420 Integration of Technology in theCurriculum (5 cr.)This course covers how to create curriculum materi-als and courses that integrate technology allowingfor access to new information, development of newlearning skills, and the empowerment of students.It also covers learning styles and the student as thecenter of learning and explores the role of technol-ogy and its incorporation within the learning cur-riculum for students and teachers. (Prerequisite:EDUC 6120).

EDUC 6440 Management of Technology forEducation (5 cr.) This course identifies educators as leaders in theprocess of integrating technology. It focuses onstrategic planning and management, humanresource management including faculty and staffdevelopment, and the management of informationsystems and technological innovation. (Prerequisite:EDUC 6140).

EDUC 6450 Course Development and DeliveryUtilizing Technology (6 cr.)This laboratory course analyzes instructional designprinciples and procedures including performanceanalysis, needs assessment, objectives, task analysis,and criterion test design. It covers the develop-ment of guidelines to inform decision-makingprocesses that accompany the design, development,production, utilization, and evaluation of coursematerials that use computer-based and other tech-nologies. The course includes a ten-day laboratoryoffered summers at Indiana University atBloomington. (Prerequisite: EDUC 6150).

EDUC 6500 Directed Readings (1-5 cr.)Guided individual study is designed to meet theprofessional individual needs of advanced graduatestudents. Consultations with instructor arerequired. (Prerequisite: consent of program direc-tor).

EDUC 6510 Young Adolescent Development andImplications in a Global Society (3 sem. cr.)Students gain understanding of early adolescence incontemporary society and knowledge of the social,emotional, physical, intellectual and moral devel-


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opment of early adolescence. Students apply majorconcepts, principles, theories, and research inteaching and interactions with young adolescents.

EDUC 6520 Organizational Structures for High-Performing Middle Grades Schools (3 sem. cr.)This course covers major concepts, principles, theo-ries and research on which current middle leveleducation is practiced. Content considers philo-sophical foundations and essential components ofmiddle level education used in a variety of schoolsettings. It emphasizes team teaching for improv-ing student outcomes, including varied use of timewithin the school, team and classroom.

EDUC 6530 The Middle Grades CurriculumContinuum (3 sem. cr.)This course covers the curriculum of middle schooland the process by which it is designed, integrated,implemented and evaluated. Students will learnmajor concepts, principles, theories, models, stan-dards, and research related to middle level curricu-lum to use in classrooms.

EDUC 6540 Pedagogy and Exemplary Practices forLearning in the Middle Grades (3 sem. cr.)Current pedagogical theories, instructional strate-gies and best practices for teaching young adoles-cents in middle grades are the focus of the course.Also highlighted are best practices in teachingapplied in the context of previous learning regard-ing characteristics of young adolescents and effec-tive middle level schools.

EDUC 6550 Assessment and Evaluation as Toolsfor Student Success (3 sem. cr.)Students investigate and evaluate the theory ofmiddle level assessment. They also research, createand evaluate methods of assessment and evaluationfor the middle level classroom. Students acquirecomprehensive understanding of major concepts,principles, theories, and research related to middlelevel assessment. They apply knowledge in theclassroom, school, and community. Emphasis is onperformance assessment and evaluation strategies,rubrics and Multiple Intelligence Theory.

EDUC 6561 Mathematics for Middle LevelTeachers (3 sem. cr.)This course is designed to increase the contentknowledge of middle level teachers while increasingunderstanding of how middle level students bestlearn mathematics.

EDUC 6562 Understanding and Teaching theLanguage Arts (3 sem. cr.)This course focuses on principles and content stan-dards defined and described by the NationalCouncil of Teachers of English (NCTE) and theInternational Reading Association (IRA). It assumescontent of the English language arts cannot be "sep-arated from the purpose, development, and contextof language learning." It presumes that English lan-guage arts be taught in manners consistent with theconstructivist view of learning and teaching withina culturally diverse and global society.

EDUC 6563 Science for Middle Level Teachers (3sem. cr.)This course is designed to increase the contentknowledge of middle level teachers while increasingunderstanding of how middle level students bestlearn science.

EDUC 6564 Understanding and Teaching theSocial Studies (3 sem. cr.)This course covers the principles and standardsunderlying essential characteristics of "powerfulsocial studies" described by National Council ofSocial Studies (NCSS, 1997). It assumes social stud-ies will be taught in a manner consistent with theconstructivist view of learning and teaching withina culturally diverse and global society.

EDUC 6565 Arts Education for the Middle LevelEducator (3 sem. cr.)This course focuses on basic knowledge and skillsin the arts. Each arts discipline adds richness to thelearning environment. There is instruction with,through, and about music, dance, drama, and visu-al arts and how to weave the arts through middlelevel curriculum.

EDUC 6610 Teacher as Professional (3 sem. cr.)This course encourages teachers to engage in intro-spection and reflection and develop skills that willenable them to perform at peak levels. Teachersacquire and model positive attitudes and problemsolving techniques. They learn strategies to pro-mote social responsibility, respect and cooperationamong students, and how to build these strategiesinto daily lessons and activities.

EDUC 6615 Effective Teaching Using LearningStyles and Multiple Intelligences (3 sem. cr.)This course expects teachers to design effectiveinstruction to enable all students to learn. Two

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learning models, learning styles and multiple intel-ligences are explored and integrated into instruc-tion, curriculum and assessment.

EDUC 6620 Collaborative Action Research(3 sem. cr.)This course provides a foundation for educators tobecome primary managers of classroom research.Acting as teacher-researchers and collegial-coaches,educators will move from isolated instruction toinstruction that is enhanced by collaboration withcolleagues. Methodology for sequencing tasks,beginning with problem formulation, data collec-tion from numerous sources, analysis and actionplanning, is covered.

EDUC 6625 Habits of Mind: Thinking Skills toPromote Self-Directed Learning (3 sem. cr.)This course helps teachers to develop skills andstrategies to prepare students for living and learningproductively in today's society. Teachers learn howto help students manage, motivate and modifytheir own learning as a continuing lifelong process.

EDUC 6630 Instructional Models and Strategies(3 sem. cr.)This course addresses the many facets of learningand the diversity of learners. It offers research-based instructional models to increase a teacher'srepertoire.

EDUC 6635 Classroom Management to PromoteStudent LearningExplores the relationships between behavior man-agement, classroom instruction, and student learn-ing. Teaches foundational principles and strategiesfor preventing behavior problems. Teachers learn toestablish classroom rules and procedures and enlistparent support for their behavior managementefforts. A framework for fostering cooperation,social skills, and a sense of community in the class-room is presented. Guidelines for teaching conflictresolution and peer mediation are included.

EDUC 6641 Foundations of Reading and LiteracyDevelopment (3 sem. cr.)This course teaches the foundational knowledgeand principles that underlie the topics, issues andstrategies relevant to reading/literacy instructionfound in subsequent courses in the program.

EDUC 6642 Strategies for Literacy Instruction -Part 1 (3 sem. cr.)This course covers research-based basic skills andstrategies for reading instruction: word-knowledge,phonemic awareness, phonics, vocabulary and flu-ency.

EDUC 6643 Strategies for Literacy Instruction -Part 2 (3 sem. cr.)This course covers research-based basic skills andstrategies for reading instruction: prior knowledge,metacognition, reading as a constructive process,active-reading behaviors, comprehension before,during and after reading, guided reading, and inte-grating reading and writing.

EDUC 6644 Supporting the Struggling Reader(3 sem. cr.)This course introduces informal diagnostic tools toidentify students experiencing reading difficulties.Research-based intervention programs are discussed.It provides guidelines for communicating with par-ents and school community regarding students'reading difficulties. Students conduct a case studyas practical experience in diagnosing and reportingstudent reading difficulties.

EDUC 6645 Planning and Managing theClassroom Literacy Program (3 sem. cr.)This course covers planning, organizing and man-aging a balanced literacy program. It covers flexiblegrouping for differentiating instruction, time-man-agement, instructional pacing and transitions.

EDUC 6661 Exploring New Technologies: TheImpact on Society, Work and Education (3 sem. cr.)This course provides the theoretical set up for whytechnology and learning is both a timely andimportant topic. It covers a brief history of educa-tional technology, the communication revolution,the impact of this revolution on society, what thismeans for schools, the impending paradigm shiftfor the teacher, the need to develop students as crit-ical consumers of information and constructors ofknowledge, and the development of a new, fullersense of literacy.

EDUC 6662 Multimedia Tools: How to Research,Plan and Communicate with Technology (3 sem. cr.)Participants begin to develop their understandingof and proficiency with technology on a personal


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and professional level. This course focuses on learn-ing how to effectively use several key tools, whichthe participant will later be able to build upon anduse in the classroom. Teachers will learn how to usesoftware tools such as word processors, spread-sheets, presentation programs and image editors.They will also explore online tools, such as e-mail,listservs, electronic publications and Web sites.

EDUC 6663 Integrating Technology in theCurriculum, Part 1 (3 sem. cr.)This course guides participants in exploring the useof technology with their students. The shift in ped-agogy introduced in the first course is furtherexplored, with particular focus placed on how tech-nology can support multiple modes of learning.Participants will investigate specific models for inte-grating the Internet into their curriculum, includ-ing WebQuests, telecollaborative projects, Internetworkshops and research or inquiry projects. Afterexploring and evaluating ready-made examples ofeach, participants will try their hand at designingtheir own.

EDUC 6664 Integrating Technology in theCurriculum, Part 2 (3 sem. cr.)This course continues the exploration of technolo-gy in the classroom, with a focus on its use in thestandards-based environment. Participants willlearn how to design technology-infused projectsthat help students meet specific curricular stan-dards. They will explore the use of technology inassessment, including software that helps align cur-riculum to standards and facilitates the grading andreporting process. Participants will explore how tomanage technology in the classroom, including theneed to work with limited resources, varying skilllevels, and differentiated instruction.

EDUC 6665 Technology, Leadership and a Visionfor the Future (3 sem. cr.)This course prepares participants to become agentsof change beyond their classrooms in the field oftechnology and learning. Participants will considerhow to develop grants, manage a technology budg-et and provide leadership within one’s district. Thecourse will pose issues to be addressed, exploreroadblocks to maneuver past, and provide trou-bleshooting advice. Participants will use and evalu-ate a variety of software and hardware tools todetermine which are essential to have on hand inevery classroom and on every school campus. For

example, software for multimedia authoring, con-cept mapping, and "office" productivity will beexplored. Likewise, instructional use of hardwaretools such as digital cameras, PDAs, and investiga-tive probes will be investigated. Finally, the coursewill explore promising trends for the future, such asindividualized instruction through the use of tech-nology and virtual schools.

EDUC 6671 Designing Curriculum, Instruction,and Assessment, Part I (3 sem. cr.)Introduces curriculum, instruction, and assessmentin the context of standards and accountability andtheir relationships to student learning. Teachersexplore inter-relationships among curriculum,instruction, and assessment: importance of align-ment; connection to learning theory and learnervariables; and need for differentiation to meetdiverse student needs. Teachers examine and makesense of their academic standards and investigatehistory, role, and types of curriculum and instruc-tion. Teachers analyze, evaluate, modify, and/ordesign curriculum and instruction for specific con-tent and purposes.

EDUC 6672 Designing Curriculum, Instruction,and Assessment, Part II (3 sem. cr.)Examines history, purposes, and methods of assess-ment and explores curriculum, instruction, andassessment implementation issues. Teachers ana-lyze, evaluate, modify, and/or design assessmentsfor specific content and purposes. They align assess-ments to curriculum and instruction as part of thedesign of instructional units and lessons. Presentsmethods of record keeping, grading, and reporting;use of assessment data; and test preparation.Addresses implementation issues related to account-ability, planning, and collaboration.

EDUC 6673 Literacy and Learning in theInformation Age (3 sem. cr.)Redefines literacy to include the access, evaluation,understanding, and application of informationavailable in print and non-print resources. Processesand strategies for integrating literacy when design-ing curriculum, instruction, and assessments arepresented. Teachers learn to develop their own andtheir students’ literacy skills (listening, speaking,reading, writing, viewing, and visually representing)via traditional and contemporary information tech-nologies, such as the Internet, software programs,and multimedia tools.

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EDUC 6674 Designing Curriculum, Instruction,and Assessment for Students with Special Needs (3 sem. cr.)Emphasizes the need for all students, including stu-dents with special needs, to achieve high academicstandards. Examines the learning challenges of stu-dents who by definition of federal law have disabili-ties, as well as students who have significant diffi-culty with learning but do not qualify for specialeducation services. Teachers learn how toadapt/modify curriculum, instruction, and assess-ment to maximize learning for students with spe-cial needs.

EDUC 6900 Leadership in the LearningOrganization (5 cr.)Students learn leadership, power, and ethical prac-tices within learning organizations striving forchange. The role of active leadership in changeand multifaceted aspects of leadership, follower-ship, and collaborative group behavior is empha-sized. Students develop a major integration paperas an exposition of their applied research skills andpersonal learning goal achievement.

SBSF 8417 Foundation Research Seminar I:Human Inquiry and Science (4 cr.)This seminar covers the philosophy of science andsocial science: Construction, use, and verification ofconcepts, models, theories, and frameworks forinquiry; ethical, social, and political aspects ofknowledge production. Completion within firstthree quarters of enrollment is required.

EDUC 8427 Foundation Research Seminar II:Research Design in Education (5 cr.)Topics include: theory and hypothesis testing; vari-able definition and measurement; correlational, sur-vey, observational, and nonexperimental designs;experimental design; language, logic, and executionof qualitative designs; integrated qualitative andquantitative designs. Attendance at a designatedWalden residency required. (Prerequisite: SBSF 8417).

EDUC 8437 Foundation Research Seminar III:Data Analysis in Educational Research (5 cr.)Topics include: descriptive statistics; statistical infer-ence; quantitative techniques including analysis ofvariance and covariance; multiple linear regression;and various nonparametric techniques; software fordata analysis; qualitative data reduction and analy-sis; data management techniques; and integratingqualitative and quantitative data for analysis.

Attendance at a designated Walden residency isrequired. (Prerequisite: SBSF 8417).

EDUC 8515 (D500) Introduction to AdultEducation Theory (5 cr.)This course studies the writings of major adult edu-cation theorists, including Grundvig, Lindeman,Knowles, Bergevin and Friere. Students learn adulteducation theories of practice in historical perspec-tive and develop and defend their personal theoriesof practice.

EDUC 8525 (D506) The Adult as a Client ofEducation II (5 cr.)This course analyzes contemporary adult life withemphasis on the individual as related to the profes-sional discipline of adult education and the devel-opment of educational programs for adults. It ana-lyzes the theories and research methods in design-ing comprehensive adult education programs.

EDUC 8535 (D600) Seminar in the Teaching-Learning Transaction in Adult Education (5 cr.) This course enables the student to critically inquireinto the theory of adult learning activities. Itincludes a review of current research in the adultteaching-learning transaction and the design andevaluation of individualized instruction for adults.(Prerequisite: D506, D512, or consent of instructor).

EDUC 8615 (D512) Seminar in Forms and Forcesof Adult Education (5 cr.)This course covers the history and current status ofadult education in the United States; the nature,scope, purpose, and historical development of adulteducation institutions and program areas.

EDUC 8625 (D613) The Diagnostic Procedure inAdult Education (5 cr.)This course covers how to identify the educationalneeds of adults with major emphasis on the theoryand practice of the diagnostic procedure and theuse of diagnostic skills for effective adult educationprogram development. (Prerequisite: D500, D506,D512, or D625).

EDUC 8632 (D521) Participation Training (3 cr.)Students learn team building in groups; collabora-tive program planning and implementation; appli-cation of the design to appropriate settings; train-ing in roles of group leader, observer, and recorder;recognition and treatment of dysfunctional behav-iors in group settings. The emphasis is on func-


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tional aspects of group cohesion, consensus deci-sion-making, shared leadership, and program evalu-ation. Brief residency required at IndianaUniversity, Purdue University, Indianapolis.

EDUC 8634 (D523) Small Group Theory in AdultEducation (5 cr.) This course covers theory undergirding small grouppractices in adult education; emphasis on condi-tions of collaborative effectiveness in decision-mak-ing groups and learning groups; leadership roles,styles, and strategies; consideration of major modelsof group formation and development; and implica-tions of theory for social practice. Brief residencyrequired at Indiana University, Purdue University,Indianapolis.

EDUC 8625 (D613) The Diagnostic Procedure inAdult Education (5 cr.)This course covers how to identify the educationalneeds of adults with major emphasis on the theoryand practice of the diagnostic procedure and theuse of diagnostic skills for effective adult educationprogram development. (Prerequisite: D500, D506,D512, or D625).

EDUC 8636 (D660) Readings in Adult Education(2-10 cr.)Guided individual study is designed to meet theprofessional individual needs of advanced graduatestudents. Consultations with instructor arerequired. (Prerequisite: Consent of student's facultymentor).

EDUC 8715 (D620) Data Analysis in AdultEducation (5 cr.)This course is a systematic study of current issuesand problems related to the theory and practice ofprogram development and research in adult educa-tion.

EDUC 8725 (D625) Topical Seminar: AppliedResearch in Adult Education (5 cr.)Students discuss and systematically study currentissues and problems related to the theory and prac-tice of program development and research in adulteducation.

EDUC 8740 Practicum: Evaluation and ReflectiveAnalysis (2-4 cr.)This course provides a practicum in appliedresearch for doctoral students specializing inEducational Technology.

EDUC 8750 (D650) Internship in Adult Education(4 cr.)This course relates theory to practice through super-vised field experiences and faculty appraisal andguidance. Students plan, conduct and evaluateadult education programs in various institutionaland community settings. (Prerequisite: D500, D506,D613, D625 or consent of instructor).

EDUC 8801 Educational Law, Public Policy andPolitical Systems (4 cr.)This course covers an overview of the interconnec-tions and impact of educational policy, politics, andlaw upon student welfare, ethical decision-making,equitable distributions of rewards and sanctions,and community relations in a diverse, global envi-ronment. Students synthesize these domains with-in the theoretical and problem-based context ofpolitical environments, organizational structures,policy research, legal mandates, institutional cli-mate, culture, diversity, and local, state and federalinfluences. Selected topical readings and case stud-ies bridging policy management, political strategiesand statutory and regulatory standards are covered.

EDUC 8802 Supervision, Evaluation and HumanResources in Education (4 cr.)This course covers the role of the educational leaderin human resources management in schools andschool districts. Emphasis is on the assumptionsthat underlie the human resource leader’s functionsand behavior, the forces influencing the implemen-tation of those functions, and the evaluation ofcontemporary professional development, superviso-ry, and personnel evaluation models, strategies, andmethods. It also focuses on strategic planning inhuman resources development and school effective-ness and its relationship with the school system.The course also covers development of a model forsupervision and evaluation of a human resourcesdevelopment program.

EDUC 8803 Student Personnel Services (4 cr.)This course covers addresses the legal, organization-al, and ethical foundations of school leadershippractices in student personnel affairs and services.It explores administrative practices in educationalprogramming, staff and student personnel func-tions, community relations and communication.Students develop an awareness of the global anddiverse nature of school communities and bestpractices in providing student services that meetdistrict needs. It also covers educational goal set-

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ting, program planning, development, implementa-tion, and evaluation of student related activitiesand enhancements.

EDUC 8804 School Financial Management (4 cr.)This course provides a theoretical and practicalexamination of issues in school financial manage-ment with an emphasis on budgeting, budget con-struction, purchasing, financial planning, school-site and facilities material management, and man-agement of capital outlay programs. It gives anoverview of revenue sources; federal, state, andlocal allocations systems and tax configurations;cost-benefit relationships and operational finance.Students consider the social, economic, legal andpolitical aspects in the allocation of tax dollars forpublic school financing.

EDUC 8805 Reflective Instructional Practice (4 cr.)Construction of a framework for instructional deci-sion-making and development of reflective strate-gies for continuous instructional improvement iscentral to this course. It investigates decisionsteachers make in designing effective instructionand examines various planning models. Emphasisis on analyzing and improving instruction usingreflective critique.

EDUC 8806/6130 Educational Measurement andEvaluation (4 cr.)In this course students learn how to measure andevaluate student learning outcomes and education-al programs. They also will examine the purposesfor collecting student achievement data and acquirekey evaluation concepts and examination of dis-tinctions among various approaches to assessinglearning. Knowledge and skills will be applied bycritiquing and developing measurement instru-ments.

EDUC 8807/6120 Curriculum Theory and Design(4 cr.)Students explore curriculum theory and design atthe district or departmental level. Theoretical foun-dations of curriculum are applied to solving curricu-lar problems and analyzing curriculum artifactswith emphasis on the theoretical, practical, andpolitical complexity of curriculum work.

EDUC 8810 Practicum: Professional Developmentand Human Resources, Interpersonal Relations,and Technology and Information Systems (14 cr.)A school-site or agency-based practicum providesopportunities for advanced doctoral students toparticipate in and complete an applied leadershipproject or activity under the direction and supervi-sion of an on-site administrator and Waldenpracticum supervisor. Students apply theoreticaleducational leadership constructs to the criticalproblems, issues, and activities faced by schooland/or agency leaders in the workplace. Studentsmust demonstrate competency in each of threespecified areas -- professional development andhuman resources, interpersonal relations, and tech-nology and information systems -- with an addi-tional specialization area selected by the studentand based on identified career goals. (Prerequisites:EDUC 8801, EDUC 8802, EDUC 8803).

AMDS 8810 Integrating Knowledge Managementwith Strategic Initiatives (4 cr.)This course examines how the emerging conceptsof Knowledge Management are integrated withother strategic initiatives including total quality,ISO 9000, Malcolm Baldrige, process reengineering,benchmarking Six Sigma, lean development andorganizational change. It provides an opportunityfor students to understand the major change initia-tives and how Knowledge Management leveragesthese organizational initiatives.

AMDS 8811 Advanced Knowledge ManagementConcepts (4 cr.)This course reviews the merging roles of chiefknowledge officers and chief learning officers. Itexplores the future direction of KnowledgeManagement based on the history of knowledge,the demands of global competition, the needs of21st century organizations, and the views of futur-ists looking at both organizational change andorganizational learning.

AMDS 8812 Expert Systems (4 cr.)This course examines the role of expert systems inKnowledge Management including the use of artifi-cial intelligence, neural systems and other advancedconcepts in the creation, retrieval and competitiveuse of knowledge.


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AMDS 8813 e-systems (4 cr.)This course examines the role of e-systems,Internet, e-commerce, e-business, B2B withKnowledge Management. It examines the new lan-guages, html and other emerging applications.

EDUC 8820/AMDS 8800 Epistemology and thePractice of Knowledge and Learning Management(4 cr.)This course reviews the history of knowledge fromthe early contributors including Plato and Aristotleto contemporary writers. It reviews the evolution ofmajor movements including rationalism, empiri-cism, functionalism, structuralism and behaviorism.It covers contemporary authors involved withknowledge, learning and change managementincluding Senge, Drucker, Deming, Nonaka, Garvin,Argyris, Knowles and Rogers. The course provides abroad foundation for the study of knowledge andlearning management. Completion is required inthe first four quarters of enrollment.

EDUC 8821/AMDS 8335 Principles of KnowledgeManagement (4 cr.)This course examines how information systemsenable organizations to systematically identify,acquire, store, analyze, distribute and reuse infor-mation and knowledge from all sources (e.g. inter-nal and external, explicit and tacit) in order toenhance organizational productivity and competi-tiveness. It examines how information technologysupports the organizational knowledge process.Completion is required in the first four quarters ofenrollment. (Note: six week course).

EDUC 8822/AMDS 8801 Principles of LearningManagement (4 cr.)This course defines learning and the emergence oflearning management. It reviews the responsibilitiesof the chief learning officer and the foundations ofadult learning and development. It reviews the roleof corporate universities and distance learning insupport of organizational learning. Completion isrequired in the first four quarters of enrollment.(Note: six week course).

EDUC 8830 Adult Learning (4 cr.)This course examines the foundational conceptsessential for understanding and developing adultlearning including understanding the adult as aclient, diagnostic procedures for adult education,participative learning and small group theory inadult education.

EDUC 8831 Life-Long Learning (4 cr.)This course examines the role of life-long learningin improving effectiveness of adult learners and instrengthening career development. It examines howindividuals use education to develop career options,while organizations use education to help obtainand retain the best individuals.

EDUC 8832 Education Design for Adult Learners(4 cr.)This course examines the theories and concepts ofthe learning process including intelligence, cogni-tion, motivation and facilitation of adult learners. Itexamines the design and development of adultlearning curriculum.

EDUC 8833 Integration of Knowledge andLearning Management with Strategic EducationalInitiatives (4 cr.)This course examines the design and use of appro-priate organizational learning including the use ofcorporate universities, distance learning techniquesand other advanced educational concepts.

EDUC 8899/AMDS 8899 Capstone Seminar (6 cr.)This course integrates all of the previous work onKnowledge and Learning Management, resulting ina comprehensive dissertation proposal for each stu-dent.

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School of Health and Human Services

M.S. in Public HealthThe M.S.P.H. curriculum in community health assumes a strong multi-cultural perspective, reflecting the diverse public health client popula-tion base. The program seeks to foster an academic environment thatvalues diversity and the scholarship of inquiry and application. Studentsdevelop specialized skills to assess health behavior and to design anddeliver health promotion and risk prevention/reduction services.Successful solutions to community health problems depend on under-standing how complex local, regional, national and global factors influ-ence public health practice. Future public health leaders will generatenew information from interdisciplinary studies and develop it intounique, community-based public health programs.

50 quarter credits (55 credits for students taking PUBH 6620 Field Practicum)

PUBH 6000 Orientation (noncredit)

Program of Study

7 Core courses (24 credits)

6 Concentration courses (26 credits)

Thesis or research project

Minimum 3.0 GPA

Continuing registration

Degree Requirements

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Curriculum The core curriculum is required of all students.Core courses provide students with the five founda-tional knowledge areas for public health practice:

• biostatistics• epidemiology• environmental health sciences• health services administration• social and behavioral sciences

Core Courses

The core courses below must be completed beforeenrolling in concentration courses. Exceptions willbe granted on a case-by-case basis by the programdirector.

PUBH 6000 Strategies for Success in the Online M.S.P.H. Environment (no credit)

PUBH 6100 Introduction to Public Health (4 cr.)PUBH 6105 Social and Behavioral Dimensions of

Health (4 cr.)PUBH 6110 Principles of Biostatistics (4 cr.)PUBH 6120 Principles of Epidemiology (4 cr.)PUBH 6130 Health Care Organization, Policy,

and Administration (4 cr.)PUBH 6140 Fundamentals of Environmental

Health and Risk Assessment (4 cr.)

Community Health ConcentrationCurriculum

The Community Health concentration-level coursesprovide advanced knowledge and skills in threeareas that emphasize the important relationshipbetween a community’s sociopolitical and econom-ic viability and the health of its citizens:

• factors influencing biopsychosocial health out-comes;

• assessment and intervention strategies for health-ful adaptation or change; and the

• integration of public health theory, research, andpractice.

Within the Community Health concentration, stu-dents select courses that emphasize the areas inwhich they are particularly interested and suit theircareer objectives.

With the assistance of faculty advising, all studentsmust select and successfully complete a minimumof six courses from the advanced knowledge areaslisted below. Advanced knowledge areas will sup-port students’ individualized academic and profes-sional goals.

Advanced Knowledge Area ConcerningFactors Influencing Biopsychosocial HealthOutcomes

PUBH 6200 Advanced Psychosocial Theories of Health and Health Behavior (4 cr.)

PUBH 6210 High-Risk Health Behaviors: Strategies for Reduction, Prevention,and Amelioration (4 cr.)

PUBH 6220 Ethnic and Cultural Diversity in Health Behavior (4 cr.)

PUBH 6230 Biopsychosocial Aspects of Aging(4 cr.)

PUBH 6240 Sociocultural Perspectives on International Health (4 cr.)

PUBH 6250 U.S. and International Health Care Systems (4 cr.)

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Advanced Knowledge Area ConcerningAssessment and Intervention Strategies forHealthful Adaptation or Change

PUBH 6400 Principles of Maternal, Child, and Adolescent Health (4 cr.)

PUBH 6410 Principles of Occupational Health (4 cr.)

PUBH 6420 Principles of Community Health (4 cr.)

PUBH 6430 Social and Behavioral Research Methods (4 cr.)*

PUBH 6440 Public Health Ethics (4 cr.)PUBH 6450 Design and Evaluation of

Community Health Promotion and Prevention Programs (4 cr.)

PUBH 6460 Health Education and Community Advocacy (4 cr.)

PUBH 6470 Sociobehavioral Epidemiology (4 cr.)PUBH 6920 Health Services Financial

Management (4 cr.)

Advanced Knowledge Area Concerning theIntegration of Public Health Theory,Research, and Practice*

PUBH 6610 Thesis in Community Health (6 cr.)PUBH 6615 Research Project in Community

Health (6 cr.)PUBH 6620 Field Practicum in Community

Health (5 cr.)PUBH 6630 Directed Readings in Community

Health (1-4 cr.)

*All students must take PUBH 6430 Social andBehavioral Research Methods and PUBH 6610 Thesis inCommunity Health or PUBH 6615 Research Project inCommunity Health to satisfy degree requirements.

Field Practicum

The one-quarter Field Practicum is designed for stu-dents with minimal community health-relatedwork experience (generally less than three years).An "add-on" course, the Practicum cannot substi-tute for another concentration-level course, includ-ing PUBH 6610 and PUBH 6615. Practicum stu-dents must earn a minimum of 55 quarter credits tocomplete the program. With faculty guidance, stu-dents must arrange for supervised practice in a localarea community health setting that complementstheir academic and professional goals.

Matriculation into Ph.D.Program The M.S. in Public Health provides an academicpathway to those who, in the future, may wish toearn the doctoral degree in Health Services orHuman Services. Public health master’s studentsmay apply for contingent admission to the WaldenPh.D. program in Health Services or HumanServices following completion of 44 quarter credithours in the master’s program.

Ph.D. in Human Services

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Ph.D. in Human Services Human Services practitioners face an increasingly diverse clientele, asdelivery systems and client populations become more multicultural andinclude a broader range of complex issues. The Ph.D. in HumanServices program prepares students to excel within a diverse servicedelivery system by equipping professionals with action-oriented researchskills and context-sensitive knowledge for application within uniquepractice environments.

128 credit hour, KAM-based program

Orientation teleconference and New Student Orientation Residency


WIN 1 Orientation

Minimum 10 quarters enrollment

6 KAMs and Foundation Research Sequence (98 credits)

Proposal, dissertation, and oral presentation (30 credits)

32 residency units

General Program

Clinical Social Work

Counseling

Criminal Justice

Family Studies and Intervention Strategies

Human Services Administration

Social Policy Analysis and Planning

Self-designed Specialization

Degree Requirements

Specializations

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Curriculum Students seeking the Ph.D. in Human Services com-plete the Foundation Research Sequence and threeKAMs that focus on the social and behavioral sci-ence foundations (SBSF) important to all profes-sions. In addition, students complete three special-ized KAMs unique to the Human Services curricu-lum. Students choosing a specialization completespecialized KAMs appropriate to their specific areaof study.

General Program inHuman Services The Ph.D. in Human Services Program offers aninterdisciplinary approach to the study of humanservices. Students choosing the general programcomplete the following core and specialized curricu-lum requirements:


Perspectives in the social and behavioral sciencesand how they influence human values andlifestyles, communication, social networks, andforecasting alternative futures. Students begin tointegrate theoretical constructs into practical appli-cations for individual interest areas.


Depth: SBSF 8120 Current Research in Societal Development (5 cr.)

Application: SBSF 8130 Professional Practice andSocietal Development (4 cr.)


Basic theories and current research on biological,psychosocial, cognitive and affective human devel-opment including normal developmental patternsand crises that may occur. Students explore devel-opmental questions in the context of both chrono-logical time and underlying physical, social, andpsychological experiences.





Introduction to systems theories from various disci-plines. The primary models of structured systemtheories are presented as a background and theoret-ical framework for the other knowledge areas. Alsostudied are theories that impact micro and macrolevels of social, political, and economic systems.

Breadth: SBSF 8310 Theories of Organizationaland Social Systems (5 cr.)

Depth: SBSF 8320 Current Research in Organizational and Social Systems (5 cr.)

Application: SBSF 8330 Professional Practice andOrganizational and Social Systems (4 cr.)

Foundation Research Sequence(14 total credit hours)

The first and second courses are online seminars,requiring students to participate in weekly, Web-based discussions. The third course combinesonline activities and a 12 hour face-to-face meetingat Walden's summer session or at a continuing-4residency. Faculty members guide discussions,require specific readings and written assignments,and evaluate assignments.

