Full Course Description List:

CAEX Courses

(1.5 credits)

In this 4-week course, students study Walden's policy on academic integrity and apply strategies to ensure academic integrity in their work. The course is designed to help graduate students recognize and avoid violations of academic integrity. In a supportive environment, students practice the techniques needed to ensure academic integrity, including paraphrasing, quoting, avoiding misuse of previously written material, managing time, and using plagiarism-detection software to screen for originality.

Note: This course is for quarter-based graduate (including master's-level and doctoral level) students. (This course was previously listed as WCSS 3100.)

(1.5 credits)

In this 4-week course, students study Walden's policy on academic integrity and apply strategies to ensure academic integrity in their work. The course is designed to help undergraduate students recognize and avoid violations of academic integrity. In a supportive environment, students practice the techniques needed to ensure academic integrity, including paraphrasing, quoting, avoiding misuse of previously written material, managing time, and using plagiarism-detection software to screen for originality.

(1 sem credits)

In this 4-week course, students study Walden's policy on academic integrity and apply strategies to ensure academic integrity in their work. The course is designed to help graduate students recognize and avoid violations of academic integrity. In a supportive environment, students practice the techniques needed to ensure academic integrity, including paraphrasing, quoting, avoiding misuse of previously written material, managing time, and using plagiarism-detection software to screen for originality.

Note: This course is for semester-based graduate (including master's-level and doctoral level) students. (This course was previously listed as WCSS 3101.)

(0 credits)

In this 6-week course, students transitioning from undergraduate to graduate writing can learn how to identify scholarly writing, critically read and evaluate sources, and practice scholarly voice. Students demonstrate their scholarly writing skills by completing a one- to two-page paper in which they compare and contrast two peer-reviewed articles. Students also receive instruction in basic APA paraphrasing and citation.

Prerequisites

• Undergraduate students must have completed a minimum of 40 degree credits to be eligible to register.

(0 credits)

In this 6-week course, public health students transitioning to graduate writing can learn how to identify scholarly writing, critically read and evaluate sources, and practice scholarly voice. Public health students demonstrate their scholarly writing skills by completing a one- to two-page paper in which they compare and contrast two peer-reviewed articles. Students also receive instruction in basic APA paraphrasing and citation.

Note: This course is available only to Master of Public Health (MPH) students. Credits do not count toward the MPH degree.

(0 credits)

In this 6-week course, graduate students take the first step in developing their reading and writing skills for scholarly work. Students read a research article and summarize its parts, thus becoming more familiar with the language, structure, and style of the academic conversation. In addition to summary writing, topics include APA citation, scholarly voice, and revision. Students also maintain a journal of writing feedback they've received and apply that feedback to papers for their discipline-specific courses. After completion, students move on to CAEX 6065/6066 - Graduate Writing II: Intermediate Composition Skills.

(0 credits)

In this 6-week course, graduate students take the first step in developing their reading and writing skills for scholarly work. Students read a research article and summarize its parts, thus becoming more familiar with the language, structure, and style of the academic conversation. In addition to summary writing, topics include APA citation, scholarly voice, and revision. Students also maintain a journal of writing feedback they've received and apply that feedback to papers for their discipline-specific courses. After completion, students move on to CAEX 6065/6066 - Graduate Writing II: Intermediate Composition Skills.

(0 credits)

This 6-week course primes graduate students not only to understand a scholarly text but to critically read and form an argument based on it. Topics covered include paraphrasing, APA citation, analysis, academic paragraphs, and revising and editing. Students participate in a robust writing community where they practice writing in discussion forums, keep a feedback journal, and apply their learning to papers for their discipline-specific courses. Through these activities, students should begin to see their place in the scholarly conversation. This course is complementary to CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills.

(0 credits)

This 6-week course primes graduate students not only to understand a scholarly text but to critically read and form an argument based on it. Topics covered include paraphrasing, APA citation, analysis, academic paragraphs, and revising and editing. Students participate in a robust writing community where they practice writing in discussion forums, keep a feedback journal, and apply their learning to papers for their discipline-specific courses. Through these activities, students should begin to see their place in the scholarly conversation. This course is complementary to CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6055/6056 - Graduate Writing I: Basic Composition Skills.