SBSF 8417 Foundation Research Seminar I:Human Inquiry and Science (4 cr.)Philosophy of science and social science.Construction, use, and verification of concepts,models, theories. Introduction to qualitative andquantitative frameworks for inquiry. Ethical, social,and political aspects of knowledge production.(Offered every quarter. Completion within first threequarters of enrollment is required.)

HUMN 8427 Foundation Research Seminar II:Design in Human Services Research (5 cr.)Theory and hypothesis testing; variable definitionand measurement; correlational, survey, experimen-tal, quasi-experimental, non-experimental, factorial,and single-subject designs. Language, logic, andexecution of qualitative designs (inductive andquasi-deductive). Interfacing qualitative and quan-titative designs. (Offered fall and spring quarters.Prerequisite: SBSF 8417 and completion of two coreKAMs.)


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HUMN 8437 Foundation Research Seminar III:Data Analysis in Human Services Research (5 cr.)Descriptive statistics; statistical inference; quantita-tive techniques including analysis of variance andcovariance, multiple linear regression, and nonpara-metric techniques. Software for data analysis.Qualitative data reduction, data displays, and con-clusion drawing/verification. Data managementtechniques. Interfacing qualitative and quantitativedata for analysis. (Offered winter and summer quar-ters. Attendance at a designated Walden residencyrequired. Prerequisite: SBSF 8417, HUMN 8427, andcompletion of two core KAMs).

Specialized Knowledge Area Module V:Advanced Theory and Practice in HumanServices (14 total credit hours)

Breadth: HUMN 8510 Theories and Models of Human Behavior for Professional Practice (5 cr.)

Depth: HUMN 8520 Contextual Evaluation of Contemporary Theories and Models in Human Services (5 cr.)

Application: HUMN 8530 Integrating Theory andPractice in Human Services (4 cr.)

Specialized Knowledge Area Module VI:Intervention Strategies in Human Services(14 total credit hours)

Breadth: HUMN 8610 Advanced Theories of Intervention in Human Services (5 cr.)

Depth: HUMN 8620 Human Services Delivery Systems and Ethical Considerations (5 cr.)

Application: HUMN 8630 Integrating Intervention Strategies and Ethical Practice (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Human Services (14 total credit hours)

Breadth: HUMN 8710 Theories of Case StudyResearch and Applied Change in Human Services (5 cr.)

Depth: HUMN 8720 Relating Case Studies to Applied Change in Human Services (5 cr.)

Application: HUMN 8730 A Case Study of AppliedChange in Human Services (4 cr.)


HUMN 9000 Dissertation

Clinical Social WorkSpecialization This specialization focuses students’ study of theuse, understanding, and development of modelsand theoretical frameworks for clinical practicewith vulnerable and disadvantaged populations. Itprepares clinical scholars who are well grounded inthe qualitative and quantitative methods of inquiryand highly skilled in a variety of interventionmodalities. Graduates are prepared to become lead-ers in direct practice; enter university-level teachingor clinical research positions; or enter advancedpositions in clinical administration, supervision,and consultation.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program website) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in clinical socialwork, and notifies the student within 10 businessdays of the results of this review. After receivingnotification of approval from the program director,students may proceed with the specialized KAMs,integrating content appropriate to the specializa-tion into the breadth, depth, and application sec-tions. The dissertation must also reflect the special-ization.

Core KAMs I, II, III and Foundation ResearchSequence(as described under the General Program) (56 credit hours)

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Breadth: HUMN 8517 Theories and Models of Human Behavior for Professional Practice: Clinical Social Work (5 cr.)

Depth: HUMN 8527 Contextual Evaluation of Contemporary Theories and Models in Human Services: Clinical Social Work (5 cr.)

Application: HUMN 8537 Integrating Theory andPractice in Human Services: Clinical Social Work (4 cr.)


Breadth: HUMN 8617 Advanced Theories of Intervention in Human Services: Clinical Social Work (5 cr.)

Depth: HUMN 8627 Human Services Delivery Systems and Ethical Considerations: Clinical Social Work(5 cr.)

Application: HUMN 8637 Integrating Intervention Strategies and Ethical Practice: Clinical Social Work (4 cr.)


Breadth: HUMN 8717 Theories of Case StudyResearch and Applied Change in Human Services: Clinical Social Work (5 cr.)

Depth: HUMN 8727 Relating Case Studies to Applied Change in Human Services: Clinical Social Work (5 cr.)

Application: HUMN 8737 A Case Study of Applied Change in Human Services: Clinical Social Work (4 cr.)



Counseling Specialization The curricular focus of this specialization is ground-ed in systems theory and intervention strategies. Itfocuses on healthy life adjustment; biopsychosocialstress; human diversity; and a synthesis of social,behavioral, and developmental approaches tohuman growth. The specialization's learning phi-losophy emphasizes developmental theories andthe broad application of these theories to researchand practice in the preventive, therapeutic, andconsultative realms of helping. Promoting positive,health-oriented growth with emphasis on helpingothers achieve greater psychological, social, aca-demic, vocational, and ethical development isstressed.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program website) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in counseling, andnotifies the student within 10 business days of theresults of this review. After receiving notification ofapproval from the program director, students mayproceed with the specialized KAMs, integrating con-tent appropriate to the specialization into thebreadth, depth, and application sections. The dis-sertation must also reflect the specialization.



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Breadth: HUMN 8515 Theories and Models of Human Behavior for Professional Practice: Counseling (5 cr.)

Depth: HUMN 8525 Contextual Evaluation of Contemporary Theories and Models in Human Services: Counseling (5 cr.)

Application: HUMN 8535 Integrating Theory andPractice in Human Services: Counseling (4 cr.)


Breadth: HUMN 8615 Advanced Theories of Intervention in Human Services: Counseling (5 cr.)

Depth: HUMN 8625 Human Services Delivery Systems and Ethical Considerations: Counseling (5 cr.)

Application: HUMN 8635 Integrating Intervention Strategies and Ethical Practice: Counseling (4 cr.)


Breadth: HUMN 8715 Theories of Case StudyResearch and Applied Change in Human Services: Counseling (5 cr.)

Depth: HUMN 8725 Relating Case Studies to Applied Change in Human Services: Counseling (5 cr.)

Application: HUMN 8735 A Case Study of Applied Change in Human Services: Counseling (4 cr.)



Criminal JusticeSpecialization This interdisciplinary specialization examines crimi-nal behavior and society's response to it. Studentsexplore crime as a social phenomenon, criminologi-cal theory, the nature of crime, the criminal justicesystem and its administration, the factors that leadpeople to commit crimes, and planned change inthe criminal justice system.

The Criminal Justice specialization prepares andtrains professionals to address current issues relatedto public safety, juvenile delinquency, the courts,and prisons. Students explore solutions for thecontrol and elimination of criminal behavior.Students study demographic shifts, economic dis-parity among racial and ethnic groups, urban decay,and the role of substance abuse in criminal behav-ior.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program web site) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in criminal justice,and notifies the student within 10 business days ofthe results of this review. After receiving notifica-tion of approval from the program director, stu-dents may proceed with the specialized KAMs, inte-grating content appropriate to the specializationinto the breadth, depth, and application sections.The dissertation must also reflect the specialization.

Core KAMs I, II, III and Foundation ResearchSequence (as described under the General Program) (56 credit hours)

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Breadth: HUMN 8512 Theories and Models of Human Behavior for Professional Practice: Criminal Justice (5 cr.)

Depth: HUMN 8522 Contextual Evaluation of Contemporary Theories and Models in Human Services: CriminalJustice (5 cr.)

Application: HUMN 8532 Integrating Theory andPractice in Human Services: Criminal Justice (4 cr.)


Breadth: HUMN 8612 Advanced Theories of Intervention in Human Services: Criminal Justice (5 cr.)

Depth: HUMN 8622 Human Services Delivery Systems and Ethical Considerations: Criminal Justice (5 cr.)

Application: HUMN 8632 Integrating Intervention Strategies and Ethical Practice: Criminal Justice (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Human Services (14total credit hours)

Breadth: HUMN 8712 Theories of Case StudyResearch and Applied Change in Human Services: Criminal Justice (5 cr.)

Depth: HUMN 8722 Relating Case Studies to Applied Change in Human Services: Criminal Justice (5 cr.)

Application: HUMN 8732 A Case Study of Applied Change in Human Services: Criminal Justice (4 cr.)



Family Studies andIntervention StrategiesSpecialization This specialization provides students with an under-standing of the utilization of advanced clinical the-ory and research methodology within a uniqueclient-centered ecological context. Students explorea broad spectrum of theoretical and clinicalapproaches to intervention: brief and solution-focused, structural, object relations, cognitive-behavioral, strategic, intergenerational, narrative,and social constructionism. Emphasis is also placedon feminist, minority, and gay-lesbian-bisexual-transgender issues. Students are strongly encour-aged to develop their own integration of these ther-apeutic modalities and special treatment considera-tions.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program website) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in family studies andintervention strategies, and notifies the studentwithin 10 business days of the results of this review.After receiving notification of approval from theprogram director, students may proceed with thespecialized KAMs, integrating content appropriateto the specialization into the breadth, depth, andapplication sections. The dissertation must alsoreflect the specialization.



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Breadth: HUMN 8518 Theories and Models of Human Behavior for Professional Practice (5 cr.)

Depth: HUMN 8528 Contextual Evaluation of Contemporary Theories and Models in Human Services: Family Studies and Intervention Strategies (5 cr.)

Application: HUMN 8538 Integrating Theory andPractice in Human Services: Family Studies and Intervention Strategies (4 cr.)


Breadth: HUMN 8618 Advanced Theories of Intervention in Human Services (5 cr.)

Depth: HUMN 8628 Human Services Delivery Systems and Ethical Considerations: Family Studies and Intervention Strategies (5 cr.)

Application: HUMN 8638 Integrating Intervention Strategies and Ethical Practice: Family Studies and Intervention Strategies (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Human Services(14 total credit hours)

Breadth: HUMN 8718 Theories of Case StudyResearch and Applied Change in Human Services (5 cr.)

Depth: HUMN 8728 Relating Case Studies to Applied Change in Human Services: Family Studies and Intervention Strategies (5 cr.)

Application: HUMN 8738 A Case Study of Applied Change in Human Services: Family Studies and Intervention Strategies (4 cr.)



Human ServicesAdministrationSpecialization Individuals in this specialization study theoreticalfoundations of organizational behavior and thepractice of management and planning with specialattention to their sociopolitical, technical, andinterpersonal dimensions. Topics for inquiryinclude program development and implementation,leadership, creating and sustaining interorganiza-tional and community relations, and staff develop-ment and training. Students explore internal andsystemic efforts organizations can make to improvethe well-being of individuals and groups to pro-mote social justice and enhance social welfare.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program web site) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in human servicesadministration, and notifies the student within 10business days of the results of this review. Afterreceiving notification of approval from the programdirector, students may proceed with the specializedKAMs, integrating content appropriate to the spe-cialization into the breadth, depth, and applicationsections. The dissertation must also reflect the spe-cialization.


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Breadth: HUMN 8514 Theories and Models of Human Behavior for Professional Practice: Human Services Administration (5 cr.)

Depth: HUMN 8524 Contextual Evaluation of Contemporary Theories and Models in Human Services: Human Services Administration (5 cr.)

Application: HUMN 8534 Integrating Theory andPractice in Human Services: Human Services Administration (4 cr.)


Breadth: HUMN 8614 Advanced Theories of Intervention in Human Services: Human Services Administration (5 cr.)

Depth: HUMN 8624 Human Services Delivery Systems and Ethical Considerations: Human Services Administration (5 cr.)

Application: HUMN 8634 Integrating Intervention Strategies and Ethical Practice: Human Services Administration (4 cr.)


Breadth: HUMN 8714 Theories of Case StudyResearch and Applied Change in Human Services: Human Services Administration (5 cr.)

Depth: HUMN 8724 Relating Case Studies to Applied Change in Human Services: Human Services Administration (5 cr.)

Application: HUMN 8734 A Case Study of Applied Change in Human Services: Human Services Administration (4 cr.)



Social Policy Analysis andPlanning Specialization This specialization focuses students’ studies on theanalysis of social policy with an emphasis on socialwelfare and planning, concerns the use, develop-ment, and protection of human and societalresources within multicontextual frameworks.Study includes historic, social, physical, political,cultural, economic, ecological, legal, key actors, spa-tial, technological, national, and institutionalframeworks. Analysts, planners, and developmentmanagers in this field seek the best use of theseresources in the overall interest of society and studyhow communities organize and direct their rela-tionship with the world around them. While cov-ering an array of environments (urban, rural, com-munity, regional, and national), the internationalfocus on sustainable development is an integralpart of this specialization.

Prior to their admission to this specialization, stu-dents must first complete core KAMs I, II, III, andSBSF 8417 Human Inquiry and Science from theGeneral Program. Students then submit a complet-ed Intent to Declare a Specialization and Plan ofStudy for the Specialized KAMs in Human Servicesform (available on the program website) to theirfaculty mentor. The faculty mentor reviews andsigns the form before forwarding it to the programdirector. The program director reviews the form,ensures that the student is appropriately preparedto undertake specialized study in social policyanalysis and planning, and notifies the studentwithin 10 business days of the results of this review.After receiving notification of approval from theprogram director, students may proceed with thespecialized KAMs, integrating content appropriateto the specialization into the breadth, depth, andapplication sections. The dissertation must alsoreflect the specialization.



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Breadth: HUMN 8516 Theories and Models of Human Behavior for Professional Practice: Social Policy Analysis and Planning (5 cr.)

Depth: HUMN 8526 Contextual Evaluation of Contemporary Theories and Models in Human Services: Social Policy Analysis and Planning (5 cr.)

Application: HUMN 8536 Integrating Theory andPractice in Human Services: Social Policy Analysis and Planning (4 cr.)


Breadth: HUMN 8616 Advanced Theories of Intervention in Human Services: Social Policy Analysis and Planning (5 cr.)

Depth: HUMN 8626 Human Services Delivery Systems and Ethical Considerations: Social Policy Analysis and Planning (5 cr.)

Application: HUMN 8636 Integrating Intervention Strategies and Ethical Practice: Social Policy Analysis and Planning (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Human Services(14 total credit hours)

Breadth: HUMN 8716 Theories of Case StudyResearch and Applied Change in Human Services: Social Policy Analysis and Planning (5 cr.)

Depth: HUMN 8726 Relating Case Studies to Applied Change in Human Services: Social Policy Analysis and Planning (5 cr.)

Application: HUMN 8736 A Case Study of Applied Change in Human Services: Social Policy Analysis and Planning (4 cr.)



Self-designedSpecialization Students in the Ph.D. in Human Services Programhave the option to self-design a specialization. Aself-designed specialization must fit within theexisting range of expertise of the Human Servicesfaculty and the KAM curriculum structure of thegeneral program. A self-designed specializationmust be developed in consultation with programfaculty and approved by the program director.

Declaring and Completing a Self-designed Specialization

Students in the Self-designed Specialization shouldcomplete the Program of Study using the GeneralProgram course numbers for the breadth, depth,and application components of each KAM. Thedepth and application components should includea subtitle that reflects the focus of the student’sown unique self-designed specialization. In thespecialized KAMs, the titles of the Breadth compo-nent must also reflect the unique self-designed spe-cialization. Students selecting this specializationmust first complete core KAMs I, II, III, and SBSF8417 Human Inquiry and Science from the GeneralProgram. Students then submit a completed Intentto Declare a Specialization and Plan of Study for theSpecialized KAMs in Human Services form (avail-able on the program web site) to their faculty men-tor. The faculty mentor reviews and signs the formbefore forwarding it to the program director. Theprogram director reviews the form, ensures that thestudent is appropriately prepared to undertake aself-designed specialization, and notifies the stu-dent within 10 business days of the results of thisreview. After receiving notification of approval fromthe program director, students may proceed withthe specialized KAMs, integrating content appropri-ate to the self-designed specialization into thebreadth, depth, and application sections. The dis-sertation must also reflect the specialization.Academic work that does not adequately supportthe self-designed specialization will be returned tothe student for revision. Human services studentspursuing a self-designed specialization must attacha copy of the approved Intent to Declare aSpecialization in Human Services form to allLearning Agreements, KAMs, the proposal, and thedissertation.

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Ph.D. in Health Services The Ph.D. Program in Health Services addresses contemporary healthand medical care needs by preparing scholar-practitioners to apply solu-tions derived from social and behavioral science research to the real-world challenges practicing health professionals face every day.

127-128 credit hour program (depending on the specialization)



WIN 1 Orientation


Core KAMs and the Foundation Research Sequence (56 credits)

Specialized KAMs (42 credits) or course work (41 credits)

Proposal, dissertation, and oral presentation (30 credits)

32 residency units

General Program

Community Health

Health Administration

Health and Human Behavior

Health Education and Promotion

Self-designed

Degree Requirements

Specializations

Ph.D. in Health Services

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Curriculum Students seeking the Ph.D. in Health Services com-plete the Foundation Research Sequence and threeKAMs that focus on the social and behavioral sci-ence foundations (SBSF) important to all profes-sions. The depth and application componentsfocus on the student’s declared (and approved) areaof study in health services. Students in the GeneralProgram, Community Health, Health and HumanBehavior, Health Administration, or Self-designedSpecializations must complete three specializedKAMs unique to the Health Services curriculum.Students pursuing the Health Promotion andEducation Specialization complete a series of onlinecourses in place of the specialization KAMs.

General Program in HealthServices The general program is for students who wish totake an interdisciplinary approach to health servic-es study. Students electing this option completethe following curriculum:


Theory and research-based public policy analysis ofan important health services issue.


Depth: HLTH 8120 Current Research in Societal Development (5 cr.)

Application: HLTH 8130 Professional Practice and Societal Development (4 cr.)


Critical analysis of major human development theo-ries. A research-based examination of a humandevelopment theory with applicability to healthservices. Theory and research-based design of ahealth program using health behavior and utilizationmodels that include human development variables.


Depth: HLTH 8220 Current Research in Human Development (5 cr.)

Application: HLTH 8230 Professional Practice and Human Development (4 cr.)

Core Knowledge Area Module III: Principlesof Organizational and Social Systems (14 total credit hours)

Critical examination of major systems theories andtheorists. Comparative health systems analysisinvolving different delivery, international, or philo-sophical systems. Design, implementation, andexecution of a health services system evaluation.


Depth: HLTH 8320 Current Research in Organizational and Social Systems (5 cr.)

Application: HLTH 8330 Professional Practice and Organizational and Social Systems (4 cr.)

Foundation Research Sequence (14 total credit hours)

The first and second courses below are online semi-nars, requiring students to participate in weekly,Web-based discussions. The third course combinesonline seminar activities and a 12- hour face-to-facemeeting at Walden's summer session or at a contin-uing-4 residency. Faculty guide discussions, requirespecific readings and written assignments, and eval-uate assignments.

SBSF 8417 Foundation Research Seminar I:Human Inquiry and Science (4 cr.)

Philosophy of science and social science. Construction,use, and verification of concepts, models, theories.Introduction to qualitative and quantitative frameworksfor inquiry. Ethical, social, and political aspects ofknowledge production. (Offered every quarter. Completionwithin first three quarters of enrollment is required).

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HLTH 8427 Foundation Research Seminar II:Design in Health Services Research (5 cr.)Demographic, biometric, epidemiologic, healtheconometric, health operations, andevaluation/outcome-based research. Theory andhypothesis testing; variable definition and measure-ment; correlational, survey, experimental, quasi-experimental, non-experimental, factorial, and sin-gle-subject designs. Cross-sectional, case-control,prospective, clinical trials, and technology assess-ment. Language, logic, and execution of qualitativedesigns. Interfacing qualitative and quantitativedesigns. (Offered fall and spring quarters. Prerequisite:SBSF 8417 and two core KAMs).

HLTH 8437 Foundation Research Seminar III:Data Analysis in Health Services Research (5 cr.)Descriptive statistics; statistical inference; quantita-tive techniques including analysis of variance andcovariance, multiple linear regression, and nonpara-metric techniques. Software for data analysis.Qualitative data reduction, data displays, and con-clusion drawing/verification. Data managementtechniques. Interfacing qualitative and quantitativedata for analysis. (Offered winter and summer quar-ters. Attendance at a designated Walden residencyrequired. Prerequisite: SBSF 8417, HLTH 8427, andtwo core KAMs).

Specialized Knowledge Area Module V:Advanced Theory, Methods and Practice inHealth Services (14 total credit hours)

An analysis of issues surrounding contemporaryhealth services within the context of communityhealth, health administration, or health andhuman behavior. Contemporary concepts andmethods of community health and human behav-ior, strategic management of health services, oralternative health care. Application of selected con-cepts, methods, and the student’s professional rolewithin a specific theoretical and applied context inhealth services.

Breadth: HLTH 8510 Health Services in the Contemporary Context (5 cr.)

Depth: HLTH 8520 Current Concepts and Methods in Health Services (5 cr.)

Application: HLTH 8530 Integrative Professional Practice in Health Services (4 cr.)

Specialized Knowledge Area Module VI:Contemporary Issues and the EthicalDelivery of Health Services(14 total credit hours)

An analysis of contemporary and future issues in aspecific area of health services and their implica-tions as considered from the perspective of variousethical paradigms. Examination of a selectedhealth services issue from the perspective of variousethical decision-making models. Application oftheory and research-based ethical models to ahealth services setting.

Breadth: HLTH 8610 Health Services Deliveryand Ethical Implications (5 cr.)

Depth: HLTH 8620 Health Services Deliveryand Ethical Decision Making (5 cr.)

Application: HLTH 8630 Ethical Theories Applied in Health Services (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Health Services(14 total credit hours)

Examination of methods and techniques employedin case studies and applied change in a health serv-ices setting. Analysis of current and upcomingsocial problems in a specific area of health servicesand their corresponding change interventions andimplications. Design, execution, and evaluation ofa case study demonstrating the process of plannedchange in a health services setting.

Breadth: HLTH 8710 Theories of Case Study Research and Applied Change in Health Services (5 cr.)

Depth: HLTH 8720 Relating Change Theories to Practice in Health Services (5 cr.)

Application: HLTH 8730 A Case Study of AppliedChange in Health Services (4 cr.)

Dissertation (30 credits)

HLTH 9000 Dissertation


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Community HealthSpecialization The Ph.D. in Health Services Program offers aCommunity Health Specialization. TheCommunity Health Specialization focuses on devel-oping strategies that improve the health of commu-nities and their individual members. Students mayconcentrate in the areas of community health,environmental and occupational health, schoolhealth, or worksite health. Regardless of the con-centration, the academic work must incorporate thethree core community health functions of assess-ment, policy, and assurance.

Community health assessment examines the com-munity's capacity to plan for and respond to healththreats and initiatives. Assessment functionsinclude data collection and analysis; communitycoalition building; and analysis of social, techno-logical, economic, ecological, political and legalvariables that impact well being. Research interestsinclude the role community institutions play inpromoting wellness.

Community health policy emphasizes policy for-mulation, development, implementation, andanalysis in light of societal values and resources.Specific research topics might include the analysisof policies designed to protect community health(i.e., policies on teen smoking in schools, smokingin the workplace, teenage pregnancy, AIDS, andenvironmental and workplace protection).

Community health assurance focuses on creatingaccessible health programs and services. Specificareas of research could focus on barriers to care atthe community and population-based level ofanalysis, the appropriate roles of public versus pri-vate providers, and the place of wellness in thespectrum of care. Students wishing to pursue a pro-gram of study reflecting this specialization mustdeclare the specialization by the end of the secondquarter of enrollment. This declaration should beincluded in the Professional Development Plan andProgram of Study. Students pursuing this special-ization complete the following curriculum compo-nents:


Critical analysis of classic and contemporary theo-ries of social and cultural change. Examination ofthe social history of community health carethrough literary classics from the humanities.Research-based analysis of the present and project-ed impact of societal forces on a community healthprofession or type/setting of service delivery.Theory and research-based public policy analysis ofan important community health issue.


Depth: HLTH 8121 Current Research in Societal Development: Community Health (5 cr.)

Application: HLTH 8131 Professional Practice and Societal Development: Community Health (4 cr.)


Critical analysis of major theories of human devel-opment. A research-based examination of a humandevelopment theory relevant to community health.Theory and research-based design of a communityhealth program using health behavior and utiliza-tion models that include human development vari-ables.


Depth: HLTH 8221 Current Research in Human Development: Community Health (5 cr.)

Application: HLTH 8231 Professional Practice and Human Development: Community Health (4 cr.)

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Critical examination of major systems theories andtheorists. Comparative analysis of different deliv-ery, international, or philosophical systems pertain-ing to community health. Design, implementation,and execution of an evaluation of a communityhealth system.


Depth: HLTH 8321 Current Research in Organizational and Social Systems: Community Health (5 cr.)

Application: HLTH 8331 Professional Practice and Organizational and Social Systems: Community Health (4 cr.)



An analysis of issues surrounding contemporarycommunity health services. Understanding thecontemporary concepts and methods of communi-ty health and human behavior. Application ofselected concepts, methods, and the student’s pro-fessional role in the theoretical and applied contextof community health.

Breadth: HLTH 8511 Health Services in the Contemporary Context: CommunityHealth (5 cr.)

Depth: HLTH 8521 Current Concepts and Methods in Health Services: Community Health (5 cr.)

Application: HLTH 8531 Integrative Professional Practice in Health Services: Community Health (4 cr.)

Specialized Knowledge Area Module VI:Contemporary Issues and the EthicalDelivery of Health Services (14 total credit hours)

Analysis of contemporary and future key issues incommunity health and their implications as consid-ered from the perspective of various ethical para-digms. Examination of a selected issue in commu-nity health from the perspective of various ethicaldecision-making models. Application of theory andresearch-based ethical models to a communityhealth setting.

Breadth: HLTH 8611 Health Services Deliveryand Ethical Implications: Community Health (5 cr.)

Depth: HLTH 8621 Health Services Deliveryand Ethical Decision Making: Community Health (5 cr.)

Application: HLTH 8631 Ethical Theories Applied in Health Services: Community Health (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Health Services (14 total credit hours)

Methods and techniques employed in case studiesand applied change in the community health set-ting. Current and upcoming social problems andissues in community health and correspondingchange interventions and implications. Design,execution, and evaluation of a case study demon-strating planned change in a community health set-ting.

Breadth: HLTH 8711 Theories of Case Study Research and Applied Change in Health Services: Community Health (5 cr.)

Depth: HLTH 8721 Relating Change Theories to Practice in Health Services: Community Health (5 cr.)

Application: HLTH 8731 A Case Study of AppliedChange in Health Services: Community Health (4 cr.)




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Health AdministrationSpecialization In the Health Administration Specialization, stu-dents may concentrate either on a specific func-tional management area, on the management ofservices/organizations dedicated to one stage in thecontinuum of care, or on one institutional/indus-try-specific management area that cuts across differ-ent levels of care. This specialization must be stud-ied within the "integrated delivery system" model.

The Functional Management concentrationincludes the following categories:

• Clinical Resources Management• Facilities Management• Financial Management• Human Resources Management• Information Management/Health Information• Marketing Management• Operations Management• Public Policy Management

The "Continuum of Care" approach involves focus-ing on the administration of services and organiza-tions associated with one of the following levels ofcare:

• Preventive Care• Intake/Screening• Diagnosis• Treatment• Restorative Care• Continuing Care• Evidence-based Public Health

The Institutional/Industry-Specific approach callsfor concentrating on the administration of one ofthe following organizational types that encompassdifferent levels of care:

• Alternative Delivery Systems• Consulting Firms• Consumer Health Advocacy • Foundations• Higher Education• Insurance Providers• Industry Suppliers • International Health Agencies• Managed Care Organizations• Military/Veterans Health Facilities• Professional Associations

Students wishing to pursue a program of studyreflecting this specialization must declare the spe-cialization by the end of the second quarter ofenrollment. This declaration should be included inthe Professional Development Plan and Program ofStudy. Students pursuing this specialization com-plete the following curriculum components:


Critical analysis of classic and contemporary theo-ries of social and cultural change. Examination ofthe social history of health administration throughliterary classics from the humanities. Research-based analysis of the present and projected impactof societal forces on the health administration pro-fession or a health services organization or industry.Theory and research-based public policy analysis ofan important health services issue.


Depth: HLTH 8123 Current Research in Societal Development: Health Administration (5 cr.)

Application: HLTH 8133 Professional Practice and Societal Development: Health Administration (4 cr.)


Critical analysis of major human development the-ories. A research-based examination of a humandevelopment theory relevant to health administra-tion. Theory and research-based design of a healthprogram using health behavior and utilizationmodels that include human development variables.


Depth: HLTH 8223 Current Research in Human Development: Health Administration (5 cr.)

Application: HLTH 8233 Professional Practice and Human Development: Health Administration (4 cr.)

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Critical examination of major systems theories andtheorists. Comparative analysis involving different delivery, international, or philosophicalsystems pertaining to health services administra-tion. Design, implementation, and execution of anevaluation of a health services system.


Depth: HLTH 8323 Current Research in Organizational and Social Systems: Health Administration (5 cr.)

Application: HLTH 8333 Professional Practice and Organizational and Social Systems: Health Administration (4 cr.)

Foundation Research Sequence (as described under the General Program) (14 total credit hours)


An analysis of issues surrounding contemporaryhealth services within the context of their adminis-tration. Understanding the contemporary conceptsand methods of the strategic management of healthservices. Application of selected concepts, meth-ods, and the student's professional role in the theo-retical and applied context of health administra-tion.

Breadth: HLTH 8513 Health Services in the Contemporary Context: Health Administration (5 cr.)

Depth: HLTH 8523 Current Concepts and Methods in Health Services: Health Administration (5 cr.)

Application: HLTH 8533 Integrative Professional Practice in Health Services: Health Administration (4 cr.)

Specialized Knowledge Area Module VI:Contemporary Issues and the EthicalDelivery of Health Services (14 total credit hours)

An analysis of contemporary and future issues inhealth administration and their implications asviewed from the perspective of various ethical para-digms. Examination of a selected issue in healthadministration from the perspective of various ethi-cal decision-making models. Application of theoryand research-based ethical models to health admin-istration.

Breadth: HLTH 8613 Health Services Deliveryand Ethical Implications: Health Administration (5 cr.)

Depth: HLTH 8623 Health Services Deliveryand Ethical Decision Making: HealthAdministration (5 cr.)

Application: HLTH 8633 Ethical Theories Applied in Health Services: Health Administration (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Health Services (14 total credit hours)

Methods and techniques employed in case studiesand applied change in health administration.Analysis of current and future social problems andissues in health services administration and corre-sponding change interventions and implications.Design, execution, and evaluation of a case studydemonstrating the process of planned change in ahealth services setting.

Breadth: HLTH 8713 Theories of Case Study Research and Applied Change in Health Services: Health Administration (5 cr.)

Depth: HLTH 8723 Relating Change Theories to Practice in Health Services: Health Administration (5 cr.)

Application: HLTH 8733 A Case Study of AppliedChange in Health Services: Health Administration (4 cr.)




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Health and HumanBehavior Specialization This specialization focuses on how individuals,groups within organizations, and populations actand react within the context of individual and pub-lic health and well-being and illness. Varioushuman behavior models are used to examine healthservices from the healing, organizational, profes-sional, social, or life span perspectives. Students inthis specialization are also encouraged to considerviews other than the Western biomedical paradigm.In the specialized KAM V depth component, stu-dents must demonstrate a command of severalhealth care concepts, such as complementary, holis-tic, or nontraditional health care. Students maychoose to concentrate in one of the following areas:

Health and Healing• Psychosocial/anthropological aspects and implica-

tions of health services• Spiritual/religious/pastoral dimensions of health

care• Health and Organizational Behavior• Consulting in the health care industry• Evaluation of health programs

Health and Professional Behavior• Education and training of health professionals

Health and Social Behavior• Ethics and health services• Public health policy

Health and the Life Span• Gerontology• Quality of life

Students wishing to pursue a program of studyreflecting this specialization must declare the spe-cialization by the end of the second quarter ofenrollment. This declaration should be included inthe Professional Development Plan and Program ofStudy. Students pursuing this specialization com-plete the following curriculum components:


Critical analysis of classic and contemporary theo-ries of social and cultural change. Examination ofthe social history of health and human behaviorthrough literary classics from the humanities.Research-based analysis of the present and project-ed influence/impact of societal forces on the field ofhealth and human behavior. Theory and research-based public policy analysis of an important healthand human behavior issue.