(1.5 credits)

In this 8-week course, students build on already developed paragraph, paraphrasing, and analysis skills. Students explore how to synthesize sources on a topic and organize their ideas into a literature review. They also receive instruction in advanced scholarly voice and APA Style nuances. By the end of this course, students should be more comfortable entering the scholarly conversation in their respective fields.

Note: This course is for quarter-based graduate students.

(1 sem credits)

In this 8-week course, students build on already developed paragraph, paraphrasing, and analysis skills. Students explore how to synthesize sources on a topic and organize their ideas into a literature review. They also receive instruction in advanced scholarly voice and APA Style nuances. By the end of this course, students should be more comfortable entering the scholarly conversation in their respective fields.

Note: This course is for semester-based graduate students.

(0 credits)

This small-group workshop is for doctoral students who have a working draft of their dissertation, project, or doctoral study proposal but find themselves needing writing guidance and support.

With the help of the writing faculty member, workshop participants will spend 6 weeks advancing the proposal draft through tailored one-on-one writing instruction and supportive group work with the students' peers. Students will get to know the required components of the proposal and have the opportunity to learn how to address common writing issues, such as APA Style, citing and referencing sources, clarity and concision, and writer's block. Importantly, the instruction and feedback that students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the proposal. As needed, the writing faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 credits)

Doctoral students who have begun the development of their dissertation, project, or doctoral study proposal but find themselves needing writing guidance and support should take this small-group workshop. With the assistance of the writing faculty member, students will spend 6 weeks advancing their proposal through tailored one-on-one writing instruction and supportive group work with their peers. They will get to know the required components of the proposal and have an opportunity to learn how to address common writing issues, such as APA, citing and referencing sources, clarity and concision, and writer's block. Importantly, the instruction and feedback students receive will be anchored in their own work. In addition to a further developed proposal, at the end of the workshop, students will have a tailored plan based on their specific needs to ensure that they can continue to make progress on their draft.

Prerequisites

• Approved premise/prospectus

(0 credits)

This small-group workshop is for doctoral students who have a working draft of their dissertation, project, or doctoral study proposal but find themselves needing writing guidance and support with the proposal's introduction.

With the help of the writing faculty member, workshop participants will spend 6 weeks advancing the draft of the introduction through tailored one-on-one writing instruction and supportive group work with the students' peers. Students will get to know the required components of the introduction and have the opportunity to learn how to describe their study, its purpose, and its intentions, as well as address common writing issues associated with the introduction, such as writing a strong problem statement, articulating the gap in the literature or practice, applying correct usage of APA and source citations, and overcoming writer's block. Importantly, the instruction and feedback that students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the introduction. As needed, the writing faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 credits)

Doctoral students who are committed to an area of research for their dissertation, project study, or doctoral study but unclear as to how to introduce and articulate its importance to a scholarly audience should take this small-group workshop. With the help of the writing faculty member, workshop participants will spend 6 weeks advancing the draft of the introduction through tailored one-on-one writing instruction and supportive group work with the students' peers. Students will get to know the required components of the introduction and have the opportunity to learn how to describe their study, its purpose, and its intentions, as well as address common writing issues associated with the introduction, such as writing a strong problem statement, articulating the gap in the literature or practice, applying correct usage of APA and source citations, and overcoming writer's block. Importantly, the instruction and feedback that students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the introduction. As needed, the writing faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 credits)

This small-group workshop is for doctoral students who have a working draft of their dissertation, project, or doctoral study proposal but find themselves needing writing guidance and support with the proposal's literature review.