Depth: HLTH 8124 Current Research in Societal Development: Health and Human Behavior (5 cr.)

Application: HLTH 8134 Professional Practice and Societal Development: Health and Human Behavior (4 cr.)


Critical analysis of major theories of human devel-opment. A research-based examination of a humandevelopment theory relevant to health and humanbehavior. Theory and research-based design of ahealth program using health behavior and utiliza-tion models that include human development vari-ables.


Depth: HLTH 8224 Current Research in Human Development: Health and Human Behavior (5 cr.)

Application: HLTH 8234 Professional Practice and Human Development: Health and Human Behavior (4 cr.)

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Critical examination of major systems theories andtheorists. Comparative analysis of different deliv-ery, international, or philosophical systems pertain-ing to health and human behavior. Design, imple-mentation, and execution of an evaluation of ahealth services system.


Depth: HLTH 8324 Current Research in Organizational and Social Systems: Health and Human Behavior (5 cr.)

Application: HLTH 8334 Professional Practice and Organizational and Social Systems: Health and Human Behavior (4 cr.)


Specialized Knowledge Area Module V:Advanced Theory, Methods, and Practice inHealth Services (14 total credit hours)

Issues surrounding contemporary health serviceswithin the context of health and human behavior.Understanding of contemporary concepts of varioushealth care models and beliefs. Application ofselected concepts, methods, and the student’s pro-fessional role in the theoretical and applied contextof health and human behavior.

Breadth: HLTH 8514 Health Services in the Contemporary Context: Health and Human Behavior (5 cr.)

Depth: HLTH 8524 Current Concepts and Methods in Health Services: Health and Human Behavior (5 cr.)

Application: HLTH 8534 Integrative Professional Practice in Health Services: Health and Human Behavior (4 cr.)

Specialized Knowledge Area Module VI:Contemporary Issues and the EthicalDelivery of Health Services(14 total credit hours)

Analysis of contemporary and future issues in thefield of health and human behavior and theirimplications as viewed from the perspective of vari-ous ethical paradigms. Examination of a selectedissue in health and human behavior from the per-spective of various ethical decision-making models.Application of theory and research-based ethicalmodels to the area of health and human behavior.

Breadth: HLTH 8614 Health Services Deliveryand Ethical Implications: Health andHuman Behavior (5 cr.)

Depth: HLTH 8624 Health Services Deliveryand Ethical Decision Making: Healthand Human Behavior (5 cr.)

Application: HLTH 8634 Ethical Theories Applied in Health Services: Health and Human Behavior (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in Health Services (14total credit hours)

Methods and techniques employed in case studiesand applied change in the area of health andhuman behavior. Analysis of current and upcom-ing social problems and issues in health and humanbehavior and corresponding change interventionsand implications. Design, execution, and evalua-tion of a case study demonstrating the process ofplanned change related to health and humanbehavior.

Breadth: HLTH 8714 Theories of Case Study Research and Applied Change in Health Services: Health and Human Behavior (5 cr.)

Depth: HLTH 8724 Relating Change Theories to Practice in Health Services: Health and Human Behavior (5 cr.)

Application: HLTH 8734 A Case Study of AppliedChange in Health Services: Health and Human Behavior (4 cr.)




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Health Promotion andEducation SpecializationThe Health Promotion and Education Specializationprepares students to provide leadership in the plan-ning and administration of health promotion andeducation programs, and leadership in conductingevaluative research on the effectiveness of thoseprograms. This mixed-model specialization com-bines KAM-based learning and online courses. Bothapproaches together provide a comprehensive rangeof health promotion competencies.

Internal Transfer Requirements

The following criteria must be met for current stu-dents to transfer into the Health Promotion andEducation specialization from another HealthServices specialization:

• Students must submit a revised PDP showing howtheir experience (professional work, volunteer,and academic) has prepared them to undertakethe Health Promotion and Education specializa-tion, and how enrollment in the specializationwould better serve their professional goals thanthe specialization in which they are currentlyenrolled.

• If applicable, students may submit a request forrequest for transfer of credit for the public healthbehavioral science foundation courses, includingsupporting documentation. Courses will be veri-fied with the official transcript on file. Creditsmust fulfill the University policy for transfer ofcredit.

Requirements if accepted for transfer into theHealth Promotion and Education specializationfrom another specialization:

• Submit a revised POS• Fulfill all requirements for the specialization

including the public health behavioral sciencesfoundation courses (if no equivalent transfer cred-its were awarded)

Students pursuing the Health Promotion andEducation specialization complete the followingcurriculum components:

Public Health Behavioral ScienceFoundation Courses (16 credits)

These four courses are part of the M.S. in PublicHealth curriculum and provide a foundation for theadvanced specialized courses in health promotionand education. All four of these courses must besuccessfully completed before a student may enrollin the advanced specialization courses. Applicationmay be made for up to 16 transfer credits fromequivalent graduate level courses.

PUBH 6105 Social and Behavioral Dimensions ofHealth (4 cr.)

PUBH 6200 Advanced Psychosocial Theories of Health and Health Behavior (4 cr.)

PUBH 6450 Design and Evaluation of Community Health Promotion and Risk Prevention Programs (4 cr.)

PUBH 6460 Health Education and Community Advocacy (4 cr.)

Core Knowledge Area Modules I, II, III (42 credit hours)

Core Knowledge Area Modules I, II and III must becompleted before a student may enroll in theadvanced specialization courses. Students maychoose to complete either one core KAM or at least14 credits of course work in the first 12 months ofenrollment, in addition to SBSF 8417. At least oneKAM must be completed within 18 months ofenrollment.

Core Knowledge Area Module I: Principles ofSocietal Development (14 credit hours)

Critical analysis of classic and contemporary theo-ries of social and cultural change. Examination ofthe social history of health promotion and educa-tion through literary classics from the humanities.Research-based analysis of the present and project-ed impact of societal forces on the health promo-tion and education profession or type/setting ofservice delivery. Theory and research-based publicpolicy analysis of an important health promotionand education issue.


Depth: HLTH 8125 Current Research in Societal Development: Health Promotion and Education (5 cr.)

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Application: HLTH 8135 Professional Practice and Societal Development: Health Promotion and Education (4 cr.)


Critical analysis of major theories of human devel-opment. A research-based examination of a humandevelopment theory relevant to health promotionand education. Theory and research-based design ofa health promotion and education program usinghealth behavior and utilization models that includehuman development variables.


Depth: HLTH 8225 Current Research in Human Development: Health Promotion and Education (5 cr.)

Application: HLTH 8235 Professional Practice and Human Development: Health Promotion and Education (4 cr.)


Critical examination of major systems theories andtheorists. Comparative analysis of different delivery,international, or philosophical systems pertainingto health promotion and education. Design, imple-mentation, and execution of an evaluation of ahealth promotion and education system.


Depth: HLTH 8325 Current Research in Organizational and Social Systems: Health Promotion and Education (5 cr.)

Application: HLTH 8335 Professional Practice and Organizational and Social Systems: Health Promotion and Education (4 cr.)

Foundation Research Sequence(14 credit hours)

Application may be made for transfer of up to 14credits from equivalent graduate level courses. Allthree courses must be completed prior to enrollingin HLTH 8808.

Advanced Specialization Courses (25 credits)

Students must have completed KAMs I, II, and IIIand all public health behavioral science foundationcourses prior to enrolling in these advanced special-ization courses. Transfer of credit is not applicableto the advanced specialization courses.

HLTH 8804 Organizing Community Action for Health (5 cr.)

HLTH 8805 Mass Media and Marketing Campaigns for Health (5 cr.)

HLTH 8806 Policy Design and Implementation (5 cr.)

HLTH 8807 Health Promotion in Communities of Diverse Populations (5 cr.)

HLTH 8808 Design and Analysis of Community Trials* (5 cr.)

*The Foundation Research Sequence must be completedprior to enrollment.




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Self-designedSpecializationThe focus of the self-designed specialization mustbe in an area in which the student has at least threeyears of professional experience (work-related, vol-unteer, academic degree). A self-designed special-ization must fit within the existing KAM curricu-lum structure of the general program. A self-designed specialization must be developed in con-sultation with program faculty and approved by theprogram director. Students in the Self-designedSpecialization should complete the Program ofStudy using the General Program course numbersfor the breadth, depth, and application componentsof each KAM. The depth and application compo-nents should include a subtitle that reflects thefocus of the student’s own unique self-designed spe-cialization. In the specialized KAMs, the titles ofthe breadth component must also reflect theunique self-designed specialization.


Students wishing to pursue a program of studyreflecting a self-designed specialization must declarethe specialization by the end of the second quarterof enrollment. A self-designed specialization mustfit within the existing range of expertise of theHealth Services faculty and the KAM curriculumstructure of the general program. This declarationshould be included in the ProfessionalDevelopment Plan and Program of Study. Thesedocuments must clearly reflect how the studentintends to integrate the Self-designed Specializationinto the depth and application sections of allKAMs, as well as the dissertation. Additionally, thebreadth component of the specialized KAMs mustalso support the specialization. The dissertationmust also reflect the specialization.

Health services students must attach two copies ofthe Program of Study form to the ProfessionalDevelopment Plan when submitting it for reviewand evaluation. Forms are available on the univer-sity Web site.


To complete a self-designed specialization, studentsfollow the course of study outlined in theProfessional Development Plan and Program ofStudy form, demonstrating in all academic workdoctoral-level competency in the specializationarea. Health Services student pursuing a self-designed specialization must attach a copy of theapproved Professional Development Plan andProgram of Study to all Learning Agreements,KAMs, the proposal, and the dissertation.Academic work that does not adequately supportthe declared specialization will be returned to thestudent for revision.

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School of Health andHuman Services CourseDescriptionsPUBH 5998 Continuing Studies (no credit)Program Director permission required.

PUBH 5999 Continuing Project/Thesis (no credit)Registration for this non-credit course requires thepermission of the M.S.P.H. Program Director.

PUBH 6000 Strategies for Success in the ElectronicM.S.P.H. Environment (no credit)This noncredit course provides students with anintroduction to the technology used in the M.S.P.H.program. It also familiarizes students with thetransfer of credit procedure; Program of Study form;online registration process for courses; and providesa general orientation to the University’s academicsupport services and the M.S.P.H. program.

PUBH 6100 Introduction to Public Health (4 cr.)This overview of the history, content, scope, andprocesses of public health in the United Statestraces the history of public health over the past 150years as it relates to current and future healthneeds. Underlying factors that make an impactupon developing and implementing health promo-tion measures such as political, economic, religious,and moral values are identified. The content areasof public health including epidemiology, statistics,biomedical sciences, environmental and safety sci-ences, social and behavioral sciences, and healthadministration are explored. The scope of publichealth including theories and terminology is identi-fied. The process of public health including educa-tion and public policy, epidemiological studies andbiomedical surveillance, the delineation of rolesand function of governmental bodies through polit-ical and legal procedures are briefly explored.

PUBH 6105 Social and Behavioral Dimensions ofHealth (4 cr.)A view of the major social variables that affect pop-ulation health: poverty, social class, gender, sexualorientation, race, family, community, work, behav-ioral risks, and coping resources. Students alsoexamine the health consequences of social and eco-nomic policies, and the potential role of specificsocial interventions. Major attention is given tothe theoretical and conceptual frameworks from

sociology, psychology, and anthropology in theirapplication to public health problems. This coursereviews of empirical and theoretical literature onmechanisms and processes that mediate betweensocial factors and their health effects, and discussesalternative models for advancing public health.

PUBH 6110 Principles of Biostatistics (4 cr.)This course provides lectures, discussion, andapplied exercises designed to acquaint the studentwith the basic concepts of biostatistics and theirapplications and interpretation. Topics include:descriptive statistics, graphics, diagnostic tests,probability distributions, inference, tests of signifi-cance, association, linear and logistic regression,and life tables.

PUBH 6120 Principles of Epidemiology (4 cr.)Principles of epidemiology are introduced in thecontext of critically interpreting studies of health inhuman populations. Basic concepts addressing thedesign, implementation, analysis, and interpreta-tion of epidemiological studies are covered, includ-ing observational and experimental methods, studygroup selection, exposure an outcome measure-ment, and interpretation of associations. Incidenceand prevalence of disease is studied within the soci-ocultural context of populations and their diverseenvironments.

PUBH 6130 Health Care Organization, Policy, andAdministration (4 cr.)This course is intended to introduce students tohealth policy-making and the structure and admin-istration of health care organizations, including thelegal bases for public health practice. Studentsexamine concepts from public policy, economics,organizational behavior and political science.Students also survey the current issues in nationaland international health policy and the presentorganization and delivery of national and interna-tional health care systems.

PUBH 6140 Fundamentals of EnvironmentalHealth and Risk Assessment (4 cr.)A study of the major human activities and naturalevents that lead to release of hazardous materialsinto the environment as well as the causal linksbetween chemical, physical, and biological hazardsin the environment and their impact on humanhealth. The basic principles of toxicology are pre-sented, including dose-response relationships,

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absorption, distribution, metabolism, and excretionof chemicals. The overall role of environmentalrisks in the pattern of human disease, both nation-ally and internationally, is covered. The engineer-ing and policy strategies, including risk assessmentused to evaluate and control these risks, are alsointroduced.

PUBH 6200 Advanced Psychosocial Theories ofHealth and Health Behavior (4 cr.)This multidisciplinary conceptual grounding in the-oretical approaches to health and health behavioremphasizes the use of psychosocial theories inhealth-related practice, policy-making, andresearch. Ecological and biopsychosocial modelsdesigned to integrate these theoretical perspectivesare also addressed.

PUBH 6210 High-Risk Health Behaviors: Strategiesfor Reduction, Prevention, and Amelioration (4 cr.)Students study behaviors that increase an individ-ual’s risk of morbidity and mortality. The coursefocuses on the epidemiology of smoking, alcoholabuse, drug abuse, poor nutrition, interpersonalviolence, accidental injury, and unsafe sex.Emphasis is also placed on psychosocial and envi-ronmental factors that support these behaviors, aswell as individual and community strategies forreduction and prevention. This course draws oncontent from the core courses in epidemiology andsocial and behavioral dimensions of health.

PUBH 6220 Ethnic and Cultural Diversity inHealth Behavior (4 cr.)With a focus on ethnic and cultural diversity inhealth behavior as a basis for public health pro-grams, this course also considers ethnic-minoritygroups and cultural groups in non-Western soci-eties. Health status and behavior, examined in con-text of relevant social and anthropological theory(social class, gender-sexual orientation, accultura-tion, political economy), are explicated. The influ-ence of sociocultural background on concepts ofhealth, illness, and health-seeking behavior, andimplications for planning public health programsand policies are discussed.

PUBH 6230 Biopsychosocial Aspects of Aging (4 cr.)This course introduces students to a range of social,psychological, and ethical issues related to humanaging. It examines the role public health shouldplay in addressing the consequences of population

aging, and how an understanding of social and psy-chological factors can inform that role. Topics forconsideration include: institutionalized perceptionsof aging and the elderly, productivity and vitality inlate life, successful vs. usual patterns of aging, psy-chosocial intervention, and how social and psycho-logical factors such as social networks and resiliencyimpact the health and functioning of the elderly.National and international policy issues (i.e., long-term care, home care, forced retirement, etc.) areaddressed.

PUBH 6240 Sociocultural Perspectives onInternational Health (4 cr.)A review of the relevance of sociocultural factorsand an elaboration of the contributions of medicalanthropology, its concepts and methods, to interna-tional public health. A sociocultural conceptualframework for the analysis of community health isdemonstrated. Topics include health-seekingbehavior, professional and public health education,and the anthropological approaches to challengesof specific health risks, complementing traditionalepidemiologic and biological approaches. A widerange of international case studies are utilized forinstruction.

PUBH 6250 U.S. and International Health CareSystems (4 cr.)This course examines the new organizations, struc-tures, and relationships that are developing asnational and international health care systemsreform themselves. Detailed analysis of health sys-tem delivery entities and their purposes, advan-tages, and disadvantages is presented. The influ-ence of corporate and governmental agencies onthe delivery and financing of health services is aprimary topic of study. There is a strong emphasison the legal issues confronting health care institu-tions. Students examine the market, fiscal, andpublic policy forces on national and internationalhealth systems and investigate the opportunitiesand challenges facing the management of commu-nity-based health care organizations.

PUBH 6400 Principles of Maternal, Child, andAdolescent Health (4 cr.)Students learn an integrated approach to issues,programs, and policies in the field of maternal,child, and adolescent health. The following con-cepts are explored and addressed in depth: 1) thefoundations of maternal, child, and adolescent

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health (MCAH), including an overview of the field,history, and foundation of MCAH practice and pro-grams; 2) MCAH data sources, uses of data, andrelated issues; and 3) research, policies, and practicein MCAH. The major health problems facingwomen, children, and adolescents are explored,including effective community-based interventions.

PUBH 6410 Principles of Occupational Health (4 cr.)A survey of current issues in occupational health:the scope of hazards faced by workers; an overviewof social, legal, and political forces that impactoccupational safety and health; community healtheducation programs designed to prevent occupa-tional illness and injury; and practical skills forplanning and implementing effective occupationalhealth programs. Work site intervention studies arereviewed, including school settings. Violence at thework site is also addressed.

PUBH 6420 Principles of Community Health (4 cr.)An overview of issues and challenges associatedwith development and assessment of innovativepublic health interventions in community settings.Topics include multidisciplinary and multiculturalparticipation, developing health priorities in com-munity settings, and the role of partnerships inprogram development. Instruction focuses on over-coming obstacles to implementation of broad-based, community-directed, public health interven-tions. Implications for health policy and politicalaction are discussed.

PUBH 6430 Social and Behavioral ResearchMethods (4 cr.)This course provides a broad overview of social andbehavioral research methodology, including experi-mental, quasi-experimental and qualitative researchdesigns; measurement, sampling, data collection;and testing theories and developing grounded theo-ry. Through the use of case studies, methodologicalreadings, discussion, and written assignments, stu-dents learn to design social and behavioral research,including program evaluation.

PUBH 6440 Public Health Ethics (4 cr.)Students focus on the analysis of on-going ethicaland professional issues in public health researchand practice (i.e., informed consent, privacy andconfidentiality, dignity and rights of participants,deception, coercion, risks to vulnerable popula-tions, research fraud, and misuse of ideas, against

the background of actual dilemmas and experiencesof public health professionals).

PUBH 6450 Design and Evaluation of CommunityHealth Promotion and Risk Prevention Programs(4 cr.)This course presents the study of concepts, meth-ods, rationale, and uses of design theory and evalu-ation research as they apply to the design and eval-uation of public health education and promotionprograms. Special attention is paid to the followingtypes of evaluations: an evaluation audit, a criticalreview and re-analysis, a research synthesis, and ameta-analysis.

PUBH 6460 Health Education and CommunityAdvocacy (4 cr.)Selected social and behavioral change theories andthe translation of those theories into specific healtheducation policies and interventions are studied.Readings and discussions center on the develop-ment of theory-based strategies with an emphasison issues of control, participation, efficacy, andempowerment. Principles of citizen participationand empowerment are highlighted. Effectiveness ofcoalition and partnership models, including mediaadvocacy and marketing strategies, are reviewed.Case examples of health programs designed toaddress community health issues and socialinequalities add to the analysis process.

PUBH 6470 Sociobehavioral Epidemiology (4 cr.)This course presents a critical review and discussionof biological, social, and psychological factors thatimpact the distribution of disease in the U.S. and inselected international populations. The course willespecially focus on those risk factors that have beenstudied most extensively in the transmission ofcommunicable and infectious diseases. Specialemphasis will be given to the explication ofmethodological and research design issues andproblems in definition and assessment. Detailedattention will also be paid to the biological andenvironmental pathways that link psychosocial fac-tors and human biological functions.

PUBH 6610 Thesis in Community Health (6 cr.)This course engages students in the development ofa research proposal and a thesis, which represents asummary expression of the knowledge they haveachieved and integrated from their previous learn-ing experiences in the program. It requires stu-

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dents to focus on an area of interest in communityhealth; define a problem; review the literature onthis subject, including appropriate theoretical andconceptual frameworks; detail the methodology fordata collection and analysis; collect the data; indi-cate the findings; and discuss implications andpotential solutions for future public health practiceor research. Students must complete the core cur-riculum and PUBH 6430, Social and BehavioralResearch Methods, before enrolling in this course.

PUBH 6615 Research Project in CommunityHealth (6 cr.)Students pursue an in-depth exploration of a topicof interest in community health. They develop aproposal and normally explore their selected area ofinterest through library research. Skills gained inlocating and using diverse information technologyresources from their previous learning experiencesin the program are critical to achieving success inthis course. The paradigms, theories, concepts, andmethods of inquiry and professional practice exam-ined by students must be logically and criticallypresented in a comprehensive paper. Students mustcomplete the core curriculum and PUBH 6430Social and Behavioral Research Methods beforeenrolling in this course.

PUBH 6620 Field Practicum in CommunityHealth (5 cr.)The one quarter Field Practicum is for students withless than one year of health-related experience.Usually, students who enroll in this course willhave less than three years of related work experi-ence. The course includes both site-based andonline learning experiences. Supervision by an on-site training preceptor is a critical component ofthis experience. Students communicate as a class atleast twice a week in the CourseInfo instructionalenvironment. Evaluation is provided by the on-sitesupervisor and course instructor. Students mustcomplete the core curriculum before they can begintheir practicum.

PUBH 6630 Directed Readings in CommunityHealth (1–4 cr.)Students design an individualized learning agree-ment to investigate a topic of interest in communi-ty health, under the direction of a faculty member.The content of the agreement should address theexamination of theoretical, research, and profes-sional practice literature. This course, which is usu-

ally taken after completion of the core curriculum,may be selected only once during a student’s pro-gram of study.

PUBH 6920 Health Services FinancialManagement (4 cr.)This is a foundational course in the financial man-agement of the health care service industry. Studentwill learn the functional role of the health carefinance manager, and the basic tools of health carefinancial decision-making, including: financialreporting statements, analyzing financial state-ments, cost concepts and decision making, budget-ing techniques, cost variance analysis, time valuingof money procedures, capital acquisition, debt andequity financing, and working capital cash manage-ment. The course will emphasize application andcase study use.

HLTH 8804 Organizing Community Action forHealth (5 cr.)This course focuses on leadership in the effectiveorganization of communities, inter-agency collabo-rative efforts and work sites for collective action tobring about change in conditions and factors thatinfluence population health and risk factors at thecommunity, worksite, local, state, national andinternational level.

HLTH 8805 Mass Media and MarketingCampaigns for Health (5 cr.)This course focuses on leadership in the persuasiveuse of mass communications media andtargeted marketing strategies to promote health,reduce risk factors, and influence community lead-ership to support healthful conditions. Emphasison effective design of mass media campaigns, tar-geting markets, working with and responding tonew media, including broadcast, print, World WideWeb and other electronic communication media.

HLTH 8806 Policy Design and Implementation (5 cr.)Student develop leadership in reviewing and apply-ing scientific data in the formulation ofpolicy recommendations, drafting legislation andordinances to promote equitable distribution ofhealth resources, healthful living conditions andproducts and to reduce risk factors. Leadershipstrategies for effective lobbying of decision makersand community leaders.

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116

HLTH 8807 Health Promotion in Communities ofDiverse Populations (5 cr.)This course addresses leadership in planning andorganizing health promotion programs forunderserved, economically disadvantaged andunderrepresented populations of diversity, includ-ing racial and ethnic groups, women, gay and les-bians, people with disabilities, children and olderadults. Designing programs to promote health thatconsider the social, economic and medical condi-tions influencing the health status of diverse popu-lations.

HLTH 8808 Design and Analysis of CommunityTrials (5 cr.)Students conduct controlled experiments of healthpromotion and education programs and diseaseprevention interventions with communities asunits of analysis, including neighborhoods, schools,and geopolitical communities. In depth study oftechniques for randomization, multi-center coordi-nation, data management, team building, statisticalanalysis, models for community assessment (i.e.APEX or PATCH), publication, and ethics.(Prerequisites: successful completion of SBSF 8417,HLTH 8427 and 8437).

Master of Business Administration

117

School of ManagementMaster of Business Administration

The Master of Business Administration (MBA) program provides stu-dents with insights and cross-discipline skills to meet the demands oftheir profession. The curriculum guides students in the efficient use ofe-business for customer relationship management, effective integrationof knowledge to achieve breakthrough performance, new managementapproaches for supply chain management, and the ability to bridge thebest ideas of business and non-profit sectors.


MMBA 6000 Success Strategies (noncredit)

Core Curriculum (44 cr.)

Specialized Curriculum (12 cr.)

Electives (12 cr.)

Minimum 3.0 GPA

Continuous registration and course participation

e-Business

Finance/Risk Management/ Insurance

Global Business

Health Services

Human Resource Management


Learning Management

Marketing

Management of Technology

Non-profit Management

Degree Requirements

Specializations

Academic Programs

118

OrientationMMBA 6000 Successful Strategies in the Online

Environment

CurriculumThe MBA program offers a diverse curriculum tomaximize the learning opportunities for students’specific professional and educational needs. Thecore curriculum consists of basic courses, advancedcourses, and a capstone. The core curriculum is fol-lowed by a set of courses specific to the chosen spe-cialization. All courses are six weeks in duration.The MBA program allows students to obtain a dualdegree by combining with other Master’s degrees atWalden. The dual degree options include: MBAand M.S. in Public Health or MBA and Master ofPublic Administration.

* Note: Students must have access to Microsoft Office inorder to take full advantage of the MBA curriculum

Core Curriculum

"Core A" - Basic Core Courses

MMBA 6100 Management Practices (4 cr.)MMBA 6105 Organizational Behavior (4 cr.)MMBA 6110 Management Information Systems

(4 cr.)MMBA 6120 Business Statistics (4 cr.)

"Core B" - Advanced Core Courses

MMBA 6130 Fundamentals of Marketing (4 cr.)MMBA 6140 Managerial Accounting (4 cr.)MMBA 6150 Managerial Economics (4 cr.)MMBA 6160 Financial Management (4 cr.)MMBA 6170 Global Management (4 cr.)MMBA 6180 Legal and Ethical Issues for

Managers (4 cr.)

"Core C" - Capstone Course

MMBA 6190 Strategic Management and Planning(4 cr.)

e-Business SpecializationThe e-business specialization provides students withthe expertise to effectively deploy e-solutionsincluding business-to-business, supply chain man-agement, and customer relationship management.

MMBA 6241 E-business Technology (4 cr.)MMBA 6242 E-business Marketing (4 cr.)MMBA 6243 Case Study: E-business (4 cr.)

Finance Specialization The Finance Specialization prepares students toeffectively assess the entire operation of an organi-zation and use that information to guide it to a suc-cessful future. Students learn how to define andidentify the key financial levers in an organization;and as a result, focus an organization in a directionthat optimizes its value to both its employees andshareholders.

MMBA 6201 Corporate Finance (4 cr.)MMBA 6202 Financial Institutions and Markets

(4 cr.)MMBA 6203 Case Study: Financial Modeling

(4 cr.)

Finance/RiskManagement/InsuranceSpecializationThis specialization prepares students to identify andanalyze risks and to develop effective risk manage-ment techniques, including insurance, to protectorganizations and operations. Non-traditional riskmanagement techniques such as risk financingthrough market instruments, contractual transfers,and captive insurers are developed.

MMBA 6201 Corporate Finance (4 cr.)MMBA 6202 Financial Institutions and Markets

(4 cr.)MMBA 6213 Case Study: Risk Management and

Insurance (4 cr.)

Master of Business Administration

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Global BusinessSpecializationThe Global Business Specialization provides stu-dents with key practices of international businessthat can be applied both globally and at home.Students are prepared to manage on a global scaleby understanding how culture, market, businesscontext, government, and international organiza-tions impact businesses.

MMBA 6251 International Trade (4 cr.)MMBA 6252 International Finance (4 cr.)MMBA 6253 Case Study: International Business

Strategy (4 cr.)

Health Services SpecializationThe Health Services Specialization provides studentswith expertise on health delivery systems, healthpolicy, health administration, overall management,and health finance. Courses are taken from theM.S. in Public Health program.*

PUBH 6250 U.S. and International Health Care Systems (4 cr.)

PUBH 6920 Health Services Financial Management (4 cr.)

PUBH 6130 Health Care Organization, Policy, and Administration (4 cr.)

*Note: 12- week courses

Human ResourceManagement Specialization This specialization provides students with expertisein areas in recruitment and selection, performanceevaluation, compensation and benefits, job design,training, retention and turnover. In addition, stu-dents explore how economic, social, psychological,legal, and cultural forces influence employmentrelations.

MMBA 6271 Human Resources Management (4 cr.)

MMBA 6272 Human Resource Development and Change (4 cr.)

MMBA 6273 Case Study: Applications in HumanResource Management and Professional Practice (4 cr.)

Knowledge Managementor Learning ManagementSpecializationsKnowledge and Learning Management are brandnew fields, and these specializations prepare stu-dents to address critical issues of organizationalchange, knowledge sharing, adult learning, and cor-porate universities. Courses are taken from theAMDS and Education programs.

AMDS 8335/ Principles of KnowledgeEDUC 8821 Management (4 cr.)AMDS 8801/ Principles of Learning EDUC 8822 Management (4 cr.)

Select one additional course from the Knowledgeand Learning Management Specializations:*

AMDS 8810 Integrating Knowledge Managementwith Strategic Initiatives

AMDS 8811 Advanced Knowledge Management Concepts

AMDS 8812 Expert SystemsAMDS 8813 e-systemsEDUC 8830 Adult LearningEDUC 8831 Life-Long LearningEDUC 8832 Education for Adult LearnersEDUC 8833 Integrating Knowledge and Learning

Management with Strategic Educational Initiatives

*Note: all 12-week courses

Marketing SpecializationThis specialization provides students with criticalmarketing concepts including alternate marketingchannels, sales management, advertising andresearch, emerging approaches to consumer anddealer motivation, global customer management,relationship marketing, and marketing on theInternet.

MMBA 6221 Advanced Marketing Management (4 cr.)

MMBA 6222 International Marketing (4 cr.)MMBA 6223 Case Study: Services Marketing

(4 cr.)

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Management ofTechnology SpecializationThe Management of Technology Specialization pre-pares students to integrate technology into theoverall strategic objectives and competencies of anorganization, evaluate technology options, developmethods for transferring and assimilating new tech-nology, manage large complex projects, and man-age an organization’s internal use of technology.

MMBA 6261 Management of Technology (4 cr.)MMBA 6262 Organizational Performance (4 cr.)MMBA 6263 Case Study: Project Management (4 cr.)

Non-profit ManagementSpecializationCompetition among fundraising organizations fordonations is more sophisticated than ever.Fundraising that was once done by individuals hasbecome a formal marketing activity for many. Thisspecialization prepares students to apply entrepre-neurial concepts to achieve essential objectives inthe non-profit area.*

MMBA 6291 The Third Sector: Governance, Entrepreneurship, and Social Change

MMBA 6292 Fund Raising and Marketing in Non-Profit Organizations

MMBA 6293 Non-Profit Management

*12 week course

Ph.D. in Applied Management and Decision Sciences

121

Ph.D. in Applied Management andDecision Sciences Program

The Ph.D. in Applied Management and Decision Sciences (AMDS) pro-gram prepares students to anticipate the impact of global interdependen-cies, technology, and diversity on themselves and on the organizationsthey lead. Through applied research, the curriculum offers a deeperunderstanding of the primary trends impacting the 21st century enter-prise including the important management disciplines of finance, lead-ership and organizational change, knowledge and learning manage-ment, and decision-making.

KAM-based Specializations:128 quarter credit hours



Six KAMs (84 cr.)

FRS Seminars (14 cr.)

Dissertation (30 cr.)

32 residency units


KAM/Course-based Specializations:128 quarter credit hours



Coursework (42 credits)

Three KAMs (42 cr)

FRS seminars (14 cr.)


32 residency units

Three KAMs (42 cr)


Degree Requirements

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122

CurriculumThe AMDS curriculum offers an interdisciplinaryapproach to the study of management, using boththe KAM and combined KAM-course models in theInformation Systems Management Specializationand the Knowledge or Learning ManagementSpecializations. Students may elect the general pro-gram, choose a specialization that fits apersonal/career objective, or design a individualizedspecialization.

General Program Students choosing the general program completethe following core and specialized curriculumrequirements:


Perspectives in social and behavioral sciences asthey influence human values and lifestyles, com-munication, social networks, and forecasting alter-native futures area addressed. Students begin tointegrate theoretical constructs into practical appli-cations for their own interest areas.


Depth: SBSF 8120 Current Research in Societal Development (5 cr.)

Application: SBSF 8130 Professional Practice andSocietal Development (4 cr.)


This KAM covers basic theories and current researchon biological, psychosocial, cognitive, and affectivehuman development, including normal develop-mental patterns and crises that may occur.Students explore developmental questions in thecontext of both chronological time and underlyingphysical, social, and psychological experiences.




General Program

Engineering Management

Finance

Information Systems Management


Learning Management

Leadership and Organizational Change

Operations Research

Self-Designed

Specializations


123


This is an introduction to systems theories fromvarious disciplines. The primary models of struc-tured system theories are presented as a backgroundand theoretical framework for the other knowledgeareas. Also considered are theories that impactmicro- and macro-levels of social, political, and eco-nomic systems.


Depth: SBSF 8320 Current Research in Organizational and Social Systems (5 cr.)

Application: SBSF 8330 Professional Practice andOrganizational and Social Systems (4 cr.)


The first two components are online seminars,requiring students to participate in weekly, Web-based seminar discussions. The third componentcombines online activities and a face-to-face meet-ing at Walden's summer session or other designatedresidency. Faculty members guide discussions,require specific readings, and evaluate assignments.

SBSF 8417 Foundation Research Seminar I:Human Inquiry and Science (4 cr.)Topics in Seminar I include: philosophy of scienceand social science; construction, use, and verifica-tion of concepts, models, theories, and frameworksfor inquiry; ethical, social, and political aspects ofknowledge production. Completion within firstthree quarters of enrollment is required.

AMDS 8427 Foundation Research Seminar II:Design in Applied Management and DecisionSciences Research (5 cr.)Topics in Seminar II include theory and hypothesistesting; variable definition and measurement; corre-lational, survey, observational, and nonexperimen-tal designs; experimental design; language, logic,and execution of qualitative designs; and integratedqualitative and quantitative designs. (Prerequisite:SBSF 8417. This seminar is offered each year duringthe fall and spring quarters and generally taken whenstudents are developing their dissertation proposal.)

AMDS 8437 Foundation Research Seminar III:Data Analysis in Applied Management andDecision Sciences Research (5 cr.)Descriptive statistics; statistical inference; quantita-tive techniques including analysis of variance andcovariance, multiple linear regression, and variousnonparametric techniques. Software for data analy-sis. Qualitative data reduction and analysis. Datamanagement techniques. Integrating qualitativeand quantitative data for analysis. (Prerequisite:SBSF 8417. Attendance at a designated Walden residen-cy is required. This seminar is offered each year duringwinter and summer quarters.)

Specialized Knowledge Area Module V:Organizational Dynamics and Development(14 total credit hours)

Breadth: AMDS 8510 Theories of Organizational Dynamics and Development (5 cr.)

Depth: AMDS 8520 Contemporary Researchand Issues in Theories of Organizational Dynamics and Development (5 cr.)

Application: AMDS 8530 Professional Practice Application of a Theory of Organizational Dynamics and Development (4 cr.)

Specialized Knowledge Area Module VI:Decision Sciences (14 total credit hours)

Breadth: AMDS 8610 Decision Theory and Analysis (5 cr.)

Depth: AMDS 8620 Current Research in Decision Sciences (5 cr.)

Application: AMDS 8630 Models for Decision Making (4 cr.)

Specialized Knowledge Area Module VII:Advanced Case Study in AppliedManagement (14 total credit hours)

Breadth: AMDS 8710 Case Study Research(5 cr.)

Depth: AMDS 8720 Current Case Study Research (5 cr.)

Application: AMDS 8730 Case Study in Applied Management (4 cr.)


AMDS 9000 Dissertation

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Engineering ManagementSpecialization The Engineering Management specialization allowseither practicing engineers who plan a move intomanagement or engineers who are already man-agers to learn the social and behavioral aspects ofmanagement. Students gain foundational knowl-edge in the areas of societal development, humandevelopment, organizational and social systems,and principles of societal and behavioral scienceresearch to add to your understanding of engineer-ing principles.

Core KAMs I, II, III and Foundation ResearchSeminar Sequence(as described under the General Program) (56 total credit hours)

Specialized Knowledge Area Module V:Engineering Management Quality(14 total credit hours)

Breadth: AMDS 8514 Global Total Quality Management (5 cr.)

Depth: AMDS 8524 Methods and Tools for Managing Quality Improvement (5 cr.)

Application: AMDS 8534 Reliability and Cost of Quality (4 cr.)

Specialized Knowledge Area Module VI:Engineering Management of GloballyCompetitive Goods and Services (14 total credit hours)

Breadth: AMDS 8614 Management for WorldClass Products (5 cr.)

Depth: AMDS 8624 Collaborative/ Concurrent Engineering Management (5 cr.)

Application: AMDS 8634 Product Life Cycle Costand Time-to-Market (4 cr.)

Specialized Knowledge Area Module VII:Advanced Studies in EngineeringManagement (14 total credit hours)

This KAM is intended to fit the particular educa-tional needs of the student and provide an opportu-nity for the student to more fully manage his or hereducational program. This can be achieved throughany of three alternatives:

• Complete case study in EngineeringManagement.

• Pursue further Engineering Management special-ization.

• Acquire related knowledge in management areasnot previously studied.




125

Finance Specialization The Finance specialization integrates foundationalstudy in management and decision sciences withspecialized topics in financial theory, systems, andpractices. During the program, students examinethe development of financial market cultures,financial decision-making techniques, and theimpact of financial models on social, political, andeconomic systems. Students research and applytheories related to corporate finance, investment,and international finance. The curriculum alsoincludes case study analysis, principles of social andbehavioral research, and an emphasis on appliedchange in financial domains.



Depth: AMDS 8123 Current Research in Societal and Cultural Development (Finance) (5 cr.)

Application: AMDS 8133 Professional Practice in Societal and Cultural Development (Finance) (4 cr.)



Depth: AMDS 8223 Current Research in Human Development (Finance) (5 cr.)

Application: AMDS 8233 Professional Practice and Human Development (Finance)(4 cr.)



Depth: AMDS 8323 Current Research in Organizational and Social Systems and Systems Engineering (Finance) (5 cr.)

Application: AMDS 8333 Professional Practice in Organizational and Social Systems (Finance) (4 cr.)


Specialized Knowledge Area Module V:Corporate Financial Theory(14 total credit hours)

Breadth: AMDS 8513 Theory of Corporate Finance (5 cr.)

Depth: AMDS 8523 Current Research in Corporate Finance (5 cr.)

Application: AMDS 8533 Professional Practice: Application of Corporate Finance (4 cr.)

Specialized Knowledge Area Module VI:Investment and International Finance (14 total credit hours)

Breadth: AMDS 8613 Theory of Investments and International Finance (5 cr.)

Depth: AMDS 8623 Current Research in Investments and International Finance (5 cr.)

Application: AMDS 8633 Professional Practice: Application of Investments and International Finance (4 cr.)

Specialized Knowledge Area Module VII:Applied Business Finance Case Analysis (14 total credit hours)

Breadth: AMDS 8713 The Case Study as a Research Technique (5 cr.)

Depth: AMDS 8723 Current Case Study Research in Finance/Financial Management (5 cr.)

Application: AMDS 8733 Professional Practice: Finance/Financial Management Case Study (4 cr.)



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126

Leadership andOrganizational ChangeSpecialization The Leadership and Organizational Change special-ization prepares practitioners to work with emerg-ing leadership paradigms and the process of facili-tating creative and constructive organizationalchange. The specialization assumes practitionersare concerned with designing interventions thatpromote effective leadership development, interper-sonal relationships, group and organizationaldynamics, which lead to higher performance levels.The specialization incorporates global perspectiveson leadership and organizational change andrequires students to gain a solid understanding ofother cultures.



Depth: AMDS 8122 Cross-Cultural Aspects of Organizational Change (5 cr.)

Application: AMDS 8132 Professional Practice and Organizational Change (4 cr.)



Depth: AMDS 8222 Leadership and HumanDevelopment (5 cr.)

Application: AMDS 8232 Professional Practice in Leadership and Human Development (4 cr.)



Depth: AMDS 8322 Current Research in Organizational Systems (5 cr.)

Application: AMDS 8332 Professional Practice and Organizational Systems (4 cr.)


Specialized Knowledge Area Module V:Leadership Development (14 total credit hours)

Breadth: AMDS 8512 Classical and Emerging Paradigms of Leadership (5 cr.)

Depth: AMDS 8522 Current Research on Leadership Development (5 cr.)

Application: AMDS 8532 Professional Practice Application of a Theory of Leadership Development (4 cr.)

Specialized Knowledge Area Module VI:Organizational Change Models (14 total credit hours)

Breadth: AMDS 8612 Model of Organizational Change and Development (5 cr.)

Depth: AMDS 8622 Current Research on a Model of Organizational Change (5 cr.)

Application: AMDS 8632 Professional Practice Application of an Organizational Change Model (4 cr.)

Specialized Knowledge Area Module VII: TheCase Study (14 total credit hours)


Depth: AMDS 8722 Current Case Study Research in Leadership and Organizational Change (5 cr.)

Application: AMDS 8732 Professional Practice Application: Leadership or Organizational Change Case Study (4 cr.)




127

Operations ResearchSpecialization The Operations Research specialization (oftenreferred to as Management Science or by theacronym OR/MS) prepares practitioners to workwithin paradigms familiar to social scientists as willbe increasingly necessary in the next century. TheOperations Research specialization assumes theneed for a solid understanding of other cultures asgraduates of the program enter a global businesscommunity. It must be understood that this spe-cialization is one of research implementation, notimplementation research.


Breadth: SBSF 8111 Theories of Societal and Cultural Development (5 cr.)

Depth: AMDS 8121 Current Research in Societal and Cultural Development (Operations Research) (5 cr.)

Application: AMDS 8131 Professional Practice and Societal and Cultural Development(Operations Research) (4 cr.)



Depth: AMDS 8221 Current Research in Human Development - Decision Analysis (Operations Research) (5 cr.)

Application: AMDS 8231 Professional Practice and Human Development - Applied Decision Analysis (Operations Research) (4 cr.)



Depth: AMDS 8321 Current Research in Organizational and Social Systems - Systems Engineering (Operations Research) (5 cr.)

Application: AMDS 8331 Professional Practice and Organizational and Social Systems - Applications of Systems Engineering and Analysis (Operations Research) (4 cr.)


Specialized Knowledge Area Module V:Deterministic Operations ResearchTechniques (14 total credit hours)

Breadth: AMDS 8511 Theory of DeterministicMethods (5 cr.)

Depth: AMDS 8521 Current Research in Deterministic Methods (5 cr.)

Application: AMDS 8531 Professional Practice: Application of Deterministic Methods (4 cr.)

Specialized Knowledge Area Module VI:Stochastic Operations Research Techniques(14 total credit hours)

Breadth: AMDS 8611 Theory of Stochastic Methods (5 cr.)

Depth: AMDS 8621 Current Research in Stochastic Methods (5 cr.)

Application: AMDS 8631 Professional Practice: Application of Stochastic Methods (4 cr.)

Specialized Knowledge Area Module VII: TheCase Study (14 total credit hours)


Depth: AMDS 8721 Current Case Study Research in Operations Research (5 cr.)

Application: AMDS 8731 Professional Practice: Operations Research Case Study (4 cr.)



Academic Programs

128

Information SystemsManagement SpecializationThe Information Systems Management (ISM) cur-riculum blends both theory and practice in infor-mation systems management in a real-world con-text. Management education has traditionallyfocused on the basics: people, money, material,equipment, and management. Today’s professionalsalso must know how to manage information, anessential competitive asset in the new economy.The program help develop innovative problem-solv-ing and effective information management skills.Students will gain a broad range of knowledge tomeet the high demands of computer, communica-tions, information, and other information-basedindustries.

Core Courses (42 total credit hours)

MMBA 6110 Management Information Systems (4 cr.)

Technology Management: AMDS 8115 Management of Technology (4 cr.)AMDS 8125 Organizational Performance

Improvement (4 cr.)AMDS 8135 Project Management (4 cr.)

Information Technology:AMDS 8215 Systems Analysis, Design and

Implementation (4 cr.)AMDS 8225 Database Concepts (4 cr.)AMDS 8235 Communications and Networking

(4 cr.)

Managing Emerging Technologies:AMDS 8315 Emerging Technology Assessment

and Risk Management (4 cr.)AMDS 8325 e-Commerce Strategies (4 cr.)AMDS 8335 Knowledge Management (4 cr.) orAMDS 8300 Advanced Individual Studies (4 cr.)

Core Capstone AMDS 8300 Advanced Individual Studies

(2cr = 42 cr. Total)

Foundation Research Sequence (as described in the General Program) (14 total credits)

KAMs V, VI, VII from the General Programor from any of the specializations (42 credits)



Knowledge Managementor Learning ManagementSpecializationsThe Knowledge or the Learning Management spe-cializations prepare students to develop innovative solutions to their organizations’ mostcritical challenges through the comprehensive cre-ation, sharing, and use of knowledge, and the effec-tive education of adult learners. The specializationsare focused on organizational change (e.g., totalquality, Six Sigma, Re-engineering, MalcolmBaldrige National Quality Award) and organization-al learning, including the deployment of corporateuniversities.

Core Courses

AMDS 8800/ Epistemology and the Practice of EDUC 8820 Knowledge and Learning

Management (4 cr.) (six week course)AMDS 8335/ Principles of Knowledge EDUC 8821 Management (4 cr.) (six week course)AMDS 8801/ Principles of Learning EDUC 8822 Management (4 cr.)AMDS 8899/ Capstone Seminar (6 cr.)EDUC 8899

Foundation Research Sequence(as described in the General Program) (14 total credits)


AMDS 8810 Integrating Knowledge Managementwith Strategic Initiatives (4 cr.)

AMDS 8811 Advanced Knowledge Management Concepts (4 cr.)

AMDS 8812 Expert Systems (4 cr.)AMDS 8813 e-systems (4 cr.)

Two courses from Learning Management (8 total credits)

Three appropriate KAMs (42 total credits)




129

Learning Management

EDUC 8830 Adult Learning (4 cr.)EDUC 8831 Life-Long Learning (4 cr.)EDUC 8832 Education Design for Adult Learners

(4 cr.)EDUC 8833 Integration of Knowledge and

Learning Management with Strategic Educational Initiatives (4 cr.)

Two courses from Knowledge Management(8 total credits)

Three appropriate KAMs (42 total credits)



Self-designedSpecialization Students in the Ph.D. in Applied Management andDecision Sciences Program have the option to self-design a specialization. A self-designed specializa-tion must fit within the existing KAM curriculumstructure of the general program. A self-designedspecialization must be developed in consultationwith program faculty and approved by the programdirector.


Students wishing to pursue a program of study thatreflects a self-designed specialization must declarethe specialization by the end of their second quar-ter of enrollment. Students exercising this optiondesign and declare the specialization in conjunc-tion with the Professional Development Plan. TheProfessional Development Plan must clearly reflecthow the student intends to integrate the Self-designed Specialization into the depth and applica-tion sections of all the KAMs, as well as the disserta-tion. The breadth component of the specializedKAMs must also support the specialization; howev-er, the breadth component of the core KAMs is notused to support specializations. Students in theSelf-designed Specialization should complete theProgram of Study using the General Program course

numbers for the breadth, depth, and applicationcomponents of each KAM. The depth and applica-tion components should include a subtitle thatreflects the focus of the student’s own unique self-designed specialization. In the specialized KAMs,the titles of the breadth component must alsoreflect the unique self-designed specialization.

Students must attach two copies of the Request toDeclare a Specialization form to the ProfessionalDevelopment Plan when submitting it for reviewand evaluation. Forms are available on the univer-sity Web site and from Student Records.


To complete a self-designed specialization, studentsfollow the course of study outlined in theProfessional Development Plan, demonstrating inall academic work doctoral-level competency in thespecialization area. Academic work that does notadequately support the declared specialization willbe returned to the student for revision. Upon vali-dation of completion of all degree requirements,the specialization title is identified on official tran-scripts. Students pursuing a self-designed special-ization must attach a copy of the approved Requestto Declare a Specialization form to all learningagreements, KAMs, the proposal, and the disserta-tion.

Academic Programs

130

Master of Public Administration

The Master of Public Administration (MPA) program preparespublic/non-profit administrators to excel in public service performancein an increasingly complex, politicized, intergovernmental environment.The program provides learners the time, resources, and guidance neededto develop well-grounded new public policies and management practices.Students will become educated public/non-profit management profes-sionals who improve the services of governmental and non-governmen-tal institutions as they change and integrate.


MMPA 6000 Introduction to Online Learning (noncredit)

Core Curriculum (40 cr.)

Specialized Curriculum (12 cr.)

Portfolio

General Program

Non-profit Management

e-Government

Public Policy

Health Services

Degree Requirements

Specializations

Master of Public Administration

131

CurriculumThe MPA curriculum consists of 40 credits of corecourses divided into three content areas: founda-tions, public management, and policy and adminis-tration. Students advance to the 12 credit special-ized curriculum after the completion of the corecurriculum. A specialization comprises three coursesin a designated field or by completing a generalprogram by taking any combination of three cours-es from the specializations offered. The MPA cur-riculum culminates in a portfolio of a student’swork.

Core Courses

Foundation

MMPA 6100 Historical Foundations and Professional Development (4 cr.)

MMPA 6110 Organizational Theory and Behavior(4 cr.)

MMPA 6120 Managing at the Boundaries (4 cr.)

Public Management

MMPA 6130 Applied Research (4 cr.)MMPA 6140 Strategic Management of

Information (4 cr.)MMPA 6150 Budgeting and Fiscal Management

(4 cr.)MMPA 6160 Human Resource Management (4 cr.)

Policy and Administration

MMPA 6170 Professional Leadership and Ethics (4 cr.)

MMPA 6180 Policy Analysis (4 cr.)MMPA 6190 Capstone Seminar (4 cr.)

General ProgramA general program is created by taking three coursesin any of the MPA specializations offered.

Non-profit ManagementSpecializationThis specialization prepares students to apply toapply entrepreneurial ideas and concepts that haveproven effective in the private sector to the non-profit arena as they assume a leadership role in therapidly changing non-profit sector. As a result ofthe immense corporate and individual wealth thathas built up over the last decade, competitionamong fundraising organizations for donations ismore sophisticated than ever. Fundraising that wasonce done by individuals has become a formal mar-keting activity.

MMPA 6260 The Third Sector: Governance, Entrepreneurship, and Social Change (4 cr.)

MMPA 6261 Fund-raising and Marketing in Non-profit Organizations (4 cr.)

MMPA 6262 Non-profit Management (4 cr.)

e-GovernmentSpecializationThis specialization prepares students to manage e-government solutions and to participate effectivelyin the technology enriched environment of moderngovernment and nonprofit enterprises. Around theworld, use of the Internet and related informationand communication technologies is dramaticallyimproving public services to citizens, providing bet-ter licensing and regulation of businesses andequipping public servants with better tools to dotheir jobs more cost-effectively.

MMPA 6270 e-Government: An Introduction to Digital Government (4 cr.)

MMPA 6271 e-Government: Promising Practices and Emerging Trends (4 cr.)

MMPA 6272 e-Government: Applications and Case Studies in Public Services (4 cr.)

Academic Programs

132

Public PolicySpecializationThis specialization prepares students not only tofunction knowledgeably within this context but toinfluence and shape public policy development andimplementation. Public policy provides a criticalcontext within which organizations and individualsact in a democratic society.

MMPA 6280 Policy and Politics in American Political Institutions (4 cr.)

MMPA 6281 Program Evaluation (4 cr.)MMPA 6282 Public Policy and Finance (4 cr.)

Health ServicesSpecializationIn this specialization, students will learn abouthealth delivery systems, health policy, healthadministration, and health finance centers so theycan manage effectively and successfully in thisunique environment. Americans have seen radicalchanges in the health care industry over the pastseveral years. They’ve watched it go from an inde-pendent structure to a collection of major businessenterprises, which in turn have changed the wayhealth care is delivered. As the health care environ-ment changes, managers must quickly adapt to suc-ceed.

PUBH 6250 U.S. and International Health Care Systems*

PUBH 6920 Health Services Financial Management*

PUBH 6130 Health Care Organization, Policy, and Administration*

*This is a 12-week course

Ph.D. in Public Policy and Administration

133

Ph.D. in Public Policy andAdministration

The Ph.D. in Public Policy and Administration (PPA) program preparesstudents to meet the challenges of social governance and effective servicedelivery as government and non-profit institutions become increasinglyintertwined. The curriculum is grounded in scientific inquiry and schol-arship to provide practical solutions to improve add to the understand-ing of democratic institutions. The program prepares leaders with theknowledge and skills to envision plans, develop policies, and manageresources within and at the boundaries between economic sectors.




Core course curriculum (32 cr.)

Elective courses (10 cr.)

FRS seminars (14 cr.)

Specialized KAM curriculum (42 cr.)


32 residency units

Minimum enrollment of 8-9 quarters depending on the transfer of credits awarded

Public Policy Administration

Public Policy

Democratic Institutions

Degree Requirements

Specializations

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CurriculumThe Ph.D. in Public Policy and Administration cur-riculum combines a course-based core curriculumdivided into three concentration areas:Foundations, Public Management, and Policy andLeadership. Courses from the MPA program com-prise the core curriculum for the PPA program. TheFoundation Research Sequence seminars are thesame as the AMDS program. Electives are chosenfrom courses within the Management School, orstudents may register for individual studies. Thethree specializations all have several concentrationsand utilize a common KAM curriculum with topicareas chosen by the student in KAM VII. Studentsgenerally complete both the core courses and FRSseminar requirements before moving onto the elec-tive courses and specialized KAMs.

Public AdministrationSpecializationPublic management is under reform. Public man-agers are held more accountable and sophisticatedcomputer and telecommunications technology isincreasingly being utilized in a variety of e-govern-ment solutions. Public services are being deliveredthrough alternative nongovernmental institutions,and citizens and their elected officials are expectingmore from those who manage public and non-prof-it institutions. The Public Administration specializa-tion prepares scholar-practitioners to lead reform inpublic administration. Students may concentratein state and local government, public finance, orhealth administration.

Public Policy SpecializationDeveloping and implementing forward-thinkingpublic policy and engaging citizens in the process iscritical to the health of our society. Public and non-profit administrators who are intimately involvedin both executive and legislative/board policy anddecision-making play an important role in policydevelopment and implementation. By allowing stu-dents to apply their research in practical ways, thePublic Policy specialization prepares students notonly to form and understand policies, but also tomanage the full implementation and acceptance ofthem. Students may concentrate in health policy,environmental policy, or social policy.

Democratic InstitutionsSpecializationInvestment in social capital is as important asinvestment in physical and human capital. Withoutconstant attention to democratic and social institu-tions, a society and its individuals cannot prosper.Recently, considerable attention has been paid tothe decline in social capital in the United Statesand to declining participation in many social insti-tutions. The Democratic Institutions specializationinvestigates these issues and prepares you tobecome knowledgeable social change agentsthrough scholarly inquiry, applied research andeffective participation in these institutions.Students may concentrate in citizen participation,governance of nonprofit organizations or strategicplanning.

Core Curriculum (32 total credit hours)

MMPA 6000 Introduction and Orientation to Online Learning (no credit)

Foundations

MMPA 6100 Historical Foundations and Professional Development (4 cr.)

MMPA 6110 Organizational Theory and Behavior(4 cr.)

MMPA 6120 Managing at the Boundaries (4 cr.)

Public Management

MMPA 6140 Strategic Management of Information (4 cr.)

MMPA 6150 Budgeting and Fiscal Management (4 cr.)

MMPA 6160 Human Resource Management (4 cr.)

Policy and Leadership

MMPA 6170 Professional Leadership and Ethics (4 cr.)

MMPA 6180 Policy Analysis (4 cr.)

Elective Courses (10 total credit hours)

Any of the elective courses in the PPA program -or-

AMDS 8300 Advanced Individual Studies

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SBSF 8417 Research Seminar I: Human Inquiry and Science (4 cr.)

PPPA 8427 Research Seminar II: Research Design (5 cr.)

PPPA 8437 Research Seminar III: Data Analysis (5 cr.)

See the Ph.D. in Applied Management and DecisionSciences program for seminar descriptions.

Specialized Curriculum (42 total credit hours)

The specializations are pursued through the com-pletion of the following common Specialized KAMcurriculum:

Specialized Knowledge Area Module V:Democratic Governance (14 total credit hours)

Breadth: PPPA 8510 Theories of Democratic Governance (5 cr.)

Depth: PPPA 8520 Contemporary Research and Issues in Democratic Governance (5 cr.)

Application: PPPA 8530 Professional Practice Application of Democratic Governance (4 cr.)

Specialized Knowledge Area Module VI:Organizational Leadership and Change (14 total credit hours)

Breadth: PPPA 8612 Classical and Emerging Paradigms of Leadership and Organizational Change (5 cr.)

Depth: PPPA 8622 Current Research on Leadership and Organizational Change (5 cr.)

Application: PPPA 8632 Professional Practice Application of a Theory of Leadership and Organizational Change (4 cr.)

Specialized Knowledge Area Module VII:Specialization Topics (14 total credit hours)

Breadth: PPPA 8710 Theories in Selected Specialization Topic (5 cr.)

Depth: PPPA 8720 Current Research in Specialization Topic (5 cr.)

Application: PPPA 8730 Professional Practice Application of Specialization Topic (4 cr.)


PPPA 9000 Dissertation (30 cr.)

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School of ManagementGraduate CourseDescriptionsMMBA 6000 Success Strategies in the OnlineEnvironment (noncredit)This is a non-credit six-week course that introducesthe student to Walden University, CourseInfo, andthe M.B.A. program. The course prepares the stu-dent to use not only CourseInfo but also Internettools, e-mail, Web browsers, techniques of onlinecommunication and interaction, time and stressmanagement, APA formatting, writing skills, criticalthinking skills, group work skills and to finalizetheir course of study. The course is required of allstudents and is a prerequisite for taking any othercourse in the M.B.A. program. Following successfulcompletion of this orientation, the student will beadmitted to the first class.

MMBA 6100 Management Practices (4 cr.)This basic management course covers the theoryand practice of management, with emphasis onapplication of concepts. After an introduction tomanagement, learners study the management func-tions of planning, organizing, leading, and control-ling. Contemporary issues of ethics, diversity, andglobalization are integrated into the study of man-agement functions. In this course, learners analyzecase studies from major companies and use interac-tive tools on the Internet to further enhance theirskill, knowledge, and application.

MMBA 6105 Organizational Behavior (4 cr.)In Organizational Behavior the three levels ofanalysis are: Individual, Group and OrganizationSystem. This course investigates the individual andthe foundations of individual behavior, includingpersonality and emotions, motivation and decisionmaking. The course examines the foundations ofgroup behavior; work teams; communication; lead-ership and creating trust; power and politics; andconflict and negotiation. Finally, the course exam-ines the foundations of organization structure;technology and work design; performance appraisaland reward systems; organizational culture; andorganizational change and development. Threecontemporary topics will also be studied: diversity,globalization and ethics.

MMBA 6110 Management Information Systems (4 cr.)This course is designed to deliver an in-depthunderstanding of information resources in organi-zations and their business implications. Ceaselessdevelopments in the IT world are forcing manage-ment to totally rethink their approach to businessand to explore new ways of structuring the organi-zation to respond efficiently to the demands of cus-tomers and employees.

MMBA 6120 Business Statistics (4 cr.)This course examines the applications to businessof the fundamentals of probability, descriptive andinferential statistics, hypothesis testing, and regres-sion and correlation analysis.

MMBA 6130 Fundamentals of Marketing (4 cr.)This course surveys the fundamental concepts andprocesses involved in marketing products and serv-ices in today's competitive, dynamic marketplace.Major decisions relating to market segmentationand targeting and the development of a marketingmix are examined within a conceptual frameworkthat helps organizations plan, implement and con-trol the sum total of their marketing activities.

MMBA 6140 Managerial Accounting (4 cr.)This course prepares students to use the language ofbusiness accounting. Students learn to examinefinancial statements to check the company's prof-itability, liquidity, solvency, and return to share-holders. Students learn to use accounting data tomake decisions in business, such as product pricing,cost cutting, new equipment acquisition and newenterprise start up.

MMBA 6150 Managerial Economics (4 cr.)This is a basic economics course that covers appliedeconomic theory, practice and thinking. It empha-sizes selected micro- and macroeconomic topicsthat are pertinent to contemporary business deci-sion making. Students learn to use fundamentaleconomic concepts by applying them to specificreal-world problems or events. The evaluation ofcurrent issues, such as government regulation, e-commerce, monetary policies, energy shortages andinternational trade, is incorporated into the coursethrough student research that builds on the con-cepts presented in the course and on informationobtained from the Internet and other publicly avail-able data sources.

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MMBA 6160 Financial Management (4 cr.)This course applies introductory finance principlesto solving realistic personal and corporate financialproblems using the EXCEL spreadsheet program.The course covers the "three pillars" of financialmanagement: the time value of money, asset valua-tion and risk management. The time value ofmoney is applied to solving problems in corporatecapital budgeting and for personal financial plan-ning. Asset valuation methods are applied to valu-ing stocks, bonds, investment projects, and futuresand options contracts. Risk management first iden-tifies sources of business risk and quantifies thatrisk. Second, it reduces risk by diversifying assets,by hedging risk through futures contracts and/orinsuring against risk through the purchase ofoption contracts.

MMBA 6170 Global Management (4 cr.)This course examines the scope of business expan-sion to a multinational and beyond to a globallevel. It discusses how government, diplomacy andoperations of international organizations facilitatethe integration of national markets into a globalmarket. It also contrasts international with domes-tic risk management including hedging foreignexchange exposure, translating foreign earnings todomestic financial statements, dealing with interna-tional taxation and investors' exposures to politicalinterference with business in diverse countries (sov-ereign risk). Moreover, it identifies and discussescross-cultural factors that affect business strategies,investment decisions, operations, marketing andhuman relations. Finally, it considers some of themore prominent U.S. laws that reach beyond U.S.borders to affect the operations of U.S. based globalfirms including legislation on corrupt practices.

MMBA 6180 Legal and Ethical Issues forManagers (4 cr.)Through class group case discussion, this courseanalyzes applied legal and ethical decision-makingacross a broad spectrum of companies and subjectspertinent to the modern business organization. Thiscourse will introduce and explore with participantsa range of ethical theories, concepts and ideasabout organizational decision making with theintent of making MBA participants more ethicallyaware decision-makers and effective and thoughtfulsenior leader-managers. The course will seek to helpstudents develop their own values and ethicalphilosophies thereby assisting in their professionalgrowth and development.

MMBA 6190 Strategic Management and Planning(Capstone) (4 cr.)This is an integrative, capstone course in strategicmanagement and business policy for those about tocomplete their MBA graduate study. The coursefocuses on long-range, strategic problems faced by aCEO and top management team of the organiza-tion. Strategy implementation problems faced bydepartment or division level managers are also con-sidered. The course builds on and synthesizes stu-dents’ prior course work and knowledge in differentfunctional areas and applies this integrated under-standing of business and management issues toreal-world case problems and business decisions.

MMBA 6201 Corporate Finance (4 cr.)This course applies financial tools to investigatepractical problems using real-world data sets andcase studies. The practical problems investigatedinclude finding hurdle rates for investment deci-sions, measuring returns on investments, evaluatingfinancial structure decisions, defining the dividendpolicy, and valuing operations.

MMBA 6202 Financial Institutions and Markets (4 cr.)A broad range of financial institutions and servicesis covered. The course evaluates the reaction offinancial institutions in meeting the demands ofretail customers and how these institutions accom-modate resulting risks. The course evaluates thefollowing financial markets: money, bond, mort-gage, stock, foreign exchange, and derivative securi-ty markets. The course also covers the operationand regulation of commercial banks, thrift institu-tions, insurance companies, securities firms, invest-ment banks, finance companies, mutual funds, andpension funds.

MMBA 6203 Case Study: Financial Modeling (4 cr.)This course uses Excel models to accomplish finan-cial analyses of key business decisions including:valuation, leasing and leverage leases, portfoliomodels with and without short sales, option pricingmodels and portfolio insurance, real options forvaluation, and calculations for bond returns anddurations.