With the help of the writing faculty member, workshop participants will spend 6 weeks advancing the draft of the literature review through tailored one-on-one writing instruction and supportive group work with the students' peers. Students will get to know the required components of the literature review and have the opportunity to learn how to address common writing issues, such as effective use of summary and synthesis, applying correct usage of APA and source citations, and articulating search strategies. Importantly, the instruction and feedback that students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the literature review. As needed, the writing faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 semester credits)

Is writing the literature review a stumbling block? Is the research relayed without purpose or synthesis? This small-group workshop is for doctoral candidates who have begun the literature review of their dissertation, project study, or doctoral study but need writing guidance and support. With the help of the writing faculty member, students will spend 6 weeks advancing their literature review through tailored one-on-one writing instruction and supportive group work with their peers. Students will get to know the required components of the literature review and have the opportunity to learn how to address common writing issues, such as effective use of summary and synthesis, applying correct use of APA and source citations, and articulating search strategies. Importantly, the instruction and feedback students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the literature review. While this workshop focuses on the writing components of the literature review, optional instructional materials are available to help students learn and practice advanced library skills needed for a successful review of the literature. As needed, the faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 credits)

This small-group workshop is for doctoral students who have a working draft of their dissertation, project, or doctoral study proposal but find themselves needing writing guidance and support with the proposal's methods section.

With the help of the writing faculty member, workshop participants will spend 6 weeks advancing the draft of the methods section through tailored one-on-one writing instruction and supportive group work with the students' peers. Students will get to know the required components of the methods section and have the opportunity to learn how to address common writing issues inherent in this section, including effectively explaining data collection and analysis, formatting APA-compliant tables and figures, and articulating ethical procedures and concerns associated with the study. Importantly, the instruction and feedback that students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the methods section. As needed, the writing faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospectus

(0 semester credits)

Writing about the method or methods of study can be a challenge. It's not easy to articulate variables, validity, or data analysis plans. Students who feel like they need some extra help or support with the writing component of their dissertation, project study, or doctoral study methods section should take this small-group workshop. With the help of the writing faculty member, students will spend 6 weeks advancing the writing of their methods section through tailored one-on-one writing instruction and supportive group work with their peers. Workshop students will get to know the required components of the methods section and have the opportunity to learn how to address common writing issues inherent in this section, including effectively explaining data collection and analysis, formatting APA-compliant tables and figures, and articulating ethical procedures and concerns associated with the study. Importantly, the instruction and feedback students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the methods section. If needed, the faculty member will help create a tailored plan based on students' specific needs to ensure that they can continue to advance their draft.

Prerequisites

• Approved premise/prospective

(0 credits)

This small-group writing workshop is for doctoral students who have begun the postproposal sections (e.g., results, discussion, conclusion, recommendations) of their dissertation, project, or doctoral study. With the assistance of the faculty, students will spend 6 weeks writing and revising the postproposal sections through tailored one-on-one writing instruction and supportive group work with their colleagues. They will get to know the required components of these sections and have an opportunity to learn how to address common writing issues, such as APA, tables and figures, scholarly voice, and writer's block. Importantly, the instruction and feedback students receive will be anchored in their own work. In addition to further developed postproposal sections, at the end of the workshop, students will have a tailored plan based on their specific needs to ensure that they can continue to make progress on their draft.

Prerequisites

• Approved proposal

(0 credits)

This small-group writing workshop is for doctoral students who have begun the postproposal sections (e.g., results, discussion, conclusion, recommendations) of their dissertation, project, or doctoral study. With the assistance of the faculty, students will spend 6 weeks writing and revising the postproposal sections through tailored one-on-one writing instruction and supportive group work with their colleagues. They will get to know the required components of these sections and have an opportunity to learn how to address common writing issues, such as APA, tables and figures, scholarly voice, and writer's block. Importantly, the instruction and feedback students receive will be anchored in their own work. In addition to further developed postproposal sections, at the end of the workshop, students will have a tailored plan based on their specific needs to ensure that they can continue to make progress on their draft.

Prerequisites

• Approved proposal

(0 credits)

Doctoral students who are transitioning from coursework to preproposal work but find themselves needing additional structure and writing guidance should take this small-group workshop. A "preproposal document" is what each doctoral student must complete prior to beginning the proposal phase of his or her doctoral capstone—in some programs, this document is called a prospectus; in others, a premise. Receiving assistance from faculty and engaging in supportive discussion with colleagues, students will spend 6 weeks generating content based on their program's specific preproposal and doctoral capstone writing requirements. In addition to becoming knowledgeable about the specific requirements of their program, students will also develop a plan for completion of their preproposal document, practice important research and drafting skills, work toward effective communication with faculty, and learn important self-assessment and revision strategies. Importantly, the instruction students receive will be anchored in their own work, as instructor feedback will focus on clarity, precision, concision, and scholarly voice in the capstone document. At the workshop's conclusion, students will have tailored a set of tools based on their specific needs to ensure they continue to make progress on their preproposal draft. 