MMBA 6213 Case Study: Risk Management andInsurance (4 cr.) The course uses risk management concepts to eval-uate potential corporate exposure including (1)identifying and analyzing loss exposures, (2) select-ing alternative techniques to reduce exposures, (3)

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selecting appropriate techniques to reduce risks,and (4) implementing and monitoring the selectedtechnique. The course explores non- traditionalrisk management techniques such as risk financingthrough market instruments, contractual transfers,and captive insurers. Students develop a risk assess-ment instrument that can be applied to evaluatefuture risks of any organization.

MMBA 6221 Advanced Marketing Management (4 cr.)The course investigates advanced management con-cepts in the areas of market segmentation, multiplemarket channels, competitive intelligence, integrat-ed marketing, and e-business. Students worktogether in teams to develop a comprehensive man-agement-marketing plan for one new product orservice chosen by the team at the beginning of thecourse.

MMBA 6222 International Marketing (4 cr.)The course covers global visions, global marketingmanagement, international pricing, political envi-ronment, legal aspects, and business ethics.Students work in teams to develop a comprehensiveinternational marketing plan.

MMBA 6223 Case Study: Services Marketing (4 cr.) The course evaluates the differences between prod-uct and services marketing. Examines the servicemarketing mix, total quality management, cus-tomer perceptions of services, pricing of services,and relationship marketing. Students apply criticalservice marketing concepts to real-world situationsusing team case studies.

MMBA 6241 E-business Technology (4 cr.)The course provides an in-depth understanding ofhow to integrate an end-to-end e-business technol-ogy plan into an enterprise infrastructure and howto determine its business value. The focus is supplychain management (SCM) and the necessary con-cepts associated with the infrastructure including:networks, security, back-end processes, EDI, VANs,ISPs, and portals. The course covers the issues ofsystem planning, performance, capacity planning,testing, and system management.

MMBA 6242 E-business Marketing (4 cr.)The course focuses on customer relationship man-agement (CRM) for both traditional firms and digi-tal startups. Traditional and e-marketing practicesare compared and contrasted with a focus on theimportant elements of the user interface.

MMBA 6243 Case Study: E-business Strategy (4 cr.)The course addresses business-to-business (B2B)issues with an overview of business strategies.Examines case studies of business process funda-mentals and processes improvements. The courseincludes a business plan outline, a strategy hand-book for the Internet, and insights into the criteriaused by investors to make funding decisions fornew companies. Students develop a comprehensivestrategic plan for an E-business.

MMBA 6251 International Trade (4 cr.) The course investigates the relationship of micro-economics and the special characteristics of trade.The course covers trade policy, politics, emergingconsiderations among developed and developingcountries, and the analyses of trade and investmentdecisions.

MMBA 6252 International Finance (4 cr.)The course addresses open economy, macro-eco-nomic models, and policies. The course covers theasset approach to foreign exchange rates, implica-tions for economic policies of fixed and flexibleexchange rate systems, current examples of alterna-tive exchange rate regimes, corporate risk manage-ment, optimum currency areas, the euro, exposureto developing countries, financial crises, and inter-national debt forgiveness policies.

MMBA 6253 Case Study: International BusinessStrategy (4 cr.) The course investigates case studies of multination-al corporate management issues including: choos-ing between international and global competition,strategies for international entry to manufacturing, service and entrepreneurial indus-tries, alliances, partnerships, global marketing,research and development, human resources, andacquisitions.

MMBA 6261 Management of Technology (4 cr.) The course examines the key concepts in manage-ment of information technology and the role oftechnology managers. The course presentsManagement of Technology from both a processand system perspective, and investigates majortechnical issues involved in innovation and imple-mentation.

MMBA 6262 Organizational PerformanceImprovement (4 cr.) The concepts of performance improvement and


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process reengineering are addressed. The courseinvestigates the achievement of organizational per-formance improvements through redesigned busi-ness processes and the use of information. Studentsbenchmark and analyze current best practices inorganizational performance improvement.

MMBA 6263 Case Study: Project Management (4 cr.)The course explores the theory and practice of howto manage projects. Topics include effective projectmanagement styles, critical factors for project suc-cess, organizational support systems that enhanceprojects, project authority, and ethics in projectexecution. Students develop a comprehensivestrategic plan for managing technology using aproject management approach.

MMBA 6271 Human Resources Management (4 cr.) The course addresses the functional areas of theprofessional human resource management includ-ing strategic role, employment policies, legal andenvironmental regulations, interviewing and hiring,rewards and recognition, pay and benefits, diversi-ty, job assessment, health and safety, ethics, negoti-ating and bargaining, and communications.

MMBA 6272 Human Resource Development andChange (4 cr.) The course addresses the area of individual develop-ment including: motivation, organizational design,knowledge management, 360 degree feedback,identifying and developing leaders, and the futuredirection of human resources.

MMBA 6273 Case Study: Applications in HumanResource Management and Professional Practice(4 cr.) The course fosters further evaluation of the humanresource function through the active assessment ofa number of mini-cases studies focusing on regula-tory issues, job assessment, recruiting and orienta-tion, health and safety, and labor relations.

MMBA 6291 The Third Sector: Governance,Entrepreneurship, and Social Change (4 cr.) This course provides an overview and history of thethird sector in American society, featuring gover-nance and nonprofit corporations. The course cov-ers the relationship between the Board and theexecutive director, ethics, fiduciary responsibility,human resources, and Board organizational struc-tures. The course examines the role of non-profit

organizations in fostering social change and theemerging trend toward entrepreneurship in non-profits. (Note: This is a 12-week course).

MMBA 6292 Fund Raising and Marketing in Non-Profit Organizations (4 cr.) This course examines the history of philanthropyand the philosophy of giving in the non-profit sec-tor in the U.S. Provides an understanding of themany fundraising techniques and funding sourcesthat generate financial support for non-profits aswell as the context in which these methods may beused. (Note: This is a 12-week course).

MMBA 6293 Non-Profit Management (4 cr.) This course provides the basis for understandingnonprofit management issues and how manage-ment in the non-profit sector differs. The courseaddresses mission, budgeting, financial manage-ment, strategic planning, and outcome evaluationand assessment. (Note: This is a 12-week course).

MMPA 6000 Introduction and Orientation toOnline Learning (non-credit)This is a non-credit four-week course that intro-duces the student to the university, CourseInfo andthe MPA program. It is required of all students andis a prerequisite for taking any other course in theprogram. It prepares the student to use CourseInfoas well as Internet tools, e-mail and Web browsers.In addition, it provides basic instruction in tech-niques of online communication and interaction,time and stress management, APA formatting, writ-ing skills, critical thinking skills and group work.

MMPA 6100 Historical Foundations andProfessional Development (4 cr.)This course familiarizes students with the historicaland contemporary roles and relationships of thepublic and nonprofit sectors in the U.S. It providesa scholarly perspective on public policy and admin-istration that traces major theories associated withthe field and the political, social and economiccontext within which they developed. Students areencouraged to reflect upon their career experiencesand prior education as a basis for integrating theoryand practice and for establishing specific academicobjectives to help them achieve individual profes-sional goals. This is intended to make a strong con-nection between the student's own professionaldevelopment and development of the major theo-ries and concepts of public administration.

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MMPA 6110 Organizational Theory and Behavior(4 cr.) This course focuses on behavior in organizations asinfluenced by individual differences, group process-es and interactions, and organizational processes.Skills and abilities essential for effective manage-ment in changing organizational contexts areemphasized. Topics examined include motivation,productivity, diversity, group development, teambuilding, decision making and communicationprocesses, power and politics, leadership, job designand organizational culture.

MMPA 6120 Managing at the Boundaries (4 cr.)This course examines the historical and contempo-rary patterns of interaction between levels of gov-ernment and between the public, private and non-profit sectors in the United States. Of all the west-ern democracies, the U.S. has the most fully devel-oped nonprofit sector. In the past 20 years, the pri-vate sector has become more and more importantto the other two sectors with, for example, growingefforts to privatize public service delivery and to usecorporate strategies and connections for enhancerevenue in the non-profit sector. Increasingly, theboundaries between governmental levels and thethree sectors have become more blurred and theaction at these intersections more critical for theeffectiveness of public/non-profit sector leaders andmanagers.

MMPA 6130 Applied Research (4 cr.)This course is designed to introduce students to theresearch process as applied to problems in the pub-lic and nonprofit sectors. Beginning with anoverview of the scientific method, it covers eachphase of the research process including formulatingthe research question, model building and concep-tualization, data collection and analysis, and report-ing results and conclusions. In addition, the courseintroduces qualitative methods, and assesses thestrength and weaknesses of both quantitative andqualitative methods. Students are not required tohave a background in quantitative methods, statis-tics or computer-based analysis.

MMPA 6140 Strategic Management of Information(4 cr.)This course is designed for an in-depth understand-ing of information resources and their implicationsfor the public and non-profit sectors.Advancements in information technology, which

are making e-Government a reality and are causingadministrators to rethink their approach to servicedelivery, are explored as well as new ways of struc-turing organizations for greater productivity. Thehuman systems and organizational culture impactsof information technology are also examined.

MMPA 6150 Budgeting and Fiscal Management (4 cr.) This course examines government and non-profitbudgeting policies and practices as well as the fiscalclimate within which these organizations have tooperate. Students will gain a better understandingof the role of finance in public and nonprofitorganizations, the theories underlying major fiscalpolicy debates, how to construct budgets and capi-tal improvement plans, and how to successfullygenerate funds to support non-profit sector organi-zations.

MMPA 6160 Human Resource Management (4 cr.)This course is a survey of philosophy, approaches,and systems of managing people in governmentand non-profit organizations. It includes historicaldevelopments, personnel management practicesand behaviors, and current issues. It examinesrecruitment, classification, compensation, training,evaluation and labor-management relations func-tions.

MMPA 6170 Professional Leadership and Ethics (4 cr.)This course examines the ethical issues of publicand non-profit sectors. It provides conceptual toolsto clarify moral dilemmas and analyzes individualdecision-making strategies and organizational pro-grams from an ethical perspective.

MMPA 6180 Policy Analysis (4 cr.)This course provides a broad perspective on the pol-icy process, recognizing that both public and non-profit administrators are intimately involved inexecutive and legislative/ board policy and deci-sion-making. It focuses on how policy is initiated,researched, shaped for decision-making, decided,implemented and then evaluated. Balanced atten-tion is given to the dynamics of the policy makingprocess itself, as well as the analytical and commu-nications tools that equip professionals at manylevels in organizations to be effective actors in thisprocess.

MMPA 6190 Capstone Seminar (4 cr.) This course is intended to integrate learning from


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all the master’s courses to demonstrate a stronger,more intellectually cohesive understanding of pub-lic and non-profit administration. It may focus ongovernance, policy, or leadership and managementin either the public or non-profit sectors, or it maytake a cross-sector comparative perspective.

MMPA 6260 The Third Sector: Governance,Entrepreneurship, and Social Change (4 cr.)This course provides an overview and history of thethird sector in American society, featuring gover-nance and non-profit corporation law. Governmentand business are the first two sides of the sector tri-angle. The relationships between the Board and theexecutive director are covered. Ethics topics typicalto non-profit organizations such as conflict of inter-est, fiduciary responsibility, human resources, andBoard organizational structures are examined indepth. The role of non-profit organizations in fos-tering social change is a major component of thiscourse. The emerging trend toward entrepreneur-ship in non-profits is examined in detail.

MMPA 6261 Fund-raising and Marketing in Non-profit Organizations (4 cr.)This course examines the history of philanthropyand the philosophy of giving, and their relation-ship to the non-profit sector in the U.S. The princi-ples of development and their relationship to orga-nizational mission, governance, and capacity are acore part of the course. The course provides anunderstanding of the many fund-raising techniquesand funding sources that generate financial supportfor nonprofits as well as the contexts of their use.

MMPA 6262 Non-profit Management (4 cr.)This course provides the basis for understandingnon-profit management issues and for understand-ing how management in the non-profit sector dif-fers from both public and business administrationand includes special issues of non-profit manage-ment such as mission, budgeting, financial manage-ment, strategic planning, and outcome evaluationand assessment.

MMPA 6270 e-Government: An Introduction toDigital Government (4 cr.)This introductory class is geared to offer the gener-alist an overview of "big picture" of the field e-gov-ernment. Some of the major areas covered in theclass materials include: definitions of key terms,the current national and international context, a

framework of six types of e-government opportuni-ties, identification of the major stages of e-govern-ment, and both the major reasons for and themajor potential customers of e-government. Muchof the class material and examples will be drawndirectly from relevant federal, state and local websites. The intended outcome of the class is to haveparticipants leave with a good familiarity with thefield of e-government and with a sense of the rea-sons for doing e-government and criteria for a goode-government project. Course assignments willinclude postings to the class web site, responding toother participants contributions and completingassignments on approximately a weekly basis.

MMPA 6271 e-Government: Promising Practicesand Emerging Trends (4 cr.)The Promising Practices class delves more deeplyinto emerging trends and leading edge work in thefield of online public services. Some of the areascovered include web page organization around cus-tomer segments and customer needs, use of expertsystems to facilitate users access to complex sets ofinformation, and access tactics to includingadvanced work in intelligent voice recognition andweb-enhanced wireless telephones. Also coveredare approaches to strategic planning for e-govern-ment including three main strategies for "makingthe case" for an e-government approach in publicservices. The intended outcome of the class is tohave participants be aware of emerging trends andpromising practices and how these might be usefulin a specific federal, state or local governmentagency. Course assignments will include postingsto the class web site, responding to other partici-pants contributions and completing assignments onapproximately a weekly basis. The major projectwill be developing a list of promising practices foruse in an applied project.

MMPA 6272 e-Government: Applications and CaseStudies in Public Services (4 cr.)This class is centered on participants developing aproject plan for an e-government initiative at thefederal, state or local level using knowledge gath-ered in the first two classes and from additionalsources. One project outcome would be a "persua-sive memo" to potential project "authorizers" on therationale for a project with an attached process out-line for developing a project. The format of theproject resembles a strategic plan with an assess-ment of potential customers, rationale for the proj-

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ect, technology assessment, and a plan of action.Course assignments will include postings to theclass web site, responding to other participants con-tributions and completing assignments on approxi-mately a weekly basis. The major project will bedeveloping a project plan with a cover memo for ane-government initiative.

MMPA 6280 Policy and Politics in AmericanPolitical Institutions (4 cr.)This course introduces students to the crafts of poli-cy making and analysis in the American democraticsystem. The course covers the policy process—agenda setting, using policy analysis tools, manag-ing the political process, implementing policy, andevaluation and feedback. Students will developskills in policy and economic analysis as well astheir skill in determining the political feasibility ofproposed policies. Regulation as a policy choicewill be discussed. Last, students will enhance theirabilities to develop alternatives and to assess strate-gies, which are proposed to achieve certain policyobjectives. Policy arena of interest to students willform the foundation of this course and may includecommunications, immigration, social, transporta-tion, housing, labor, arts, and environmental poli-cies.

MMPA 6281 Program Evaluation (4 cr.)This course provides an introduction to the toolsused by policy makers and policy analysts to evalu-ate the impact of government policies. The courseincludes framing the evaluation question, usingquantitative and qualitative tools to measure effec-tiveness, impact and output evaluations, formulat-ing evaluation reports and feedback to decisionmakers, and determining appropriate changes inpolicy options and operations at all levels.Information technology as a factor in evaluationwill be examined. This course will include methodsfor evaluating policies and programs funded by thepublic sector but implemented by the private andnonprofit sectors. Knowledge of economics andfinance is helpful.

MMPA 6282 Public Policy and Finance (4 cr.)This course covers both micro and macro economicmodels used in policy formulation and how publicfinance influences policy choices as well as imple-mentation alternatives. Secondly, students willexamine tax policies and tax incentive models,budgeting, public/private models, market influences

on policy, the impact of government expenditureson income redistribution, and economic considera-tions of welfare, food stamps, worker’s compensa-tion, and social security. Outsourcing of public pro-grams will also be examined.

AMDS 8115 Management of Technology (4 cr.)This course examines the key concepts in manage-ment of information technology and the role oftechnology managers. Management of technologyis presented from both a process and system per-spective. The major technical issues involved ininnovating and implementing technology are pre-sented.

AMDS 8125 Organizational PerformanceImprovement (4 cr.)This course is designed to provide students with theconcepts of performance improvement and processreengineering. Achieving high level improvementsin organizational performance through redesignedbusiness processes, and use of information technol-ogy to reengineer an organization are central to thecourse.

AMDS 8135 Project Management (4 cr.)This course explores the theory and practice of howto manage projects. Topics include effective projectmanagement styles, critical factors for project suc-cess, organizational support systems that enhanceprojects, project authority, and ethics in projectexecution. Cost, schedule and technical planning,and control methods Project management softwareis used for a typical project plan and tracking.

AMDS 8215 Systems Analysis, Design, andImplementation (4 cr.)This course examines the analysis, design anddevelopment of computer-based information sys-tems. The key characteristic of object-orientedmethodologies are presented and compared withtraditional methods. Students are introduced to thelife-cycle concept and related activities includinginformation requirements determination, prototyp-ing, detailed systems design, development, testing,and implementation strategies.

AMDS 8225 Database Concepts (4 cr.)This course examines database systems as the focusfor studying concepts of data modeling, techniquesof data definition, and data manipulation.Methods for creating, managing, sorting, and pro-


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cessing data files are discussed. Concepts of rela-tional database methods are covered as well as theissues of managing information in a database.

AMDS 8235 Communications and Networking (4 cr.)Students learn the concepts and terminology ofdata communications, network design, and distrib-uted information systems. Topics include commu-nications equipment, protocols and architecture,transmission alternatives, communications environ-ments, regulatory issues, and network pricing andmanagement.

AMDS 8315 Emerging Technology Assessment andRisk Management (4 cr.)This course covers issues related to the creation,acquisition, and leveraging of emerging informa-tion technologies for competitive advantage. Thechallenges of managing state-of-the-art technolo-gies in organizations, the role of information tech-nology infrastructures, conditions that facilitateinnovation development, and links between tech-nology and strategic planning are presented.Emerging Technology are assessed in the context ofthe risks and strategies to manage these risks areexamined.

AMDS 8325 E-Commerce Strategy (4 cr.)This course introduces students to the emergingtheories and practices of e-Commerce strategies.Strategies associated with both sides of the electron-ic commerce world: e-commerce solutions for exist-ing companies and e-business concept developmentfor venture startups.

AMDS 8300 Advanced Individual Studies (2 cr.)

AMDS 8800/EDUC 8820 Epistemology and the Practiceof Knowledge and Learning Management (4 cr.)This is a review of the history of knowledge fromthe early contributors including Plato and Aristotleto contemporary writers as well as the evolution ofmajor movements including rationalism, empiri-cism, functionalism, structuralism, and behavior-ism. The course covers contemporary authorsinvolved with knowledge, learning, and changemanagement including Senge, Drucker, Deming,Nonaka, Garvin, Argyris, Knowles, and Rogers. Abroad foundation for the study of knowledge andlearning management is provided. (Completion isrequired in the first four quarters of enrollment.)

AMDS 8335/EDUC 8821 Principles of KnowledgeManagement (4 cr.) (Six week Course)This course examines how information systemsenable organizations to systematically identify,acquire, store, analyze, distribute, and reuse infor-mation and knowledge from all sources (e.g. inter-nal and external, explicit and tacit) in order toenhance organizational productivity and competi-tiveness. The course also examines how informa-tion technology supports the organizational knowl-edge process. (Completion required in the first fourquarters of enrollment.)

AMDS 8801/EDUC 8822 Principles of LearningManagement (4 cr.) (Six week Course)This course defines learning and the emergence oflearning management and reviews the responsibili-ties of the chief learning officer and the founda-tions of adult learning and development. Thecourse reviews the role of corporate universities anddistance learning in support of organizational learn-ing. (Completion is required in the first four quarters ofenrollment.)

AMDS 8810 Integrating Knowledge Managementwith Strategic Initiatives (4 cr.)This is an examination of how the emerging con-cepts of Knowledge Management are integratedwith other strategic initiatives including total quali-ty, ISO 9000, Malcolm Baldrige, process reengineer-ing, benchmarking Six Sigma, lean development,and organizational change. The course provides anopportunity for students to understand the majorchange initiatives and how KnowledgeManagement leverages these organizational initia-tives.

AMDS 8811 Advanced Knowledge ManagementConcepts (4 cr.)A review of the merging roles of chief knowledgeofficers and chief learning officers, this courseexplores the future direction of knowledge manage-ment based on the history of knowledge, the demands of global competition, the needs of 21stCentury organizations, and the views of futuristslooking at both organizational change and organi-zational learning.

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AMDS 8812 Expert Systems (4 cr.)Expert Systems examines the role of expert systemsin knowledge management including the use ofartificial intelligence, neural systems, and otheradvanced concepts in the creation, retrieval, andcompetitive use of knowledge.

AMDS 8813 e-Systems (4 cr.)This course examines the role of e-systems,Internet, e-commerce, e-business, B2B with knowl-edge management. Also under examination is thenew languages, html, and other emerging applica-tions.

AMDS 8899/EDUC 8899 Capstone Seminar (6 cr.)The capstone integrates all of the previous work onknowledge and learning management resulting in acomprehensive dissertation proposal for each stu-dent.

Bachelor of Science

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Bachelor of ScienceThe Walden University Bachelor of Science degree with majors inBusiness Administration (BA) and in Information Systems (IS) providesstudents with a solid grounding in the core knowledge and competenciesrequired in today’s diverse, global, and technologically sophisticatedbusiness environment.

The degrees are results-oriented and extend beyond theories and concep-tual understanding to practical application. Walden students will devel-op professionally relevant skills and apply their learning to the world inwhich they live and work. The degrees are offered totally online, makingthem accessible to working adults.

Students become current on the latest business ideas and practicesthrough a number of dynamic and continually updated concentrations.Also, students develop basic skills in written and oral communication,quantitative analysis, and computer usage. Finally, and most impor-tantly, students will increase their capacity to reason critically and actethically in the dynamic environment of the 21st century.

90 credits of general education courses taken prior to admission

BSBA 1000 (one-credit orientation)

Core courses (25 credits)

Major Courses (39 credits)

Concentration Courses (15 credits)

Electives (10 credits)

Finance

Global Business


Knowledge and Learning

Management

Marketing

Digital Enterprise

End-User Information Systems

Degree Requirements

Specializations

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OrientationMGMT 1000 Success Strategies in the Online

Environment

CurriculumThe B.S. program offers a diverse curriculum tomaximize the learning opportunities for students’specific professional and educational needs. Thecore curriculum consists of basic courses, corecourses, courses in the area of concentration, andelectives. All courses are six weeks in duration.

General EducationRequirements (90 credits)

Taken concurrently, or prior to admissions to theprogram and arrayed as follows:

1. Statistics 2. Microeconomics 3. Macroeconomics

MGMT 1000 Introduction and Orientation to Online Learning

Prerequisites

Non-credit Orientation Course (1 credit/1 course)

1. Statistics2. Computer Applications

MGMT 1000 Introduction and Orientation to Online Learning

Business Administration (BA) Information Systems (IS)

Associate of Arts orAssociate of Sciences Degree

or credits taken concurrently or prior to admission and arrayed as follows:

Arts and SciencesCommunication (min. 9 credits, one of which must be a college composition course)Humanities (min. 9 credits)Social/Behavioral Sciences (min. 9 credits)Math/Science (min. 9 credits)Other Arts and Science

Electives

Total

90 quarter credits

60 quarter credits

and

30 quarter credits

90 quarter credits

General Education

Orientation

Prerequisites

Core

Major

Concentration

Electives

Total

Totals

90

1

0

25

39

15

10

180 quarter credits

Core curriculum common to both BA and IS (25 credits/5 courses)

1. MGMT 3001 Management Principles 2. MGMT 3002 Marketing3. MGMT 3003 Human Resource Management 4. MGMT 3004 Financial Management 5. MGMT 3005 Information Systems in Enterprises

MGMT 3101 Ethical Leadership

MGMT 3102 Dynamics of Change

MGMT 3103 Knowledge Management and Organizational Learning

MGMT 3104 Accounting

MGMT 3105 Global Business in the 21st Century

MGMT 3106 Entrepreneurship/Small Business

MGMT 3107 Critical Thinking and Decision Making

MGMT 5101 Business Capstone Project (Strategic)

Two courses from any other concentration are required.

Courses unique to each major (39 credits /8 courses)

Electives (10 credits/2 courses)

MGMT 3201 Information Systems Architecture I

MGMT 3202 Information Systems Architecture II (Object Analysis-Design)

MGMT 3203 Information Databases and Transaction Processing

MGMT 3204 Business Process Redesign

MGMT 3205 Telecommunications and Networking

MGMT 3206 Distributed Systems

MGMT 3207 Data Warehousing, Data Mining, and Decision Support Systems- Executive Information Systems

MGMT 5201 IS Capstone

Two courses from any other concentration are required.

Business Administration (BA) Information Systems (IS)

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Business AdministrationCore Course DescriptionsMGMT 1000 Success Strategies in the OnlineEnvironmentAfter successful completion of the course, studentswill be prepared to use CourseInfo, e-mail, webbrowsers and other techniques of online communi-cation and interaction. Students will also learnabout the skills required to perform successfully inthe program including writing skills, critical think-ing skills, using library resources, registration, andtime management. Students will be introduced tostudent services including financial aid and aca-demic counseling.

MGMT 3001 Management Principles Students will gain a working knowledge of theessential principles and concepts of managementtheory and practice. The course is structured so thatthe student examines the interrelationships amongthe major business disciplines and gains a compre-hensive perspective with which to organize addi-tional study in management. Practical applicationsof the manager’s role in planning, organizing,staffing, directing and controlling are demonstratedand evaluated. (Prereq: None).

MGMT 3002 MarketingStudents examine basic marketing functions andthe execution of successful marketing processes.They will gain a fundamental understanding ofmarketing concepts, practices, terminology, associ-ated technologies, and practical applications includ-ing, Customer Relationship Management [CRM].(Prereq: MGMT 3001).

MGMT 3003 Human Resource Management The course provides students with a comprehensiveoverview of human resource management.Traditional topics such as job analysis and design,recruitment, selection, performance appraisal, train-ing, staffing, career management, compensation,benefits, health and safety, and employee relationswill be examined. Technology based resources arealso evaluated. (Prereq: MGMT 3001).

MGMT 3004 Financial Management The principles of finance are examined from anapplied perspective of the difficult strategic andoperational decisions that exist in the business

environment. The general objective is to providedecision makers with the financial and managerialfinance theory, concepts, and tools necessary tomake better financial management decisions as wellas to conduct sound financial analysis. (Prereq:MGMT 3001).

MGMT 3101 Ethical LeadershipSeveral important aspects of business ethics areexamined from both a philosophical and practicalperspective. Students explore ethical dilemmas thatdevelop in a complex environment of relationshipsinvolving an organization and its competitors, cus-tomers, employees, stockholders, the government,the environment, and society in general. (Prereq:MGMT 3001).

MGMT 3102 The Dynamics of ChangeStudents examine change as it impacts people,processes and products. They will learn to employtools for dealing with and managing change. Theywill learn methods for coping with change as anindividual, a member of a group and a member ofan organization. (Prereq: MGMT 3001).

MGMT 3103 Knowledge Management andOrganizational LearningStudents learn how information systems enableorganizations to systematically identify, acquire,store, analyze, distribute, and reuse informationand knowledge from all sources (e.g. internal andexternal, explicit and tacit) in order to enhanceorganizational productivity and competitiveness.The course extends the theory of KnowledgeManagement and Intellectual Capital to the devel-opment of learning organizations and evaluates thedefinition of learning organizations and the cre-ation of environments that facilitate knowledgegrowth and distribution. (Prereq: MGMT 3001).

MGMT 3104 Accounting PrinciplesAccounting Principles is an introduction toaccounting. The course presents the basic tech-niques and procedures of accounting for organiza-tions. Students completing this course are expectedto have a clear understanding of the policies andprocedures in an accounting system, be able to pre-pare basic financial statements, have an under-standing of the acceptable methods of valuingassets, liabilities, and owner's equity, and have anappreciation for the value of computer technologyin accounting. (Prereq: MGMT 3001).

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MGMT 3105 Global Business in the 21st CenturyThis course is a survey of the global business envi-ronment in the 21st century. It introduces the basicconcepts of global business activity and theory.Students will be introduced to the major foreignenvironmental forces with the focus on strategicmanagement issues including competitive, finan-cial, economic and socioeconomic, cultural, politi-cal, legal, and labor factors. (Prereq: MGMT 3001).

MGMT 3106 Entrepreneurship/Small BusinessThis course examines the processes required toundertake the creation and maintenance of a suc-cessful business enterprise, with an emphasis onsmall business. Students will focus initially onstart-up basics for a new small business followed bythe details involved in the development of a busi-ness plan. Finally, the "nuts and bolts" of day-to-day business management will be examined, con-centrating on issues ranging from legal matters toemployment decisions. (Prereq: MGMT 3001).

MGMT 3107 Critical Thinking and DecisionMaking. Students become familiar with the importance ofthe scientific method as the basis for critical think-ing and decision-making. Problem solving and deci-sion-making based on recognizing problems, gath-ering data, developing alternatives and choosing asolution is a critical skill for the professional man-ager. Throughout the course students will applythese skills to a variety of everyday business exam-ples. (Prereq: None).

MGMT 5101 Business Capstone Project [Strategic]The student plans, completes and writes a report fora capstone project by applying and integrating avariety of skills, tools and knowledge to a complex,real-world problem. A student's capstone projectreport is a professional product that demonstrateswhat the student understands about solving com-plex problems. Students choose capstone topicsthat will benefit themselves and his/her employers.This makes the work interesting and provides thegreatest return in terms of learning and professionalsatisfaction. Course projects are often excellent cap-stone topics. Many courses offer the opportunity tocontinue work on the same topic started in a previ-ous course. (Prereq: Successful completion of all othercourses).

Business AdministrationConcentration CourseDescriptionsThe concentration permits the student to developan in-depth appreciation for a particular subjectthrough a three-course sequence. Seven concentra-tions are available to students in either the BusinessAdministration or Information Systems major.

Finance

Individuals with the ability to guide and forecastthe financial outcome of an organization areinvaluable assets. At Walden, students learn how toeffectively assess and guide the operation of anorganization. Students gain insights into the keyfinancial levers of an organization; and as a result,help management direct the organization to opti-mize its value to both its employees and othershareholders.

MGMT 4101 Corporate Finance Students gain an understanding of the decisionsmade by finance managers in organizations. Thesedecisions include choosing between competinginvestment opportunities, asset valuation, measur-ing risk and return, financing of the firm's opera-tions, dividend policy, capital structure decisions,and valuation of financial instruments.

MGMT 4102 Financial Institutions and Markets This course investigates the following financialmarkets: money, bond, mortgage, stock, foreignexchange, and derivative security markets.Students learn about the operation and regulationof commercial banks, thrift institutions, insurancecompanies, securities firms, investment banks,finance companies, mutual funds, and pensionfunds.

MGMT 4103 International Finance This course introduces students to the field of inter-national finance. Primarily emphasis is on interna-tional financial markets and the macroeconomicsof international financial flows. Topics include for-eign exchange, international securities markets, andinternational banking.

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149

Global Business

Today, there are no borders when it comes to busi-ness. Organizations compete on a world stagewhere competitive threats now come from half-a-world away. This is the new reality in virtually allbusinesses, big and small. At Walden, students gainthe ability not only to understand and operate inthis highly complex environment, but compete andsucceed. Walden’s Global Business Concentrationfamiliarizes students with key practices of interna-tional business that can be applied both globallyand at home. Students are prepared to engage inglobal business by understanding how culture, mar-ket, business context, government, and internation-al organizations impact business.

MGMT 4110 International Marketing This course is designed to introduce students to thecomplex world of international marketing. Studentsgain familiarity with the cultural, legal, technology,and financial aspects of various countries. In addi-tion, students learn to apply the tools of the mar-keting management process to the internationalenvironment.

MGMT 4111 International Finance This course introduces students to the field of inter-national finance. Primarily emphasis is on interna-tional financial markets and the macroeconomicsof international financial flows. Topics include for-eign exchange, international securities markets, andinternational banking. .MGMT 4112 International Business StrategyStudents complete case studies to understand multi-national corporate management issues including:strategies for international entry to manufacturing,service and entrepreneurial industries, alliances,partnerships, global marketing, research and devel-opment, human resources, and acquisitions.


Organizations today have only one long-termstrategic competitive advantage - its people.Finding, keeping, and developing highly prized tal-ent is critical to achieving and maintaining a com-petitive advantage and building future business suc-cess. Students develop insights into recruitmentand selection, performance evaluation, compensa-tion and benefits, job design, training, retention,

and turnover. In addition, students explore howeconomic, social, psychological, legal, and culturalforces influence employment relations.

MGMT 4120 Strategic Human ResourceManagement Students learn to align human resource manage-ment functions and activities with corporate strate-gic goals. Strategies, such as incentive cash and/orstock compensation programs, employee owner-ship, and non-monetary rewards, are compared andcontrasted. The impact on employee motivationand retention is also examined.

MGMT 4121 Human Resource Development andChange Students explore leadership theories, develop andimprove leadership skills, apply leadership knowl-edge and skills in a practical setting, assess theirleadership skills, and develop a plan to improvethose skills.

MGMT 4122 Human Resource Management:Analysis and Problems The role of human resource management is exam-ined in the areas of performance appraisal systems,compensation, and labor-management issues. Therole of federal regulations, including equal opportu-nity, sexual harassment, discrimination, and otheremployee-related regulations, is reviewed.

Knowledge and LearningManagement

The leading organizations of tomorrow will all haveone thing in common: the ability to export knowl-edge to their employees. This is the ability to getthe right information to the right individuals whenthey need it to change an organization’s strategy, itsstructure, its operations, and ultimately its fortunes.Successful organizations understand how to becomelearning organizations where adult learning isunderstood and leveraged. Knowledge and learningmanagement are brand new fields, which supportthe systems use of information, knowledge, andlearning.

MGMT 4130 Integrating Knowledge Managementwith Strategic InitiativesStudents examine how the emerging concepts ofknowledge management work with other strategicinitiatives including total quality, ISO 9000,

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150

Malcolm Baldrige’s Performance Excellence, processreengineering, benchmarking Six Sigma, lean devel-opment, and organizational change.

MGMT 4131 Advanced Knowledge ManagementConceptsStudents explore the future direction of knowledgemanagement based on the history of knowledge,the demands of global competition, the needs of21st century organizations, and the views of futur-ists looking at both organizational change andorganizational learning.

MGMT 4132 e-Systems Students review the role of e-systems, Internet, e-commerce, e-business, B2B with the effective use ofacquisition, assessment, evaluation, and dissemina-tion of knowledge.

Marketing

If a consumer does not value a product or service oris unaware of it, it will cease to exist. This is whymarketing has become the central point in drivingsuccessful organizations worldwide. At Walden, stu-dents develop insights into an organization’s mar-keting effort by learning not only the traditionaldisciplines of alternate marketing channels, salesmanagement, advertising and research, but alsoemerging marketing approaches related to con-sumer motivation, global customer management,customer relationship management, and marketingon the Internet.

MGMT 4140 Marketing Management The course is designed to instruct students in cre-ative decision making for marketing mix, channelsof distribution, and industrial and internationalmarketing. Special emphasis is on the development,organization, implementation and control of themarketing plan.

MGMT 4141 International Marketing Students are introduced to the world of internation-al marketing. Students explore culture, legal, tech-nology, and financial aspects of various countries.In addition, students learn to apply the tools of themarketing management process to the internationalenvironment.

MGMT 4142 Case Study: Services Marketing Students evaluate the difference between productand service marketing, service marketing mix, totalquality management and customer perceptions ofservices, and pricing of services. Students develop acomprehensive market plan in the context of real-world, service challenges.

Information Systems Course Descriptions

151

Information Systems CoreCourse DescriptionsMGMT 1000 Success Strategies in the OnlineEnvironment After successful completion of the course, studentswill be prepared to use CourseInfo, e-mail, webbrowsers and other techniques of online communi-cation and interaction. Students will also learnabout the skills required to perform successfully inthe program including writing skills, critical think-ing skills, Library resources, registration, and timemanagement. Students will be introduced to stu-dent services including financial aid and academiccounseling.

MGMT 3005 Information Systems in EnterprisesAn introduction to enterprise information systems,the course reviews their characteristics, their impacton the enterprise, how they fit in organizations,their current architectures, current enabling tools,and project cycle. (Prereq: None).

MGMT 3201 Information Systems Architecture IThis course emphasizes the components of aninformation system (IS), introduces problem-solvingand design paradigms, introduces algorithm devel-opment and object-oriented programming, tiestogether the components of an Information Systemand the processes by which they are developed.Learning activities include developing the ability touse the concepts to develop simple programs orprogram components. (Prereq: MGMT 3005).

MGMT 3202 Information Systems Architecture II[Object Analysis-Design]An introduction to the concept of informationabstraction, the course examines the role of abstrac-tion in the development of the information systemsarchitecture. The basic types of data and informa-tion elements will be described, data structures willbe developed, and the interaction of data structuresand how they interact with the hardware elementsof an information system will be explored. Object-oriented case studies will be used. Students willdevelop object-oriented applications that illuminatethe impact of information abstraction. A courseproject will be completed. (Prereq: MGMT 3201).

MGMT 3203 Information Databases andTransaction ProcessingStudents are introduced to the concepts of datamodeling and to current models with their

approaches to the organization of data. The designand normalization of data for the database ofchoice is discussed. Query processing is presentedand students exercise a query processor against adatabase that they have created. Students are intro-duced to transaction processing with the associatedconcurrency, integrity and recovery problems of atransaction based system. (Prereq: MGMT 3005).

MGMT 3204 Business Process RedesignThe concepts and methodology for business processredesign (BPR) are presented. Emphasis is placed onhow information systems serve as enablers for busi-ness process redesign. Students learn how to ana-lyze business processes and redesign them for dra-matic results. The course includes case studies thatprovide practical application of the concepts andmethodologies. (Prereq: MGMT 3005).

MGMT 3205 Telecommunications and NetworkingStudents will become familiar with and have a work-ing knowledge of the connectivity issues, performanceissues, and the standards and protocols of a variety ofnetworking configurations. (Prereq: MGMT 3005).

MGMT 3206 Distributed SystemsStudents explore distributed systems at the organi-zational level, at the user support level, and at thefunctional level. The goal is to produce people whocan design, implement and manage a distributedsystem. Emphasis is placed on understanding theinformation components of the system and thecombining of these components to meet the infor-mation needs of the organization. The issues of sys-tem reliability, performance, security and cost areaddressed. (Prereq: MGMT 3201 and MGMT 3202).

MGMT 5201 Comprehensive Collaborative ProjectA summative experience is provided for the stu-dent, incorporating a range of activities that theyhave prepared previous courses. Students will par-ticipate in a team activity producing working sys-tems from real world specifications. Generally, thiscourse will be done in collaboration with an indus-try system development team working on a com-plex systems development project. The specificcourse content is determined by the specificationsof the system being worked on. The project selectedshould be of sufficient complexity to require theuse of the majority of the student’s undergraduatetechnical education as they work toward a systemssolution for the project. (Prereq: MGMT 3201 andMGMT 3202).

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Information SystemsConcentration CourseDescriptions

Digital Enterprise

As many organizations have discovered in recentyears, too much e-business or the incorrect e-busi-ness can be as bad as none at all. The focus of thisconcentration is to provide students with a set ofskills needed to successfully determine, plan andimplement the right e-business activities for theirenterprise. Students concentrate on theInternet/Web from an enterprise perspective, inte-grating e-systems and processes while implement-ing a complete a digital enterprise system.

MGMT 4201 The Digital EnterpriseThis course provides an introduction to the mostimportant concepts in e-business, including thebasics of the Internet/Web, business strategies, mar-keting, technology, e-commerce, and legal/ethicalissues. Students gain a solid background in the newDigital Enterprise fundamentals. (Prereq: MGMT3005).

MGMT 4202 Comprehensive EnterpriseInformation Systems EngineeringStudents learn how to integrate systems technicalknowledge and processes to complete an enterpriseinformation systems design. Methodologies for usein the development of information systems will arepresented and used in this course. Students experi-ence a comprehensive information systems project,in which as a group, the students develop informa-tion systems specifications for an enterprise. (Prereq:MGMT 3201 and MGMT 3202).

MGMT 4203 Project ManagementThis course presents systematic approaches to plan-ning, organizing, regulating, and leading projects tosuccessful completion. Students gain insights intothe practical tools and skills to successfully manageprojects from the planning stage to final comple-tion and subsequent evaluation. (Prereq: MGMT3005).

End-User Information Systems

Organizations today need information systems thatare designed with the end-users in mind. This concentration culminates in a team activity,producing a working system from real world specifi-cations. Students use modern methods used to planfor and implement information technologies in theworkplace including software packages, operatingsystems, and hardware considerations.

MGMT 4210 Organizational and End-userInformation Systems ConceptsThis course presents an overview of Organizationaland End-user Information Systems (OEIS) includingtechnologies, business processes, and worker per-formance. This course emphasizes methods used toplan for and implement information technologiesin the workplace. Advances in information systemshardware and software and appropriate applicationsare discussed. Emphasis is on understanding end-user needs and how to select and design systems toaddress them. Work- flow and systems analysismethodology, work (re) design, organizationalchange, systems implementation, and managementissues are covered. Basic computer literacy isassumed. (Prereq: MGMT 3005).

MGMT 4211 End-user Technology SolutionsThis course provides a comprehensive overview oftechnology solutions for the Organizational andEnd-user Information Systems (OEIS) environment,including software packages, operating systems, andhardware considerations. Students analyze, select,and evaluate computer software and hardware toaddress business needs. The course emphasizes thedevelopment of business applications using soft-ware packages (word processing, spreadsheets, data-bases, presentation graphics, project management,and desktop publishing and accompanying docu-mentation and help-screens). Prerequisites: comput-er literacy; demonstrated skill in using applicationsoftware. (Prereq: MGMT 3005).

MGMT 3207 Data Warehousing, Data Mining,and Decision Support Systems-ExecutiveInformation SystemsThis course enables students to acquire a broadunderstanding of business management informa-tion systems and their components while incorpo-rating the use of data and analysis models. (Prereq:MGMT 3201 and MGMT 3202).

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MGMT 5202 Special Topics (Capstone)The student plans, completes and writes a report fora capstone project by applying and integrating avariety of systems skills, tools and knowledge to areal-world complex system. A student's capstoneproject report is a professional product that demon-strates what the student understands about com-plex systems. We encourage students to choose cap-stone topics that will benefit themselves and theiremployers. This makes the work interesting andprovides the greatest return in terms of learningand professional satisfaction. Course projects areoften excellent capstone topics. Many capstonecourses offer the opportunity to continue work onthe same topic started in a previous course. (Prereq:Successful completion of all other courses).

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Baccalaureate LevelPolicies and ProceduresThe policies listed in this section pertain to stu-dents in the baccalaureate degree completion pro-grams. Many university-wide policies in this catalogalso pertain to baccalaureate students; hence, theyare responsible for knowing them.

Admissions Policies

Contingent Admission

Applicants anticipating beginning the B.S.Completion Program with Walden University andwho have an incomplete application file may beapproved for contingent admission upon the rec-ommendation of the chair of business and manage-ment and/or the chair of information systems andtechnology. Contingent admission is for one quar-ter only and all materials must be submitted within90 days of the individual’s matriculation; finaladmission will not be offered until the contingencyhas been met. Contingently admitted students notable to provide the appropriate information withinthe specified time period will not be allowed to pro-ceed with his/her program. An example of aContingent Admission might be a prospective stu-dent who has been able to provide only an unoffi-cial copy of her or his transcript in order to meet anadmission deadline. Contingent admission will notbe offered when an official and timely TOEFL scoreis required but not provided.

Conditional Admission

Occasionally an applicant to the baccalaureatedegree program will not meet the admissions crite-ria. With the recommendation of the chair of busi-ness management or chair of information systemsand technology such an applicant may be grantedprovisional admission for:

Not meeting the appropriate prerequisite courserequirements for a given major at the baccalaureatelevel. Students enrolling in a specific program maynot have obtained the required prerequisite coursesfor said major. For example: a student with a previ-ous major in English, now wishing to obtain amajor in Business Administration will not have thenecessary prerequisite business courses. Studentsadmitted provisionally, with the recommendationof the chair of business and management and or

the chair of information systems and technology,may take up to a maximum of three courses (15quarter credits) of required prerequisites concur-rently with pre-approved courses in the core, major,concentration, or electives area. Those seeking con-current enrollment and provisional/probationaryadmission must meet with an academic counselorprior to enrollment and an application for concur-rent enrollment must be approved in writing.

The minimum number of credits for admission is90-quarter credits; however, some applicants maynot have the required distribution of credits withinthe general education area, while meeting the 90minimum credit requirement. Students admittedprovisionally with the recommendation of thechair of business and management or the chair ofinformation systems and technology may take upto 20 quarter credits (four courses) of 1000-2000level credits concurrently with their upper divisioncourse work at Walden University. Those seekingconcurrent enrollment and provisional/ probation-ary admission must consult with an enrollmentcounselor prior to enrollment and an applicationfor concurrent enrollment must be approved inwriting by the chair of business and managementor the chair of information systems and technology.

These requirements may be modified based onarticulation agreements formally negotiated with aregionally accredited community college.

Deferred Admission

Students may defer admission for up to two quar-ters with the written request for a deferred admis-sion date.

Transcript Evaluation

General education requirements (i.e., AA, AS orequivalent) must be met through credit earnedfrom regionally accredited institutions. To gain aB.S. degree from Walden University, the undergrad-uate student must complete a minimum of 180-quarter credits totaling 90 in general education andelectives and 90 at the upper division level (3000-4000). Individual degree programs may have differ-ing credit requirements.

Minimum Credit at Walden University

Students must fulfill a minimum requirement of 45credits within the major area through Walden

Baccalaureate Level Policies and Procedures

155

University to receive a Walden University B.S.degree. Note: specific degree program minimum majorrequirements may vary among majors and may beslightly more than 45 credits depending upon the major.If a student has received transfer credit for a course withduplicated learning in a required course in his/her majorarea, the academic advisor will recommend anothercourse so the student may meet the total number ofrequired credits in the major area.

General Education

The baccalaureate degree program requires studentsto have completed general education requirements(minimum 90 quarter credits) prior to admission(note provisional/probationary admission for anyexceptions).

Articulation

Students who have earned an accredited AA or ASdegree from a regionally accredited institution mustalso satisfy the general education requirements ofWalden University. A transcript evaluation, priorlearning evaluation, examination credit, and SOCor ACE credit review will be completed by anEnrollment Advisor with a determination made forboth the 90 credit General Education and electivecredit and the 90 credit major area (upper divisionlevel). Baccalaureate degree program graduates mayapply for early admission in certain master’s pro-grams at the university.

Transfer of Credit

Credit transfer is available in the B.S. CompletionPrograms. Students are responsible for reviewingand understanding credit transfer limits, standards,criteria, and procedures before applying for credittransfer. The minimum acceptable transfer for gen-eral education and elective courses (1000-2000) is90 quarter credits. The maximum allowed for trans-fer applicable to the upper division major is 45-quarter credits. (Please note: degree requirements inspecific majors may exceed university requirements.)

Students seeking a B.S. Completion Program degreemust complete a minimum of 45 credits at WaldenUniversity; more may be required in individualcases.

To be considered for acceptance in transfer from aU.S. institution, credits must have been:

1. At the grade of "C" or better (2.0 on a 4.0 scale) from a regionally accredited institution.

2. Arrayed as follows within general education and elective requirements of undergraduate studies:

3. No pre-freshman or remedial credit will be accepted for transfer (below 1000 level).

4. Credit will not be awarded twice for the same learning.

5. Students wishing to transfer competency based or experiential learning credits from another regionally accredited institution must submit

• Official transcripts indicating a grade of C orbetter.

• Written narrative detailing the competency-based credits.

6. Prior Learning Credit is designated on the official Walden transcript with a "PLC" designation.

7. Credit must be earned in courses where the con-tent meets the general education and elective requirements listed above, or is equivalent to the content of corresponding Walden University courses.

8. To be considered for acceptance in transfer, cred-its or other units from foreign institutions must satisfy the criteria above and be evaluated by an approved agency.

Associate of Arts orAssociate of Sciences Degree

or credits taken concurrently or prior to admission and arrayed as follows:

Arts and SciencesCommunication (min. 9 credits, one of which must be a college composition course)Humanities (min. 9 credits)Social/Behavioral Sciences (min. 9 credits)Math/Science (min. 9 credits)Other Arts and Science

Electives

Total

90 quarter credits

60 quarter credits

and

30 quarter credits

90 quarter credits

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Prior Learning Credit

Students admitted to the B.S. Completion Programmay apply "prior learning" credit toward the 90credit, general education and elective requirementsand up to a maximum of 45 additional creditswithin the "major" area. Students are required tocomplete a minimum of 45 Walden credits withinthe major area to receive a Walden University B.S.degree.

1. The Prior Learning Credit policy is strictlyfollowed:

• The university is a member of DANTES and willprovide information to students allowing them to explore the option of credit by examination (CLEP/DANTES).

• Re-taking an examination may occur only one time per subject;

• A 6-month waiting period must be completed before re-taking an examination;

• Credits earned by examination will be officially awarded after a student has successfully com

pleted a minimum of 8 hours with Walden; • Walden will accept essay or non-essay versions of

the CLEP English Composition Exam. The fee for challenging a course through credit by exam-ination is paid upon application for the exami-nation and is not refundable.

2. Walden University is a designated four-year Service Member Opportunity College (SOC) institution providing opportunities for men and women in the military service to complete edu-cational programs by means of various modes ofinstruction. Transfer of such military service education programs will be in keeping with SOCguidelines.

3. The American Council on Education (ACE) has developed an approval process for offering appli-cable elective study in place of traditional coursework. Maximum amounts of transferable ACE credit allowed are:

• 21 approved credits for lower division level work (1000-2000)

• 27 approved credits for upper division level work (2000-3000)

4. For the purpose of conversion of semester credits to quarter credits the applied formula is:

X semester credits multiplied by 1.5 = X quarter credits

(30 semester credits multiplied by 1.5 = 45 quarter credits)

Academic Progress Standards

All baccalaureate students must meet academicprogress standards. Students are advised thatprogress guidelines for financial aid are separateand discrete from the university’s academic progressstandards. Students must complete a minimum ofthree courses per year of enrollment. Students must maintain an overall undergraduateGPA of 2.0 in classes taken at the university.

A

B

C

D

F

P

I

NC

W

PointValue

DefinitionCriteria

Letter Grade

Students will have met all participation requirements; completed all assign-ments, group projects, and papers. He/ she will have met the evaluation criteria for the course as specified in the syllabus and submitted superior quality work.

Above Average. Students will have met all participation requirements, complet-ed all assignments, group projects, and papers, and have met the evaluation cri-teria for the course as specified in the syl-labus. He/she will have submitted above average quality work.

Average. Students will have met all par-ticipation requirements; completed all assignments, group projects, and papers; met the evaluation criteria for the course as specified in the syllabus; and have submitted satisfactory quality work.

Marginal.

Unsatisfactory. Students will not have met the criteria for a passing grade.

Pass. Students will have passed the class satisfactorily

Incomplete. Students will not have met all participation requirements, or completed all assignments at the 55% completion level. The student must have requested an incomplete from the instructor before the final withdrawal date of the quarter.

No Credit. Administrative assignment only.

Withdrawal Administrative assignment only.

4.0

3.0

2.0

1.0

0.0

N/A

N/A

N/A

N/A

Undergraduate Course Grading Scale

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157

Grade Point Average

The registrar calculates grade point averages (GPA)for Walden courses according to the point valuesstated in the grading scale above. Grades of "NC"(No Credit) and "W" (Withdrawal) are non-punitiveand do not figure into the grade point average.However, the designations of "NC" and "W" doappear on the transcript. A grade of "P" (Pass)appears on the transcript but is not calculated inthe GPA. Grades of "I" (Incomplete) are not calculat-ed in the GPA. Students in B.S. CompletionPrograms must maintain a GPA of 2.0 or above tograduate.

Grades of Incomplete

Students receiving a grade of "I" (Incomplete) for acourse must complete the course requirements bythe last day of the following six-week academicterm at which time a grade will be awarded. Failureto complete the course requirements within thetime allowed causes the grade of "I" (Incomplete) todefault to an "F"(Unsatisfactory) on the student'srecord.

If a student is unable to complete the requirementsfor a course where an "I" (Incomplete) has beenawarded, and extreme circumstances exist, the stu-dent may petition to the chair of business andmanagement or the chair of information systemsand technology to extend the "I" grade for oneadditional six-week term. Such petitions must besubmitted and approved prior to the beginning ofthe quarter immediately following the assignmentof the "I" grade. Decisions on petitions are at thediscretion of the chair of business and managementor the chair of information systems and technology.If an extension is granted and the "I" grade is notchanged by the end of the second quarter, thegrade defaults to an "F" (Unsatisfactory).

If a student withdraws from the university, the stu-dent has until the last day of the current six-weekterm to complete work for any courses listed as "I"(Incomplete) on the student's record. Failure tocomplete the course requirements within the timeallowed causes the grade of "I" (Incomplete) todefault to an "F"(Unsatisfactory) on the student'srecord.

Course Participation Policy

Participation requirements in all bachelor levelcourses are determined by the instructor, who mayask for postings to the CourseInfo discussion boardduring two to five days per week for attendancepurposes. Because of the short length and intensivenature of the six-week course, four or five days willbe required in most courses with multiple responsesin a single day being necessary for adequate partici-pation in a significant proportion of the assign-ments.

Withdrawing from a Course

Students must notify the registrar in writing ofhis/her intention to withdraw from a course. Theregistrar must receive written notification no laterthan the 26th day of the six-week term to award a"W" grade. Students who fail to withdraw prior tothe 26th day of the six-week term will receive thegrade the instructor determines to be appropriategiven the course requirements.

Enrollment Standards

The university requires students to adhere to theappropriate enrollment criteria and standards asspecified below.

Minimum Enrollment Requirement/ MaximumEnrollment Limit

Baccalaureate students must complete a minimumof 45 credits and four (4) quarters with WaldenUniversity to receive the Walden B.S. degree.Students accepted into the B.S. degree programmust transfer into his/her program a minimum of90 undergraduate credits for admission into theminimum 180-credit program.

The maximum enrollment limit for baccalaureatestudents is four (4) years. The student’s Program ofStudy will serve as the guide for the students detail-ing those courses accepted in transfer, includingprior learning assessment and credit by examina-tion. Upper division courses will also be detailedwithin the student’s program of study and guidethe student in attainment of his/her B.S. degreeprogram requirements. Please note: The specificmajor a student may be admitted to will determinethe exact number of required credits.

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158

Academic Progress Standards

The academic progress standards for the baccalaure-ate program appear below. Students are advised thatthe satisfactory progress guidelines for continuedreceipt of financial aid are separate and discretefrom the university's academic progress standards.

Maximum Registration Limit

Students may register for a maximum of threecourses per quarter. Students who wish to registerfor more than three courses in a quarter mayrequest special permission from the chair of busi-ness and management or the chair of informationsystems and technology.

15 credits completed (minimum three courses) per year

2.0

Minimum Standards for “Good Academic Standing” Minimum GPA

M.S. in Psychology

159

School of Psychology

M.S. in Psychology The course-based M.S. in Psychology is a comprehensive programemphasizing core knowledge and the latest theories and current researchin psychology. The General Program encompasses a wide range of studyfrom personality to human motivation in cognition and learning, stu-dents are provided with a solid foundation in psychology principles andpractices. The Industrial/Organizational Psychology specialization pro-vides a firm foundation in the psychology applied to work and the jobsetting.

45-55 quarter credit hour program (depending on the elective courses)

Orientation teleconference and PSYC 6000

A signed Program of Study

General Program: 7 core courses (28 cr.) 2 specialized courses (8-10 cr.)

Industrial/Organizational Psychology: 9 core courses (36 cr.) 2 specialized courses (8-10 cr.)

PSYC 6190 Thesis (9 cr.)

3.0 GPA

General Program

Industrial/Organizational Psychology

Degree Requirements

Specializations

Academic Programs

160

Curriculum Students begin the program with PSYC 6000Success Strategies, a noncredit orientation coursedesigned to introduce students to learning at a dis-tance. Students must complete this course in theirfirst quarter of enrollment. Psychology courses areoffered via specific instructional modes. See theInstructional Modes description on page xx. All6000 level courses with the exception of 6140,6150, and 6190 are online classes.

General PsychologySpecializationCore Courses

PSYC 6010 Physiology Psychology (4 cr.)PSYC 6020 History and Systems of Psychology

(4 cr.)PSYC 6110 Statistics in Psychology (4 cr.)PSYC 6170 Advanced General Psychology (4 cr.)

One course from the following:

PSYC 6100 Cognitive Psychology (4 cr.)PSYC 6050 Human Motivation (4 cr.)PSYC 6060 Theories of Learning (4 cr.)


PSYC 6030 Group Dynamics (4 cr.)PSYC 6040 Theories of Personality (4 cr.)


PSYC 6130 Principles of Psychological Measurement (4 cr.)

PSYC 6160 Research Design (4 cr.)

Specialized Courses

Two electives from the following:

PSYC 6120 Psychological Testing (4 cr.).PSYC 6140 Intelligence and Personality Testing I

(*4 cr.) (Prerequisite: PSYC 6130)PSYC 6150 Intelligence and Personality Testing II

(*4 cr.) (Prerequisite: PSYC 6130)PSYC 6180 Independent Reading (4 cr.)PSYC 8400 Health Psychology (5 cr.)PSYC 8480 Organizational Psychology (5 cr.)PSYC 8540 Neuropsychology (5 cr.)PSYC 8560 Sports Psychology (5 cr.)

* Includes a required three-week, in-person class meetingconvening on the Indiana University, Bloomington cam-pus. The meeting is scheduled to coincide withWalden’s summer session.

Thesis


M.S. in Psychology

161

Industrial/OrganizationalSpecializationCore Courses

PSYC 6000 Success Strategies (0 cr.)PSYC 6020 History and Systems of Psychology

(4 cr.)PSYC 6110 Statistics in Psychology (4 cr.)PSYC 6170 Advanced General Psychology (4 cr.)PSYC 6120 Psychological Testing (4 cr.)PSYC 8465 Fundamentals of Industrial/

Organizational Psychology (5 cr.)PSYC 8510 Psychology in the Work Place (5 cr.)PSYC 8480 Organizational Psychology (5 cr.)PSYC 6160 Research Design (4 cr.)

Specialized Courses

Two electives from the following:

PSYC 6100 Cognitive Psychology (4 cr.)PSYC 6050 Human Motivation (4 cr.)PSYC 6060 Theories of Learning (4 cr.)PSYC 6030 Group Dynamics (4 cr.)PSYC 6040 Theories of Personality (4 cr.)PSYC 6130 Principles of Psychological

Measurement (4 cr.)PSYC 6180 Independent Reading (4 cr.)PSYC 8510 Vocational Psychology (5 cr.)PSYC 8530 Leadership and Process of Change (5 cr.)

Thesis


Registering for PSYC 6190 Thesis Credits

M.S. in Psychology Program students must registerfor a total of nine credits of PSYC 6190 Thesis overa maximum of three quarters. Prerequisites formatriculating into PSYC 6190 Thesis include thesuccessful completion of 24 credits (including allcore courses) and a formally approved thesis super-visory committee. Students may register for PSYC6190 Thesis during any quarter in which they areworking on the proposal or thesis. Registration forPSYC 6190 Thesis takes place during the regularcourse registration period. Students must registerfor a minimum of three PSYC 6190 Thesis creditsper quarter. Students in the Industrial/Organizational Psychology Specialization are rec-ommended to make their thesis an applied study.

Matriculation into thePh.D. Program Admission to the M.S. program provides contingentadmission to the Ph.D. program in the followingspecializations: Academic Psychology; HealthPsychology; Organizational Psychology.Contingent admission assumes the applicant meetsthe Ph.D. program’s admission requirements includ-ing three years of relevant professional experience.Final admission to the Ph.D. program is made uponcompletion of the M.S. program and the recom-mendation of the M.S. Program Director. Studentsseeking admission to the Ph.D. program’s ClinicalPsychology Specialization must have completedPSYC 6140 Intelligence and Personality Testing I(Cognitive Testing) and PSYC 6150 Intelligence andPersonality Testing II (Personality Testing) or anacceptable comparable course elsewhere before con-sideration will be given for admission to these spe-cializations upon completion of the M.S. program.Students completing the M.S. program with thiscourse on their academic record, with the recom-mendation of the M.S. Program Director, and finaladmission, will be given priority placement in thespecialization of their choice.

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162

Ph.D. in Professional PsychologyThe mission of the course-based Ph.D. in Psychology program is to pre-pare practicing psychologists to address important societal problemsthat impact the lives of individuals, families, and organizations. Bothlicensure and non-licensure specializations are available. The curricu-lum emphasizes theoretical and research-derived knowledge that guidesprofessional practice and enhances opportunities for psychologists toserve as change agents for the betterment of society.

Non-licensure Specializations

127 credit hours, course-based


Professional Development Plan and Program of Study (included in PSYC 8000 Professional Development)


3.0 GPA

10 core courses

6 advanced courses according to specialization

5 electives

PSYC 9000 Dissertation (proposal, dissertation, and oral presentation)(27 credits)

Minimum half-time enrollment (with the exception for continuous enrollment options)

32 residency units

Degree Requirements

Non-licensure:Academic Psychology

Health Psychology

Organizational Psychology

Specializations

Combined:Clinical or Counseling with Organizational Psychology

Clinical or Counseling with Health Psychology

Licensure-oriented: Clinical Psychology

Counseling Psychology

School Psychology

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163

Instructional ModesOnline Class

Students complete the Online Class, using commu-nication tools available via the World Wide Weband the Walden Information Network. Instructorsfacilitate weekly, asynchronous discussions basedon assigned readings and topics posted in the syl-labus at the beginning of the quarter. At a mini-mum, students must participate in class discussiontwice weekly. Students must keep copies of theirpostings and all assignments. Collaborative groupprojects are common. A research paper due on the15th day of the last (third) month of the quarter isrequired in all Online Classes.

Grades for the Online Class are based on several cri-teria including the research paper, individual writ-ing assignments, group projects, and participationin online class discussions. The grade for theresearch paper is not the final course grade. Allcourse materials are due on the 15th day of the last(third) month of the quarter. Enrollment in OnlineClasses is generally limited to 20 students.

Online with In-Person Class

The Online with In-Person Class includes a meeting

at an instructional center. Instructors facilitateweekly, asynchronous discussions based on assignedreadings and topics posted in the syllabus at thebeginning of the quarter. At a minimum, studentsmust participate in class discussion twice weekly.Students must keep copies of their postings and allassignments. Collaborative group projects are com-mon. A research paper due on the 15th day of thelast (third) month of the quarter is required for theOnline with In-Person Class. In addition to onlineinstruction, the Online with In-Person Class coursesincorporate an in-person class meeting at a desig-nated University instructional center one weekendduring the middle (second) month of the quarter.The university’s instructional centers are located invarious cities (presently: Bonita Springs, FL;Minneapolis, MN; Fort Dix, NJ; Phoenix, AZ; andWashington, DC.) The weekend meeting of mostOnline with In-Person Class courses convenesFriday evening (6 to10 p.m.) and all day Saturday (8a.m. to 6 p.m.), or Saturday evening (6 to10 p.m.)and all day Sunday (8 a.m. to 6 p.m.). SomeOnline with In-Person Classes may meet at differ-ent times in conjunction with an academic residen-cy. Dates and locations are announced prior tocourse registration to facilitate travel planning.Students are required to attend the in-person classmeeting to receive credit for the course.

Grades for Online with In-Person Classes are basedon several criteria including the research paper,individual writing assignments, group projects,attendance at the in-person meeting, and participa-tion in online class discussions. The grade for theresearch paper is not the final course grade. Allcourse materials are due on the 15h day of the last(third) month of the quarter. Enrollment in Onlinewith In-Person Classes is generally limited to 20students.

In-Person Class

This class is a face-to-face or one- or two-credit resi-dency course. It may be given in conjunction witha residency or, as in the case of the advanced clini-cal seminar, that consist of a series of face-to-facesessions at an instructional site. Please see thedescription of PSYC 8610, PSYC 9201, PSYC 9202,and PSYC 9203 for more details.

Licensure-oriented Specializations

127 credit hours, course-based


Professional Development Plan and Program of Study (included in PSYC 8000 Professional Development)


Internship

3.0 G.P.A.

10 core courses

6-7 advanced courses according to specialization

4-5 electives

PSYC 9000 Dissertation (proposal, dissertation, and oral presentation)(27 credits)

Full-time enrollment (with the exception of continuous enrollment options)

Academic Year in Residence

Academic Programs

164

Tutorial

Tutorial courses provide a one-on-one learningopportunity for the student. The student will usethe syllabus developed for the course by the facultymember. A research paper due on the 15th day ofthe last (third) month of the quarter is required inall tutorial courses. Online communication is alsocommon to all tutorial courses.