(0 credits)

Doctoral students who are transitioning from coursework to preproposal work but find themselves needing additional structure and writing guidance should take this small-group workshop. A "preproposal document" is what each doctoral student must complete prior to beginning the proposal phase of his or her doctoral capstone—in some programs, this document is called a prospectus; in others, a premise. Receiving assistance from faculty and engaging in supportive discussion with colleagues, students will spend 6 weeks generating content based on their program's specific preproposal and doctoral capstone writing requirements. In addition to becoming knowledgeable about the specific requirements of their program, students will also develop a plan for completion of their preproposal document, practice important research and drafting skills, work toward effective communication with faculty, and learn important self-assessment and revision strategies. Importantly, the instruction students receive will be anchored in their own work, as instructor feedback will focus on clarity, precision, concision, and scholarly voice in the capstone document. At the workshop's conclusion, students will have tailored a set of tools based on their specific needs to ensure they continue to make progress on their preproposal draft. 

(1.5 credits)

Doctoral students with strong research, critical-thinking, and writing skills are better equipped to complete the literature review section of their capstone. This 8-week course focuses on understanding the purpose of the literature review and the foundational skills needed to complete it, such as developing search strategies, synthesizing sources, and constructing paragraphs. Students have the opportunity to apply writing, research, and critical-thinking skills in writing components of the literature review. In the second half of the course, students may submit up to five pages of the literature review per week for instructor feedback. By the end of the course, students will have a clear plan in place for drafting the rest of their literature review.

Prerequisites

• Approved premise/prospective

Note: This course is for quarter-based doctoral students. Students who have already begun writing the literature for their proposal should take the Doctoral Writing Workshop: Revising and Editing the Literature Review (CAEX 8030) course instead.

(1 sem credits)

Doctoral students with strong research, critical-thinking, and writing skills are better equipped to complete the literature review section of their capstone. This 8-week course focuses on understanding the purpose of the literature review and the foundational skills needed to complete it, such as developing search strategies, synthesizing sources, and constructing paragraphs. Students have the opportunity to apply writing, research, and critical-thinking skills in writing components of the literature review. In the second half of the course, students may submit up to five pages of the literature review per week for instructor feedback. By the end of the course, students will have a clear plan in place for drafting the rest of their literature review.

Prerequisites

• Approved premise/prospective

Note: This course is for semester-based doctoral students. Students who have already begun writing the literature for their proposal should take the Doctoral Writing Workshop: Revising and Editing the Literature Review (CAEX 8035) course instead.

(0 credits)

The purpose of this small-group seminar is to help doctoral students learn to navigate SPSS software and develop basic statistical skills. The seminar is designed to minimize statistics anxiety and help students feel more comfortable using statistics tools. During the 6-week session, students learn how to upload or create an SPSS dataset, how to manage and manipulate variables, and how to run common statistical tests and graphs. Upon completion, students should have the basic SPSS and statistical knowledge to conduct a quantitative research study. This seminar is appropriate for students who have completed graduate-level statistics courses and are developing their doctoral capstone proposals.

Note: For quarter-based students.

(0 credits)

The purpose of this small-group seminar is to help doctoral students learn to navigate SPSS software and develop basic statistical skills. The seminar is designed to minimize statistics anxiety and help students feel more comfortable using statistics tools. During the 6-week session, students learn how to upload or create an SPSS dataset, how to manage and manipulate variables, and how to run common statistical tests and graphs. Upon completion, students should have the basic SPSS and statistical knowledge to conduct a quantitative research study. This seminar is appropriate for students who have completed graduate-level statistics courses and are developing their doctoral capstone proposals.

Note: For semester-based students.