Students enrolled in tutorial courses are responsiblefor establishing an individual contact schedule withthe course instructor. A minimum of ten substan-tive, interactive contacts between the student andinstructor are required.

Curriculum Students must successfully complete all core coursesbefore registering for advanced courses. Electivecourses may be taken at anytime. Ten coursesdefine the core curriculum in all specializations.

Registration for PSYC 9000 Dissertation takes placeduring the regular course registration period.Students must register for a minimum of five cred-its when registering for PSYC 9000 Dissertation.Students who have completed 27 credits of PSYC9000 and all other course requirements must regis-ter for PSYC 9999 Continuing Research until pro-gram completion.

Core Courses

PSYC 8000 Professional Development (no credit)PSYC 8010 History and Systems of Psychology (5cr.)PSYC 8020 Psychology and Social Change (5 cr.)PSYC 8030 Developmental Psychology (5 cr.)PSYC 8050 Biological Psychology (5 cr.)PSYC 8070 Psychology of Learning (5 cr.)PSYC 8090 Social Psychology (5 cr.)PSYC 8100 Tests and Measurements (5 cr.)PSYC 8120 Quantitative Analysis * (5 cr.)-or-PSYC 8130 Qualitative Analysis (5 cr.)PSYC 8140 Psychological Research Designs (5 cr.)

* Students specializing in clinical, counseling, or schoolpsychology must pass PSYC 8120 QuantitativeAnalysis. All other students may choose either PSYC8120 Quantitative Analysis or PSYC 8130 QualitativeAnalysis to fulfill the core requirement. Studentsintending to use qualitative methodology in their disser-tation research should take PSYC 8130 QualitativeAnalysis.

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165

Non-LicensureSpecializations The Academic, Health, and OrganizationalPsychology Specializations prepare graduates forpositions in academic settings, health care environ-ments, business and industry, and athletic settings.Students in these specializations are generally notplanning to pursue licensure as a psychologist.Curriculum requirements include the completion of21 courses in psychology and a dissertation.Typically, students enrolled in non-licensure spe-cializations complete core courses the first year ofstudy, advanced and elective courses the secondyear, and the dissertation the last three quarters ofenrollment. In addition, students in these special-izations must meet the University’s standard aca-demic residency requirement for doctoral students.Students may enroll on a full-time or half-timebasis and advance at their own pace within the uni-versity’s standards for academic progress.

Academic Psychology Specialization

This specialization supports students who plan toteach and conduct research in psychology at insti-tutions of higher education. Interest in the teach-ing of psychology, psychology of learning, educa-tional psychology, and related areas are representa-tive of the interests of academic psychologists.Students completing this specialization will be pre-pared to inform the public, impact social change,and contribute to the field through their researchand teaching. Within the Academic PsychologySpecialization, students focus their studies in one offour tracks.

Academic Clinical Psychology Track10 core courses (45 cr.)

PSYC 8200 Psychology of Personality (5 cr.)PSYC 8225 Educational Psychology (5 cr.)PSYC 8230 Advanced Psychopathology (5 cr.)PSYC 8235 Teaching of Psychology (5 cr.)PSYC 8250 Psychological Appraisals (5 cr.)PSYC 8260 Ethics and Standards of Professional

Practice (5 cr.)5 electives (25 cr.)PSYC 9000 Dissertation (27 cr.)

Students enrolled in the course-based Ph.D. inPsychology Program must register for a total of 27credits of PSYC 9000 Dissertation over a minimum

of three quarters. Psychology students who havean approved dissertation supervisory committeemay register for PSYC 9000 Dissertation during anyquarter in which they are working on the proposaland dissertation.

Academic Counseling Psychology Track10 core courses (45 cr.)

PSYC 8200 Psychology of Personality (5 cr.)PSYC 8220 Abnormal Psychology (5 cr.)PSYC 8225 Educational Psychology (5 cr.)PSYC 8250 Psychological Appraisals (5 cr.)PSYC 8235 Teaching of Psychology (5 cr.)PSYC 8260 Ethics and Standards of Professional


Students enrolled in the course-based Ph.D. inPsychology Program must register for a total of 27credits of PSYC 9000 Dissertation over a minimumof three quarters. Psychology students who havean approved dissertation supervisory committeemay register for PSYC 9000 Dissertation during anyquarter in which they are working on the proposaland dissertation.

Academic General Psychology Track10 core courses (45 cr.)

PSYC 8200 Psychology of Personality (5 cr.)PSYC 8220 Abnormal Psychology (5 cr.)PSYC 8225 Educational Psychology (5 cr.)PSYC 8235 Teaching of Psychology (5 cr.)PSYC 8250 Psychological Appraisals (5 cr.)PSYC 8260 Ethics and Standards of Professional



Academic School Psychology Track10 core courses (45 cr.)

PSYC 8200 Psychology of Personality (5 cr.)PSYC 8225 Educational Psychology (5 cr.)

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166

PSYC 8235 Teaching of Psychology (5 cr.)PSYC 8260 Ethics and Standards of Professional

Practice (5 cr.)PSYC 8460 Psychological Consultations (5 cr.)PSYC 8590 Prevention in School Psychology (5 cr.)5 electives (25 cr.)PSYC 9000 Dissertation (27 cr.)

Students enrolled in the course-based Ph.D. inPsychology Program must register for a total of 27 cred-its of PSYC 9000 Dissertation over a minimum of threequarters. Psychology students who have an approveddissertation supervisory committee may register forPSYC 9000 Dissertation during any quarter in whichthey are working on the proposal and dissertation.

Health Psychology Specialization

Health psychology students plan to practice in avariety of health care settings and academic institu-tions. Many health psychologists practice in med-ical centers, business and industry, or sports and fit-ness settings. Others teach and engage in researchat colleges and universities.

10 core courses (45 cr.)

PSYC 8260 Ethics and Standards of Professional Practice (5 cr.)

PSYC 8265 Behavioral Nutrition (5 cr.)PSYC 8275 Psychoneuroimmunology (5 cr.)PSYC 8400 Health Psychology (5 cr.)PSYC 8410 Psychopharmacology (5 cr.)PSYC 8540 Neuropsychology (5 cr.)5 electives (25 cr.)PSYC 9000 Dissertation (27 cr.)


Organizational PsychologySpecialization

Organizational psychology students plan to workwithin businesses, industries, government, and uni-versities. Organizational psychologists are interest-ed in the role of organizational behavior as itrelates to leadership, supervision, and work per-formance issues. Students enrolling in theOrganizational Psychology Specialization completethe following curriculum:


PSYC 8200 Psychology of Personality (5 cr.)PSYC 8260 Ethics and Standards of Professional

Practice (5 cr.)PSYC 8460 Psychological Consultations (5 cr.)PSYC 8480 Organizational Psychology (5 cr.)PSYC 8520 Psychology in the Workplace (5 cr.)PSYC 8530 Leadership and the Process of

Change (5 cr.)5 electives (25 cr.)PSYC 9000 Dissertation (27 cr.)


Licensure-OrientedSpecializations The Clinical Psychology Specialization, CounselingPsychology Specialization, and School PsychologySpecialization are designed to prepare graduates forlicensure as psychologists. The curriculum meetsthe educational requirements of most state psychol-ogy boards. No program can guarantee licensure.Students are responsible for checking with the stateboard for current educational requirements.Curriculum requirements include the completion of21 courses in psychology, an internship, and a dis-sertation. Typically, students enrolled in licensure-oriented specializations complete core courses thefirst year of study, advanced and elective coursesthe second year and third years, and the internshipand dissertation the fourth year. Students in thesespecializations must meet minimum enrollmentand residency requirements. In addition, studentsmust complete an academic year in residence.

The university provides for alternatives when a stu-dent is unable to fulfill the requirements above.While this is not encouraged, students may electthe alternative in certain situations. Equivalency toan Academic Year in Residence is defined as thecompletion of 500 hours of face-to-face contactwith faculty at residency sessions during any con-tinuous 14 or 24 month period in addition toenrollment in courses. Psychology students areresponsible for understanding specific residencyrequirements in their state and for any changes inthose state requirements that may occur duringtheir tenure at Walden.

Clinical Psychology Specialization

Clinical psychology students plan to seek a psy-chology license to practice in health care settings,community mental health centers, group practicesettings, or private independent practice. Theirinterests include working with clients who presentmore severe diagnostic profiles and require thor-ough psychological evaluations and long-termtreatment interventions.


PSYC 8200 Psychology of Personality (5 cr.)PSYC 8230 Advanced Psychopathology (5 cr.)PSYC 8240 Therapeutic Psychology (5 cr.)

PSYC 8260 Ethics and Standards of Professional Practice (5 cr.)

PSYC 8270 Advanced Psychological Testing (5 cr.)PSYC 8280 Practicum (5 cr.)PSYC 8410 Psychopharmacology (5 cr.)3 electives (15 cr.)PSYC 9000 Dissertation (27 cr.)PSYC 9100 Internship (no credit)PSYC 9201, Advanced Clinical Seminars (6cr.*)9202, 9203

*Students enrolling in 9201, 9202, 9203 are expectedto enroll in Summer Session prior to starting 9201 andin the following Summer Session.

Counseling Psychology Specialization

Counseling psychology students plan to practice aslicensed counseling psychologists. Counseling psy-chologists are concerned with promoting functionalrelationships, work roles, career plans, and healthylife styles. As counseling psychologists, they serveclients with adjustment disorders related to mar-riage, family relationships, occupational change orcareer planning, and lifestyle behaviors.


PSYC 8200 Psychology of Personality (5 cr.)PSYC 8220 Abnormal Psychology (5 cr.)PSYC 8240 Therapeutic Psychology (5 cr.).PSYC 8250 Psychological Appraisals (5 cr.)PSYC 8260 Ethics and Standards of Professional

Practice (5 cr.).PSYC 8280 Practicum (5 cr.).4 electives (20 cr.)PSYC 9000 Dissertation (27 cr.)PSYC 9100 Internship (no credit)PSYC 9201, Advanced Clinical Seminars (6 cr.*)9202, 9203

*Students enrolling in 9201, 9202, 9203 are expectedto enroll in Summer Session prior to starting 9201 andin the following Summer Session.

School Psychology Specialization

School Psychology students plan to develop theknowledge, attitudes and skills necessary to providequality and contextually-relevant educational andmental health services to children (birth-21 years)and their families. School Psychologists practice in

Ph.D. in Psychology

167

school settings and private practice, teach at theuniversity level, and conduct applied research.

Core Courses

PSYC 8000 Professional Development (no credit)PSYC 8010 History and Systems of Psychology

(5 cr.)PSYC 8020 Psychology and Social Change (5 cr.)PSYC 8030 Developmental Psychology (5 cr.)PSYC 8050 Biological Psychology (5 cr.)PSYC 8070 Psychology of Learning (5 cr.)PSYC 8090 Social Psychology (5 cr.)PSYC 8100 Tests and Measurements (5 cr.)PSYC 8120 Quantitative Analysis (5 cr.) -or-PSYC 8130 Qualitative Analysis * (5 cr.)PSYC 8140 Psychological Research Designs (5 cr.)

*8130 may only be taken if learner has graduatecoursework in quantitative analysis consistent with8120, taken within 6 years prior to matriculation, withgrade of B or better)

Advanced Courses

PSYC 8200 Psychology of Personality (5 cr.)PSYC 8255 Child Psychopathology (5 cr.)PSYC 8520 Multicultural Counseling (5 cr.) PSYC 8260 Ethics and Standards of Professional

Practice (5 cr.)PSYC 8270 Advanced Psychological Testing (5 cr.)PSYC 8560 Psychological Consultations (5 cr.)PSYC 8590 Prevention and Intervention in

Schools/Communities (5 cr.)EDUC 6912 Foundations of Reading and Literacy

(5 cr.)EDUC 8807 Curriculum Theory and Design (4 cr.) PSYC 8600 Independent Reading: The

Exceptional Individual (5 cr.)PSYC 8600 Independent Reading: Seminar in

School Psychology (5 cr.)PSYC 8280 Practicum (5 cr.)PSYC 9000 Dissertation (27 cr.)PSYC 9100 Internship (noncredit)

Additional Residency for Licensure Requirement

PSYC 9201, Advanced Clinical Seminar (5 cr.)9202, 9203

Combined Specialization in Clinicalor Counseling Psychology andOrganizational Psychology

Students in either the Clinical PsychologySpecialization or the Counseling PsychologySpecialization may complete a combined specializa-tion that includes study in organizational psycholo-gy. The combined specialization requires studentsto focus on organizational issues in their intern-ship. A practicum in an organizational setting isstrongly recommended for students with no previ-ous experience in organizational psychology.Students choosing this option complete the follow-ing courses in place of electives:

PSYC 8460 Psychological Consultations (5 cr.)PSYC 8480 Organizational Psychology (5 cr.)PSYC 8520 Psychology in the Workplace (5 cr.)PSYC 8530 Leadership and the Process of

Change (5 cr.)

Combined Specialization in Clinicalor Counseling Psychology and HealthPsychology

Students in either the Clinical PsychologySpecialization or the Counseling PsychologySpecialization may complete a combined specializa-tion that includes study in health psychology. Thecombined specialization requires students to com-plete an internship in a health setting. Studentschoosing this option complete the following cours-es as electives:

PSYC 8400 Health Psychology (5 cr.)PSYC 8410 Psychopharmacology (counseling

students only) (5 cr.)PSYC 8540 Neuropsychology (5 cr.)PSYC 8265 Behavioral Nutrition (5 cr.)PSYC 8275 Psychoneuroimmunology (5 cr.)

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168

Year in Residence Clinical, Counseling, and School PsychologySpecializations encompass a variety of types oflearning and learning outcomes. These include dis-tance learning interactions and face-to-face interac-tions. Both types of interacts are importantthroughout the doctoral program. Certain courseshave a face-to-face component as part of the courserequirements. Other courses are offered entirely asface-to-face residencies, as described above. Duringone year (typically the second or third year), thestudent must fulfill the Year in Residence require-ment, by participating in the following activities:

Psychological AssessmentComponent (PAC)The purpose of the PAC is to provide a frameworkfor master’s students and doctoral students in thelicensure specializations (clinical, counseling,school) to develop their assessment knowledge andskill repertoire. Depending on a developmental pro-gression (basic and advanced), at the basic levelmaster’s and doctoral students gain (a) an under-standing of the assessment process and relatedlegal, ethical, and diversity issues; (b) an under-standing principles of tests and measurement; (c) aset of basic skills in the administration, scoring, andinterpretation of assessment measures acrossdomains; (d) the ability to write an interpretivesummary of assessment data. At the advanced level,doctoral students further develop their psychologi-cal assessment repertoire in the areas of testing,interpretation, data-based diagnoses and recom-mendations for intervention, and data-based psy-

chological report writing.

Basic level courses include the following (see theCourse Descriptions section for more informationon each course and prerequisites):

For master’s students:

PSYC 6120 Psychological Assessment: Introduction

PSYC 6130 Principles of Tests and Measurement PSYC 6140 Psychological Assessment: CognitivePSYC 6150 Psychological Assessment:

Personality and Social-Emotional

For doctoral students:

PSYC 8100 Tests and Measurement PSYC 6140 Psychological Assessment: Cognitive*PSYC 6150 Psychological Assessment:

Personality and Social-Emotional*

*This is required for Clinical and School Psychologylicensure specializations and for Counseling for learnersplanning to take PSYC 8270. This may be waived (a)with equivalent coursework with a grade of B or bettertaken with 6 years of admission, or (b) with currentsupervised professional practice in psychological assess-ment and prior coursework with a grade of B or better incognitive and personality/social-emotional assessment.These waivers are determined by the PAC Coordinatoron an individual basis through Application for PSYC8270 process).

Advanced level courses include PSYC 8270Advanced Psychological Assessment (required forClinical and School; optional for Counseling) andPSYC 8250 Psychological Appraisal (required forCounseling).

Doctoral students in the counseling specializationwhose professional goals do not include conductingpsychological evaluations may choose an alternateassessment course sequence. An appraisal course isoffered at the advanced level for students in thecounseling psychology specialization in lieu of thebasic and advanced (PSYC 8270) assessment coursesfollowing completion of a basic tests and measure-ments course. In this course, students gain anunderstanding of a multidimensional approach toassessment; related legal, ethical, and diversityissues; and the selection of appropriate appraisaltechniques. This course does not include learningbasic or advanced testing skills related to conduct-ing psychological evaluations or learning to writean integrated psychological report.

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Year 1

Year 2-3

Year 4-5

Course Requirements

Face-to-Face InteractionYear

New Student

Orientation Residency (NSOR)

Summer Session during two consecutive summers

Minimum of 2 courses per quarter for a minimum of 25 credits completed successfully

Minimum of 2 courses per quarter including the Advanced Clinical Seminars*

Field experiences and dissertation

*The Advanced Clinical Seminars are entirely face-to-face.

Psychology Practicum Practicum is one of the required, defining experi-ences of doctoral study for students specializing inclinical and counseling psychology. Students spe-cializing in academic, health, organizational, andsport psychology are not required to complete apracticum but may choose to include one in theirprogram after consultation with their faculty men-tor or specialization coordinator. Adequate prepara-tion is essential to the success of the practicumexperience.

Prerequisites

To enroll in PSYC 8280 Practicum, students mustmeet the following prerequisites:

• Successful completion of all core courses.• Successful completion of or concurrent enroll-

ment in the following advanced courses.• Receive permission to register for PSYC 8280

Practicum.

Completing a Practicum Students completing a practicum must arrange forsupervised practice in a setting appropriate to theirspecialization. Because a practicum is a site experi-ence as well as an Online with In-Person Class, stu-dents must complete the following steps:

1. Arranging for the Practicum

As in other doctoral programs, students at Waldenarrange their own practicum. The educationalrequirements for PSYC 8280 Practicum are specifiedin the course syllabus that appears in thePsychology Curriculum Guide. These requirementsdictate that the practicum be for a minimum of 500hours where no less than 150 hours are assigned todirect assessment services and 150 hours areassigned to direct intervention services. Theremaining hours are to be devoted to individualsupervision, group supervision, case management,record keeping, and related training activities.Because a practicum is a site experience as well as auniversity course, students must complete the fol-lowing steps:

• Complete the practicum application and portfolioreview and send to practicum coordinator.

• Register for PSYC 8280 Practicum.• Execute the practicum and fulfill the course

requirements for PSYC 8280 Practicum.

2. Selecting a Practicum Site

Site selection should begin early in the student’senrollment. The site should supply training dutiesdesigned to expand the student’s skills and providethe hours necessary to meet goals outlined in thePSYC 8280 Practicum syllabus.

3. Selecting a Practicum Supervisor

Selection of the supervisor is critical to ensuring thesuccess of the practicum. The practicum supervisorfacilitates the professional development of the stu-dent, promotes development of needed competen-cies, and evaluates progress and services provided.The preferred site supervisor is a licensed psycholo-gist. In some instances, an experienced profession-al from another discipline may be approved as asupervisor if the individual is competent to train inthe area of specialization.

Students selecting a private practice as thepracticum site may have to consider paying forsupervision. This is typical in the private sectorand is acceptable.

4. Writing a Supervision Contract

The student and practicum supervisor must developa contract that establishes well-defined goals andboundaries for the practicum. The contract must be

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Clinical Psychology Specialization

Counseling Psychology Specialization

School Psychology Specialization

PSYC 8230 Advanced Psychopathology

PSYC 8260 Ethics and Standards of Professional Practice

PSYC 8270 Advanced Psychological Testing

PSYC 8220 Abnormal Psychology

PSYC 8250 Psychological Appraisals


PSYC 8255 Child Psychopathology


PSYC 8270 Advanced Psychological Testing

specific, detailed, and include the following elements:

• Supervisor’s name and title• Supervisor’s licensing state, license number, and

type • Description of how and when supervision will be

provided and specify the following:

• The practicum will be for a minimum of 500hours with one hour of supervision for every10-15 hours worked.

• At least half of the supervision must be individ-ual as opposed to group.

• The student must be allowed to perform testing.• Beginning and ending dates and frequency of

supervision • Supervisor’s expectations of the trainee• Supervisor’s approach to supervision (i.e.,

behavioral)• Signatures of the supervisor and the student

5. Developing a Practicum Training Manual

A practicum training manual describing the contentof the practicum experience must exist and beendorsed by the practicum supervisor and shouldindicate the policies and procedures the studentwill be expected to follow at the practicum site. Ifthe student uses an existing manual, an addendummust be added specifying how the practicum iscompatible with the site’s training manual. If sucha manual does not exist at the practicum site, thestudent must create one in cooperation with thepracticum supervisor.

Below is a suggested outline of topics for develop-ing a practicum training manual:

• Training program description • Outcomes/goals of training • Site policies and procedures related to the train-

ing program or trainee (i.e., maintaining case filesand notes, client confidentiality, site personnelpolicies)

• Linkages with/among departments or sites (ifapplicable)

• Supervision • Type of supervision to be provided• Responsibilities of the supervisor • Evaluation of trainees • Trainee • Role and responsibilities of trainee • Self-evaluation • Adherence to ethical standards

6. Securing Student Malpractice Insurance

Student malpractice insurance is required for thepracticum. Students who maintain professional lia-bility insurance as a licensed counselor or othermental health professional should note that thistype of insurance will not substitute for studentmalpractice insurance. The American ProfessionalAgency and the American Psychological AssociationInsurance Trust provide malpractice insurance forgraduate psychology students. Students may con-tact the American Professional Agency and ask forthe student department or visit the AmericanPsychological Association Insurance Trust Web site:www.apait.org/products/studentliability.The practicum site and the student’s university donot have to be approved by the AmericanPsychological Association to obtain student insur-ance for practicum.

Completing the PracticumApplication Students must submit a practicum application nolater than the first day of the quarter two quartersprior to the quarter in which the student wishes tobegin the practicum. In other words, applicationsare due six months in advance.

The Practicum Application

The practicum application includes the followingdocuments:

• Practicum Application form• Protocol Form created by the student, including:• List of all completed courses with grades• List of courses to be completed prior to the

practicum

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Practicum Application DeadlinesPracticum Application Due To Begin the Practicum

March 1 (spring quarter)

June 1 (summer quarter)

September 1 (fall quarter)

December 1 (winter quarter)





• Statement confirming the student’s readiness tobegin a practicum, signed by the faculty mentor

• List your e-mail address• Student’s curriculum vita• Site brochure(s)• Practicum supervisor’s curriculum vita• Supervision contract• Practicum training manual: Include policy and

procedure for student response to suicide ideationat your practicum site, and obtain policy and pro-cedures from your practicum site/supervisor; veri-fication of student malpractice insurance includ-ing a copy of the policy cover sheet; and a nota-rized statement from the State Police of the stu-dent’s state of residence disclosing any criminalconvictions or lack thereof. (Misdemeanors neednot be reported).

Students must submit the entire practicum applica-tion to the faculty member who coordinates thepracticum. All documents must include the stu-dent’s name and email address. Approval to beginthe practicum is contingent upon approval of theapplication and site.

Registering for PSYC 8280 Practicum

In order to execute the planned practicum experi-ence, students must register for PSYC 8280Practicum. This is a five credit University course,and students receive a grade of "P" (Pass) or "F"(Unsatisfactory). Registration for this course is lim-ited to students who both meet the prerequisitesand who have an approved practicum applicationon file.

To register for this course, students must follow reg-ular course registration procedures. Students mayregister for more than one quarter of PSYC 8280Practicum. It is not uncommon for students to reg-ister for one quarter of PSYC 8280 Practicum,receive a grade of "I" (Incomplete), and finish thepracticum the following quarter.

Some states may require more than one quarter ofpracticum. Students are responsible for understand-ing the requirements of their state and should con-sult the Rules and Regulations of the Licensing ofPsychologists from the appropriate state licensingboard for psychologists.

Executing the Practicum andFulfilling the Course Requirementsfor PSYC 8280 Practicum

Practicum is a site experience as well as an Onlinewith In-Person Class. Therefore, students participatein course activities while completing the practicum.

Course requirements for PSYC 8280 Practicuminclude the following:

Students are expected to make weekly e-mail con-tact with the instructor and other students enrolledin a practicum. This contact may include a reportof activities for the week and descriptions of casesor training experiences relevant to the goals ofpracticum. Students are expected to participate inweekly online discussions.

PSYC 8280 Practicum is always an Online with In-Person Class. Students must attend the in-personclass meeting on the scheduled weekend at the des-ignated instructional center. The instructor will cre-ate an agenda and make individual assignments inadvance. Typically, this includes a case presenta-tion and videotape of a therapy session.Attendance is mandatory.

Students are required to keep a journal of practicumactivities with a minimum of two entries per week.Journal entries should focus on the practicum expe-rience, perceived personal strengths and weakness-es, any personal insights gained through thepracticum, newly developed skills, and challenges.Only the instructor for PSYC 8280 Practicum willsee the journals and the information will be keptconfidential. The instructor will return journals tostudents if a self-addressed envelope is included.

Students complete a 10 page paper summarizingthe learning experience and the outcomes of thepracticum. This may be presented in the form of aconceptualization paper that focuses on the client,issues, and context.

Students are responsible for ensuring their on-sitesupervisor submits an evaluation of their work tothe university. Students cannot receive a gradeuntil the on-site supervisor’s evaluation has beenreceived.

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Psychology InternshipAn internship is required for students enrolled inthe Clinical Psychology Specialization and in theCounseling Psychology Specialization. An intern-ship is a critical part of doctoral study for studentsin these specializations. Students specializing inacademic, health, and organizational psychologyare not required to complete an internship, butmay choose to include one in their program afterconsultation with their faculty mentor. Adequatepreparation is essential to the success of the intern-ship experience.

Prerequisites

Students must complete all other courses beforebeginning an internship.

Completing an Internship

Students completing an internship must arrange forsupervised practice in a setting appropriate to theirspecialization. Because an internship is a site expe-rience as well as a university course, students mustcomplete the following steps:

• Arrange for the internship.• Complete the internship application and receive

approval from the internship coordinator.• Register for PSYC 9100 Internship.• Execute the internship and fulfill the course

requirements for PSYC 9100 Internship

Arranging an InternshipStudents pursuing licensure must arrange a field-based supervised internship in a setting appropriateto their specialization. The internship must be fora minimum of 1,500 hours and scheduled as eithera full-time experience for one year or half-time fortwo years. Part-time internships may not exceedtwo calendar years. Licensing jurisdictions vary intheir requirements for the number of hours neededand the length of time required (i.e. span of time-such as one calendar year) with more than one halfof all licensing bodies requiring more than 1500hours.

In addition, students may relocate to other jurisdic-tions after their completion of the Walden Program.Therefore, students are encouraged to considerextending their internship to 2000 hours over thecourse of a minimum of 12 months to increase thechances that their internship experience will quali-fy for licensure in their new location. The follow-ing URL gives the licensing requirements (toinclude internship requirements) for various states:http://ourworld-top.cs.com/PsycLicense/state-board.htm

In any event, students are responsible for knowingthe requirements of their state's psychology boardand for arranging an internship that meets thoserequirements. The internship must be consistentwith the requirements described in the PSYC 9100Internship syllabus.

Selecting an Internship Site

The site should supply training duties designed toexpand the student's skills and provide the hoursnecessary to meet the goals outlined in the PSYC9100 Internship syllabus. Students may arrange aconsortium internship that involves more than onesite (maximum of three) under the coordinatingsupervision of a licensed psychologist. The licensedpsychologist does not have to work for more thanone of the sites. In every case, the internship sitemust publicly acknowledge the student as a doctor-al intern from the psychology program at WaldenUniversity.

The student must use the title of doctoral internwhen signing any site report or document. Thestudent must have approval, by signature, from

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their internship supervisor for all documents signedas an intern. In every case, the facility must be pre-pared to publicly acknowledge the student as a doc-toral intern from Walden University. All staff at thefacility must recognize the student as an intern,and informed consent forms signed by clients mustacknowledge the student as a doctoral intern.

Conflict of Interest

Students employed professionally may wish to con-vert their work setting into a practicum experience.However this entails a high potential for a conflictof interest situation that could invalidate the pur-pose of the practicum experience. The rules belowaim to preserve the integrity of the practicum expe-rience.

Each student should arrange for a practicum sitenot associated with the student's current work set-ting. Where it is not possible to arrange an exter-nal site, a practicum site that has a relationshipwith the student's current work setting may be con-sidered for approval provided that the practicum isclearly separated from the student's prior profes-sional position. It is expected that the student willwork in a different department, under a differentsupervisor and with clients he/she would not see inthe usual work at the agency. Other exceptions tothis policy include:

• Practicum will not be approved if the student hasa personal affiliation (marriage, family relation-ship, close friendship) with any supervisory per-sonnel or with owners of the agency or site.

• Practicum will not be approved if the student hasa supervisory position or proprietary interest inthe agency or site.

• Other potential conflict-of-interest problems notspecified above that, in the opinion of thepracticum Supervisor, constitute an ethical prob-lem will be grounds for disapproval of the site asa practicum.

Selecting an Internship Supervisor

Selection of the supervisor is critical to ensuring asuccessful internship. The internship supervisorfacilitates the professional development of the stu-dent, promotes development of needed competen-cies, and evaluates progress and services provided.The primary supervisor must be a licensed psychol-

ogist. A secondary supervisor is recommended butnot required and may or may not be a licensed psy-chologist.

Writing a Supervision Contract

The student and internship supervisor must devel-op a contract that establishes well-defined goalsand boundaries for the internship. The contractmust be specific, detailed, and include the follow-ing elements:

• Supervisor's name and title• Supervisor's licensing state, license number, and

type• Description of how and when supervision will be

provided• Beginning and ending dates and frequency of

supervision• Supervisor's expectations of the trainee• Description of how the intern will be designated

at the site• Supervisor's approach to supervision• Signatures of the supervisor and the student

Developing an Internship TrainingManual

An internship training manual describing the poli-cies, procedures, and content of the internshipmust exist and be endorsed by the internship super-visor. If such a manual does not exist at the intern-ship site, the student must create one in coopera-tion with the internship supervisor.

The educational requirements for PSYC 9100Internship are specified in the course syllabus.These requirements and those listed below must bereflected in the training manual.

Below is a suggested outline of topics for develop-ing an internship training manual:

• Training program description• Outcomes/goals of training• Site policies and procedures related to the train-

ing program or trainee (i.e., maintaining case filesand notes, client confidentiality, site personnelpolicies)

• Linkages with/among departments or sites (ifapplicable)

• Trainee

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• Designation as a Walden Doctoral Intern in titleand on all documentation

• Role and responsibilities of trainee• Self-evaluation• Adherence to ethical standards• Supervision• Type of supervision to be provided• Responsibilities of the supervisor• Evaluation of trainee

Securing Student MalpracticeInsurance

Student malpractice insurance is required for thepracticum. Students who maintain professional lia-bility insurance as a licensed counselor or othermental health professional should note that thistype of insurance will not substitute for studentmalpractice insurance. The American ProfessionalAgency and the American Psychological AssociationInsurance Trust provide malpractice insurance forgraduate psychology students. Students may con-tact the American Professional Agency and ask forthe student department or visit the AmericanPsychological Association Insurance Trust Web site:www.apait.org/products/studentliability.The practicum site and the student’s university donot have to be approved by the AmericanPsychological Association to obtain student insur-ance for practicum.

Completing the InternshipApplication

Students must submit an internship application nolater than the first day of the quarter two quartersprior to the quarter in which the student wishes tobegin the internship. In other words, applicationsare due six months in advance.

The Internship Application

The internship application includes the followingdocuments:

• Internship Application form• Current transcript or audit of all course work at

Walden. Students who have not completed allcourse work at the time of application shouldindicate the quarters in which they plan to com-plete remaining courses.

• Student's curriculum vita including a list of clini-cally oriented courses taken at Walden Universityor any other university

• Site brochure(s)• Internship supervisor's curriculum vitae• Supervision contract• Internship training manual• Verification of student malpractice insurance

including a copy of the policy• Notarized statement from the State Police of the

student’s state of residence disclosing any crimi-nal convictions or lack thereof. (Misdemeanorsneed not be reported). The form filed for Practicummay be used if not more than one year old.

Students must submit the entire internship applica-tion to their Walden faculty internship coordinatorcharged with internship coordination. Documentsmust include the student’s name and email address.Permission to register for PSYC 9100 Internship iscontingent upon approval of the application andthe internship site.

Registering for PSYC 9100 Internship

In order to initiate the planned internship experi-ence, students must register for PSYC 9100Internship. This is a non-credit University course,and students receive a grade of "P" (Pass) or "F"(Unsatisfactory). Registration for this course is lim-ited to students who have completed all coursework and who have an approved internship appli-cation on file with the faculty member chargedwith internship coordination.

To register for this course, students must follow reg-ular course registration procedures. Students mustregister for PSYC 9100 each quarter during the peri-od of the internship. The internship coordinatorwill assign registered students to a course section.Students must complete a minimum of 1,500 hoursin the internship requiring students to register for a

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Internship Application DeadlinesInternshipApplication Due To Begin the Internship









minimum of three quarters of PSYC 9100Internship. Students are responsible for knowingthe hour requirements for internships in their state,as some states require 2,000 hours or a full year ofinternship. Students residing in such states shouldextend their internship accordingly. Students whoanticipate moving to a new jurisdiction some timein their professional career should consider extend-ing their internship to 2000 hours and four quartersover the course of a minimum of 12 months toincrease the chances that their internship experi-ence will qualify for licensure at a new location.Students typically spend a minimum of 15 hoursper week at the internship site.

Executing the Internship and Fulfilling the CourseRequirements for PSYC 9100 InternshipInternship is a site experience as well as aUniversity course. Therefore, students must com-plete site requirements as well as course require-ments determined by the course instructor andposted in the syllabus. Students should keep copiesof all internship-related materials.

Internship Requirements

(These elements must be included in theInternship Contract)

At least 45 percent of the internship must includedirect participation in activities such as assess-ment/testing services, intervention services (indi-vidual and group), consultation services, teaching,research, interdisciplinary collaboration, etc.

A minimum of two hours of individual supervisionmust occur each week addressing, in part, the deliv-ery of psychological services rendered by the intern.

Additional supervision hours each week mayinclude case conferences involving other trainers orstaff development activities. It is desirable for twoor more trainees to be present during the internshipperiod. Some state boards require a minimum oftwo interns be present to qualify the facility as aninternship site. This is not a Walden requirement.

The student must use the title of doctoral internwhen signing any site report or document. Thestudent must have approval, by signature, fromtheir internship supervisor for all documents signedas an intern. In every case, the facility must be pre-

pared to publicly acknowledge the student as a doc-toral intern from Walden University. All staff at thefacility must recognize the student as an intern,and informed consent forms signed by clients mustacknowledge the student as a doctoral intern.

Course Requirements for PSYC 9100Internship

Students are expected to make weekly e-mail con-tact with the instructor and other students enrolledin PSYC 9100 Internship. This contact shouldinclude a report of activities for the week anddescriptions of cases or training experiences.

Students may be required to submit samples oftheir work (i.e., psychological evaluation, theorysummary, etc.) depending upon the instructor andthe student's specialization.

Students are required to submit a progress report inthe form of a narrative summary of learning experi-ences. Students submit a report to the instructorfor PSYC 9100 Internship at the end of each quar-ter. The report should discuss training activities,supervision contacts, and progress toward achievingthe objectives and goals of the internship.

At the conclusion of the internship, students submitthe following items to the internship coordinator:

• Internship assessment form signed by the sitesupervisor

• Internship documentation form signed by thesite supervisor

• A report summarizing the internship experience

Terminating an Internship

In the event an internship is terminated prior tocompletion, none of the hours or activities can betransferred to another internship site without thewritten permission of the PSYC 9100 Internshipinstructor.

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Dissertation Students enrolled in the Ph.D. in ProfessionalPsychology program must register for a total of 27credits of PSYC 9000 Dissertation over a minimumof three quarters. Psychology students who havean approved dissertation supervisory committeemay register for PSYC 9000 Dissertation during anyquarter in which they are working on the proposaland dissertation. Students who do not have anapproved dissertation supervisory committee, butare working on the proposal and dissertation, mayregister for PSYC 9000 once with the approval ofthe Faculty Mentor after all course work is complet-ed or during the quarter it will be completed ifneeded for minimum enrollment. However, it isrecommended that students have an approvedsupervisory committee prior to enrolling in PSYC9000. Registration for PSYC 9000 Dissertation takesplace during the regular course registration period.Students must register for a minimum of five cred-its when registering for PSYC 9000 Dissertation.Students who have completed 27 credits of PSYC9000 and all other course requirements must regis-ter for PSYC 9999 Continuing Research until pro-gram completion.

Postdoctoral PsychologyCertificate The School of Psychology offers a post-doctoralPsychology Certificate. The requirements for thePsychology Certificate vary depending upon thearea of specialization and the individual student.Admission to the Psychology Certificate carries withit a prescribed set of curriculum requirements tai-lored to fit the individual student’s needs and expe-rience.

Students seeking a certificate must enroll for a min-imum of four quarters and complete at least ninecourses (PSYC 8000 Professional Development andeight credit-bearing courses). Residency require-ments include the completion of the New StudentOrientation Residency and one core residency.

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Certificate Requirements

Minimum of nine courses

Additional courses as prescribed in the offer of admission

Full-time enrollment (two courses or ten credits per quarter) for a minimum of four quarters

Maintain a 3.0 GPA

New Student Orientation Residency

One core residency

Additional residency requirements as prescribed in the offer of admission

School of PsychologyCourse DescriptionsPSYC 5998 Continuing Studies (0 cr.) Program Director permission required.

PSYC 5999 Continuing Project (0 cr.)Program Director permission required.

PSYC 6000 Success Strategies (0 cr.)Orientation to the M.S. program. Internet tools, e-mail, electronic mailing lists, Web browsers, theProgram of Study exercise, and other critical toolsand skills for success in a distance-learning environ-ment.

PSYC 6010 Physiological Psychology (4 cr.)A study of the physiological bases of human behav-ior. The nervous system and its cells. Perception,sensory, and motor processes. Neurophysiologicalcorrelates of emotions, learning and memory.

PSYC 6020 History and Systems of Psychology (4 cr.)An examination of the historical and contemporaryschools of psychology. Emphasis on key contribu-tors to the profession of psychology over the pasttwo centuries in the United States.

PSYC 6030 Group Dynamics (4 cr.)Examines the process of human group interaction.Group theory, empirical and naturalistic researchon group interactions and group dynamics.

PSYC 6040 Theories of Personality (4 cr.)Theories on personality development, personalitystructure, and potential for change. Major theoristsand their contributions. Consideration given to fac-tors affecting personality changes that may occurduring different stages.

PSYC 6050 Human Motivation (4 cr.)Survey of biological, behavioral, and cognitiveapproaches to motivation, including the major the-orists and their theories. Stresses both conceptualunderstanding and practical applications of theories.

PSYC 6060 Theories of Learning (4 cr.)Survey of learning theories placed in a historicalperspective. Functional, associative, cognitive, andneurophysiological concepts and contributions.The relationship between learning theory and theprofession of psychology is examined.

PSYC 6100 Cognitive Psychology (4 cr.)Historical and current research on higher-ordermental processes such as perception, learning, prob-lem-solving, categorization, decision making, andlanguage.

PSYC 6110 Statistics in Psychology (4 cr.)Introduction to the use and application of statisticsin the field of psychology. A survey of theoreticalunderpinnings, assumptions, uses and calculations,and interpretation of basic descriptive and inferen-tial statistics. Introduction to probability andhypothesis testing.

PSYC 6120 Psychological Assessment:Introduction (4 cr.) In this course students learn about the purposesand approaches to psychological assessment includ-ing psychological tests, interviewing procedures,behavioral observations, and case histories. Legal,ethical, and diversity aspects of psychologicalassessment are also presented.(Prerequisites: PSYC 6130 or may be taken concurrentwith PSYC 6130)

PSYC 6130 Principles of Tests and Measurement (4 cr.) This is a survey of basic principles of test and meas-urement procedures such as standardization, testconstruction, item analysis, reliability, and validity.In addition, there is an introduction to extantmeasurement instruments and guidelines for selec-tion of appropriate instruments for stated psycho-logical objectives. Ethical issues related to test con-struction/use are also presented.

PSYC 6140 Psychological Assessment: Cognitive (4 cr.) In this course learners develop the basic skills relat-ed to cognitive and academic achievement testing.Specifically they learn to (a) establish and maintainrapport in a testing situation; (b) administer, record,and score, measures of cognitive ability and aca-demic achievement; (c) interpret test results; and(d) summarize results in a written report. The majoremphasis is on learning the practical aspects of psy-chological testing. Three segments including pre-residency, residency, post-residency comprise thecourse. The initial segment examines theory, ration-ale, and practical issues in the assessment process.The second segment is a practice-based portion inwhich participants learn how to administer, record,score, and interpret various measures and tech-niques. The last segment of the course focuses onanalysis, synthesis, and written reporting of inter-

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preted data. PSYC 6140 and PSYC 6150 are takenconcurrently and have a special residency portiongiven only during the three weeks of summer ses-sion. All students in this course must attend thethree-week Summer Session (C-20). (Prerequisites:admission to the Master’s program or a doctoral levellicensure specialization; submission to thePsychological Assessment Coordinator of a completedapplication for PSYC 6140/6150 in the spring quarterbefore the summer you intend to register for these cours-es; a grade of B or better in PSYC 6130/8100; a gradeof B or better in a graduate course in tests and measure-ments taken no more than 6 six years prior to register-ing for PSYC 6140/6150).

PSYC 6150 Psychological Assessment: Personalityand Social-Emotional (4 cr.)In this course learners develop the basic skills relat-ed to assessment of personality and social-emotion-al functioning. Specifically they learn to (a) estab-lish and maintain rapport in a testing situation; (b)administer, record, and score standardized, norm-referenced measures and projective techniques ofpersonality and social-emotional functioning; (c)interpret test results; and (d) summarize results in awritten report. The major emphasis is on learningthe practical aspects of psychological testing. Threesegments including pre-residency, residency, post-residency comprise the course. The initial segmentexamines theory, rationale, and practical issues inthe assessment process. The second segment is apractice-based portion in which participants learnhow to administer, record, score, and interpret vari-ous measures and techniques. The last segment ofthe course focuses on analysis, synthesis, and writ-ten reporting of interpreted data. PSYC 6140 andPSYC 6150 are taken concurrently and have a spe-cial residency portion given only during the threeweeks of summer session. All students in this coursemust attend the three-week Summer Session (C-20).(Prerequisites: admission to the master’s program or adoctoral level licensure specialization; submission to thePsychological Assessment Coordinator of a completedapplication for PSYC 6140/6150 in the spring quarterbefore the summer you intend to register for these cours-es; a grade of B or better in PSYC 6130/8100 –or- agrade of B or better in graduate course in tests andmeasurements taken no more than 6 six years prior toregistering for PSYC 6140/6150).

PSYC 6160 Research Design (4 cr.)An examination of behavioral science assumptionsas they apply to research by psychologists. Analysis

of designs and methods used in investigating indi-viduals and groups. Designs that can lead to explana-tions of behavior as well as those used to predictbehavior are included. Legal and ethical issuesinvolved in conducting research with human subjects.

PSYC 6170 Advanced General Psychology (4 cr.)The core issues that make psychology a science.The main topics, principal characters and leadingtheories in the field are reviewed. Questions behav-ioral scientists ask and the methods they use toanswer them. Students develop skills in criticallyevaluating claims about behavior.

PSYC 6180 Independent Reading (1-5 cr.)Students design a learning agreement to address atopic of personal interest. Content should addresstheoretical literature as well as research literatureand professional practice implications. The learn-ing agreement must specify the objectives, readingplan, and demonstration to be created. This coursemay be selected once during the student's programof study. (Prerequisite: consent of program director).

PSYC 6190 Thesis (9 cr.)Master's-level students integrate their program ofstudy with in-depth exploration of an interest area.Students complete the thesis independently withthe guidance of a committee. The thesis may bebased either on library research or field work. Thefacts and concepts gained in thesis research must belogically and critically organized and developed.Credit/no credit only.

EDUC 6912 Foundations of Reading and Literacy{K-6} (3 sem./5qtr.cr.)Foundational knowledge and principles that under-lie the topics, issues and strategies relevant to read-ing and literacy instruction. (Registration only by per-mission of the program director. Registration instruc-tions provided at the time that permission is granted.)

PSYC 7999 Continuing Advanced Studies (no credit) Program Director permission required.

PSYC 8100 Tests and Measurement (5 cr.)This course is an examination of the professionalstandards and psychometric procedures used todevelop and validate educational and psychologicalinstruments. The course focuses on test develop-ment, use, and interpretation. Attention is given tothe appropriate applications of validation methods.Specific techniques used to facilitate proper inter-


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pretation of test scores such as percentiles, standarderror of measurement, validity and reliabilityindices, and derived scores are discussed.Descriptive statistical procedures are reviewed tofacilitate the understanding of the quantitativeaspects of psychological measurement. The natureof more qualitative aspects of measurement are alsoexplored.

PSYC 8250 Psychological Appraisals (5 cr.)An examination of testing methods, interviewingprocedures, and observational techniques associatedwith formulating diagnostic impressions and treat-ment plans. Students gain an understanding of amultidimensional approach to assessment; relatedlegal, ethical, and diversity issues; and the selectionof appropriate techniques for appraisal of cognitive,affective, social, vocational, interest/aptitude,achievement, intellectual and personality function-ing. Students will be expected to demonstrateknowledge in the selection and appropriate use ofappraisal techniques appropriate to their area ofspecialization. (Prerequisites: PSYC 6130/8100).

PSYC 8000 Professional Development (no credit)Orientation to the Ph.D. program. Introduction tothe tools and skills necessary to succeed in anonline learning environment. Students complete aProfessional Development Plan and Program ofStudy. In addition to participation in the onlinecourse, students must attend a New StudentOrientation Residency.

PSYC 8010 History and Systems of Psychology (5 cr.)Roots of modern psychology, including the philo-sophical viewpoints of the late 19th century thatled to the birth of modern psychology. Majoremphasis is on the schools and systems of psychol-ogy, including structuralism, functionalism, behav-iorism, psychoanalysis, gestalt psychology, a "thirdforce," and existential psychology. Other views ofpsychology, such as narrative and group versusindividual psychology, may be investigated.

PSYC 8020 Psychology and Social Change (5 cr.)Cultural and social forces influencing the practiceof psychology. Issues of diversity and multicultur-alism are considered. Changes in contemporarysociety as they relate to psychology practice andresearch are examined. Psychologists as socialchange agents and advocates. Both historical andcontemporary perspectives are weighed.

PSYC 8030 Developmental Psychology (5 cr.)Major developmental theorists and their perspec-tives on human development. Social, cultural, andsocietal influences on the life stages are examined.Students analyze theory and research associatedwith particular stages of human development andcompare contrast major theories.

PSYC 8050 Biological Psychology (5 cr.)Structure and function of the nervous system andthe brain. Special attention given to neurotrans-mitter systems, the endocrine system, the relation-ship of cognitive and sensory processes to brainfunctioning, and the effects of brain damage onbehavior. Learning disabilities, mental retardation,personality development, and the biological rela-tionship of brain functioning to psychologicalstates are appropriate areas for students to focusresearch efforts.

PSYC 8070 Psychology of Learning (5 cr.)Analysis and description of processes used to obtainknowledge and change behavior. Students willincrease their understanding of empirical and phe-nomenological principles that guide the acquisitionof knowledge as well as behavioral, mental, emo-tional, developmental, and interpersonal change.Emphasis on the study of learning, knowledgeacquisition and behavioral change.

PSYC 8090 Social Psychology (5 cr.)The principles that guide the social influences uponan individual's psychological status. Topics includegroup dynamics, attitudes, prejudice, interpersonalrelations, justice, attraction, and altruism.

PSYC 8100 Tests and Measurement (5 cr.)An examination of the psychometric proceduresused to develop and validate educational and psy-chological instruments. The course will focus ontest development, use, and interpretation.Attention will be given to appropriate applicationsof validation methods. Specific techniques used tofacilitate proper interpretation of test scores such aspercentiles, standard error of measurement, validityand reliability indices, and derived scores will bediscussed. Review of descriptive statistical proce-dures to facilitate the understanding of the quanti-tative aspects of psychological measurement.Qualitative aspects of measurement are alsoexplored. Professional standards for test develop-ment and use are covered.

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PSYC 8120 Quantitative Analysis (5 cr.)Strengths and weaknesses of several approaches toconducting quantitative research. The understand-ing and interpretation of statistical procedures inthe published literature are examined. Specifictechniques such as hypothesis testing, probability,sampling, differences between means, analysis ofvariance (ANOVA), and non-parametric methodsare addressed.

PSYC 8130 Qualitative Analysis (5 cr.)Explores five major traditions of qualitativeresearch methodology: phenomenology, groundedtheory, ethnography, biography, and case study. Inthe context of each of the traditions, varyingapproaches to proposal planning, data collection,data analysis, aspects of quality and verification, eth-ical and legal issues, and interpretation and presenta-tion of results in the narrative report are examined.

PSYC 8140 Psychological Research Design (5 cr.)Provides the bases for developing, performing, andunderstanding psychological research. Examinespsychological research designed to provide evidenceof predictability using controlled variables.

PSYC 8200 Psychology of Personality (5 cr.)The assumptions and components of the major the-oretical orientations. Definition of personality, ori-gins and development of personality throughoutthe life span, and possibility of personality change.Research on the strengths and liabilities of thesetheories is considered.

PSYC 8220 Abnormal Psychology (5 cr.)Introduces the major classifications listed in theDSM-IV. The process of defining normalcy as itrelates to diagnosis and treatment will be discussedas students explore ideas about the construction ofpathology. Environmental and biological factors con-tributing to psychological dysfunctions are consideredat the theoretical and research level. Techniques forthe diagnosis and treatment of cognitive, emotional,and developmental disabilities as well as psychophysi-ological and psychosocial difficulties.

PSYC 8225 Educational Psychology (5 cr.)Variables related to teaching and learning. Topicsinclude teaching methods, educational achieve-ment, learning environments, curriculum develop-ment, and characteristics of teachers and learners.Educational assessment, environmental issues, andeducational research techniques are included.

PSYC 8230 Advanced Psychopathology (5 cr.)In-depth examination of major psychological disor-ders. Focus on dual diagnoses and the conditionsthat present in a more complex manner. Emphasison how major psychological disorders present in aclinical setting and how they are diagnosed andaddressed for treatment.

PSYC 8235 Teaching of Psychology (5 cr.)Basics of college/university teaching in psychology.Examines aspects of the adult development process,teaching skills, developing rapport with students,managing the course, managing the classroom,classroom communication, and ethical issues forfaculty inside and outside the classroom.

PSYC 8240 Therapeutic Psychology (5 cr.)Major schools of psychotherapy and alternativeapproaches to the improvement of psychosocialwell-being. The underlying assumptions, processes,techniques, and methods of intervention. Howtreatments work and how a therapist matches thetreatment with the client/patient are considered.

PSYC 8245 Psychopathology of Childhood (5 cr.)Developmental and behavioral problems of chil-dren and clinical methods for assessing and treatingthese problems. Methods for obtaining, evaluating,and interpreting information about children’sdevelopmental and behavioral problems. Majortypes of children’s psychological problems and theirassessment, etiology, and treatment.

PSYC 8250 Psychological Appraisals (5 cr.)Testing methods, interviewing procedures, and obser-vational techniques associated with formulatingdiagnostic impressions and treatment plans.Emphasis on multimodal appraisals of cognitive,affective, social, vocational, interest/aptitude,achievement, intellectual, and personality function-ing. Students are expected to demonstrate knowl-edge in the selection and appropriate use of appraisaltechniques appropriate to their area of specialization.

PSYC 8260 Ethics and Standards of ProfessionalPractice (5 cr.)Ethical standards and legal responsibilities of psy-chologists. Ethical principles and their interpreta-tion as they pertain to psychological practice andresearch are examined. Current laws and societalinfluences on the delivery of psychological servicesas well as responsible behavior in the practice ofpsychology are reviewed.


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PSYC 8265 Behavioral Nutrition (5 cr.)The impact of nutritional choices on symptomolo-gy and emotions, illness, and behavior. Focus onhow the body's chemistry is often an interveningvariable in depression, psychosis, anxiety and ten-sion, ADHD, dementia, and substance abuse.Specific intervention techniques are discussed.

PSYC 8270 Advanced Psychological Testing (5 cr.)Assessment is an in-depth examination of advancedpsychological test procedures and research for theassessment of cognitive, personality, social-emo-tional functioning, achievement, and sensory abili-ties. Emphasis will be on multidimensionalapproach to assessment, data based diagnosis anddecision making, and data based interventions ortreatment. Students are expected to administer,score, record, interpret, diagnose, and make treat-ment recommendations using an array of assess-ment instruments appropriate to their specializa-tion. In addition, they will write integrated compre-hensive psychological reports. (Prerequisites:Admission to a doctoral level licensure specialization;submission to the Psychological Assessment Coordinatorof a completed application for PSYC 8270 the quarterbefore you intend to register for the course; PSYC6130/8100 –or– a grade of B or better in a graduatecourse in tests and measurements taken no more than 6six years prior to registering for PSYC 6140/6150 –and–a grade of B or better in PSYC 6140/6150 –or– a gradeof B or better in graduate courses in cognitive and per-sonality/social-emotional assessment taken no morethan 6 six years prior to registering for PSYC 8270.)

PSYC 8275 Psychoneuroimmunology (5 cr.)Current theory and research associated with psy-choneuroimmunology (PNI) is discussed: the mind-body interaction as it affects overall health throughmodulation of the immune system; how mind-body interventions aid patients in experiencing andexpressing their illness and establishing somedegree of control over symptoms, especially in theareas of neurology and immunology; how themind can be used as a potent force in modifyingthe biological mechanisms in the search for health.

PSYC 8280 Practicum (5 cr.)Practicum is a critical field experience and an inte-gral part of the doctoral program. Student-arrangedpracticum sites and supervision that are approvedby the practicum coordinator provide the basis forthis class. Students communicate as a class at leasttwice a week on the Walden Web site and meet

face-to-face as a class one weekend during the quar-ter. Students discuss cases and present videos ofstudent-client sessions. Evaluation is provided bythe on-site supervisor and class instructor.Permission of practicum supervisor required. (SeePSYC 8280 Practicum for details.)

PSYC 8400 Health Psychology (5 cr.)Theoretical models and supporting research for apsychology of well-being and immunocompetence.Personal and environmental factors impacting healthand psychological interventions that modify themare explored including the role of stress on health.

PSYC 8410 Psychopharmacology (5 cr.)Psychotropic medications and their use in the treat-ment of mental and behavioral disorders. The roleof the psychologist in prescribing medication andthe efficacy of combining medication and psy-chotherapy is reviewed. The use of medication inthe treatment of depression, anxiety, bipolar disor-der, obsessive compulsive behavior, schizophrenia,and childhood disorders.

PSYC 8420 Multicultural Counseling (5 cr.)Cross-cultural factors influencing the delivery ofcounseling and psychological services. Diversityand identity issues and their impact on the thera-peutic relationship. Major models are explored todetermine how the helping relationship is affectedby cultural/identity factors.

PSYC 8430 Geriatric Psychology (5 cr.)A study of the elderly in terms of normal agingprocesses and psychological disorders. A review ofdiagnostic and treatment strategies related to men-tal health disorders, including team approaches.Surveys related research with implications for psy-chological interventions.

PSYC 8440 Substance Abuse Therapies (5 cr.)Addiction to alcohol, prescription medication, andillegal substances. Diagnosis and models of treat-ment for these addictions are reviewed. Currentresearch in the field of dependency and addictionare explored. Treatments for addictions and theirefficacy will be discussed.

PSYC 8450 Marriage and Family Therapies (5 cr.)Theoretical perspectives and therapeutic techniquesapplied to the treatment of individuals connectedby close intimate relationships. Marriage and fami-ly across cultures and value systems. Current

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research on how individuals in intimate relation-ship dyads and groups can be matched with appro-priate therapeutic interventions.

PSYC 8465 Fundamentals of Industrial/Organizational Psychology (5 cr.)This course is an introduction to the field ofIndustrial and Organizational Psychology. Thefocus is on those theories and practices impactingthe individual, group, and organization in anyorganizational setting. Students will learn to trans-late research and theory in practice in areas such asselection, training, performance management, teamand organizational development, and change.

PSYC 8480 Organizational Psychology (5 cr.)Application of psychological principles to the work-place. Considers multiple theories involving indi-vidual, group, and organizational behavior. Specialattention paid to the relationship between leaderand group behaviors, measuring human factors,group decision making, organizational design andculture, intervention development, and manage-ment of change.

PSYC 8460 Psychological Consultations (5 cr.)History, theory, process, and methods in the field ofpsychological consultations. Reviews qualificationsand techniques required by the psychologist to consultin a variety of settings including the courtroom, busi-ness and industry, education, and medical settings.

PSYC 8470 Community Psychology (5 cr.)The community as both the subject and the client.Measuring the success of community interventions.Psychological techniques and research design asmeans for finding effective grass-roots solutions tosociopolitical problems such as energy conservation,delinquency, homelessness, traffic safety, health pro-motion, and unemployment, all of which impact theindividual, family, and work group.

PSYC 8480 Organizational Psychology (5 cr.)Application of psychological principles to the work-place. Considers multiple theories involving indi-vidual, group, and organizational behavior. Specialattention paid to the relationship between leaderand group behaviors, measuring human factors,group decision making, organizational design andculture, intervention development, and manage-ment of change.

PSYC 8490 Group Psychology (5 cr.)A review of group dynamics as they pertain to clini-cal and counseling approaches to group therapy.Examines the theoretical foundation of differentapproaches to group therapy. Focus on types ofgroups and the efficacy of using group as the treat-ment method with various populations.

PSYC 8500 Humanistic Psychology (5 cr.)Humanistic, existential, and transpersonal psychol-ogy. This course builds upon the base of more tra-ditional psychology and spiritual models, integrat-ing experiential work with a didactic overview ofhumanistic psychology. Phenomenology and itsrelationship to humanistic and existential psychol-ogy is explored.

PSYC 8510 Vocational Psychology (5 cr.)Major career development theories, their assump-tions, and implications for practice. Career informa-tion programs and systems are examined in termsof their application to the practice of career coun-seling with different age groups.

PSYC 8515 Clinical Child Neuropsychology (5 cr.)This course is an introduction to clinical child neu-ropsychology. The intent of the course is to helpgeneral practitioners to develop an understandingof the scientific, theoretical and applied founda-tions of normal brain -behavior relationships inchildren and in those with neurological disorders.Neural, behavioral and socioemotional factors fordevelopment of higher brain functions will beemphasized. A focus of the course is to presentissues of etiology, assessment and remediation ofinterest to general practitioners. (Prerequisite:Permission of the instructor)

PSYC 8520 Psychology in the Workplace (5 cr.)The application of psychological theory and prac-tices to the workplace. Successful and unsuccessfulapplications are identified. Focus on how currentpsychological principles are being applied and howtheories could be applied in the future in a moreproductive manner.

PSYC 8530 Leadership and the Process of Change (5 cr.)Prevailing leadership theories and how they impactorganizations in the process of change and transi-tion. The definition of leadership, models of lead-ership, its impact on the organization, how it ismeasured, and how it might be further developed.


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PSYC 8540 Neuropsychology (5 cr.)Introduction to neuropsychology including neuraldevelopment, biochemical activity, and organiza-tional structure. Cortical organization includingfunction, anatomy, and neuropathology. Highercortical function of memory, language, emotion,attention, and concentration. Introduction to neu-ropsychological assessment.

PSYC 8545 Play Therapy (5 cr.)Play therapy as a therapeutic intervention for chil-dren. The various theoretical approaches to playtherapy and the nature of play behavior. Toys,techniques, logistics, and settings are explored.

PSYC 8550 Delivering Psychological Services (5 cr.)Social, political, and economic factors that influ-ence the delivery of psychological services.Opportunities and threats are identified and dis-cussed. The increased expectation for specializationtraining and qualification and the effects of man-aged health care are focal areas.

PSYC 8555 Religion and Spirituality in Counselingand Therapy (5 cr.)This course is designed to assist students in under-standing significant religious denominations in thiscountry, the interactions and divergences betweenreligion and spirituality, and how these issues canemerge in counseling or therapy. In addition, thecourse aims to help students understand their per-sonal attitudes toward religion that might impedetheir ability to comprehend the meaning of religionin the lives of their clients. Issues of values, assess-ment of religious manifestations, relations withclergy, use of bibliographic materials, ways to dealwith scriptural materials presented by clients, andtreatment techniques will also be explored.

PSYC 8560 Sport Psychology (5 cr.)History and emergence of sports psychology as afield within the psychology discipline. Early devel-opments, major figures, and practical applicationsin work with individual athletes, teams, coaches,and observers.

PSYC 8565 Human Sexuality (5 cr.)An exploration of human sexuality through inte-grated materials from psychology, sociology, biolo-gy, anthropology, medicine, public health, pubicpolicy, education, media, literature, and other disci-plines. Considers diverse conceptualizations and

perspectives including those of historians, femi-nists, theologians, parents, politicians, and educa-tors. Includes critiques of cultural and socioculturalcompetence.

PSYC 8570 Grief Therapy (5 cr.)Grief tasks, processes, and mediating factors such astype of death, character styles, age of the bereavedand deceased, and quality of the relationship withthe deceased. Emphasis on selecting interventionsdepending on where the individual is in the griefprocess.

PSYC 8575 Advanced Grief Counseling (5 cr.)Grief dynamics resulting from violent death, multi-ple death, and disasters. Acute trauma and Post-Traumatic Stress Syndrome are explored in combi-nation with grief and loss dynamics.

PSYC 8580 Psychology of Women (5 cr.)Theoretical models and studies that consider thepsychosocial and developmental experience ofwomen and girls. The relationship between thefemale body and social expectations for girls andwomen frame an investigation of theory andresearch into female psychological well-being.

PSYC 8585 Medical Crisis Counseling (5 cr.)Stress and psychological and practical issues facedby patients and families following the diagnosis ofa life threatening or chronic disease. Points in thedisease process when patient and families are opento counseling, the nature of various disease process-es, and appropriate interventions for patients andfamilies are identified and discussed.

PSYC 8590 Prevention in School Psychology (5 cr.)Prevention and intervention programs for childrenand their families. Cultural, social, psychological,family, and political factors bearing on the mentalhealth and educational development of school-agechildren. Constructivist and ecological-develop-mental perspectives with application to individual,small group, and classroom-based settings. Basictheoretical and practical issues and a proceduralframework for program design, implementation,and evaluation.

PSYC 8600 Independent Reading (1-5 cr.)Students design a learning agreement to address atopic of personal interest. Content should addresstheoretical literature as well as research literature

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and professional practice implications. The learn-ing agreement must specify the objectives, readingplan, and demonstration to be created. This coursemay be selected once during the student's programof study. (Prerequisite: consent of program director).

PSYC 8610 Professional Psychology Seminar (1cr.)This course presents Doctoral level professionalseminars covering a range of topics with emphasison new developments in the theory, practice andresearch in professional psychology. This course isonly for the In-Person Class given in conjunctionwith a Walden Residency. (Prerequisite: permission ofthe instructor).

PSYC 9000 Dissertation (27 cr.)An independent research project, based on psycho-logical methods of inquiry, of a topic supported bythe psychological literature in the student's special-ization. (Prerequisite: approved supervisory committee).

PSYC 9100 Internship (no credit)Students in licensure-oriented specializations areexpected to arrange for field-based supervisionappropriate to their specialization. The internshipmust meet requirements of the state psychologyboard to which the student intends to apply. In nocase shall the internship be designed for a period ofless than 1,500 hours. Internships may be designedas a part-time (minimum of 1.5 hours per week) ora full-time experience. Approval of the programdirector required.

PSYC 9201, 9202, and 9203 Advanced ClinicalSeminar (2 Credits)This seminar provides students with the opportuni-ty to review and analyze current and critical topicsin psychology. Emphasis is placed on the applica-tion of scholarship and research to practice with aparticular focus on social change. Critical thinkingis emphasized through the interaction with andbeing challenged by colleagues.

Students will sign up for three consecutive quartersbeginning in the fall. 9201 refers to the fall sec-tion, 9202 to the winter and 9203 to the spring. Itwill not be offered during the summer as these stu-dents attend the summer residencies. The premiseof the residency and the course is to provide face toface experiences to meet the needs of the studentsseeking licensing in those states with strict residen-cy requirements. The goal of the residency hasalways been social change and the discussion of

topics that are current and topical in the field ofpsychology. The objectives of the course reflect thisemphasis.

PSYC 9999 Continuing Research (no credit)Program Director permission required. See continu-ous enrollment policy.

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