Full Course Description List:

DPSL Courses

(3 credits)

Students taking this course are introduced to Walden University and the requirements for successful participation in a doctoral program in an online learning environment. Students are also provided with a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on the practical application of critical reading and thinking, scholarly writing, and academic integrity. Students also become familiar with Walden's library, scholarly resources, and APA Style rules.

(5 credits)

The course is designed to identify and analyze assessment instruments associated with affective and predatory violence. Students will examine assessment areas and procedures related to psychopathy, capital punishment, juvenile offenders, child custody cases, and school shootings. For the final project, students choose a targeted school violence (TSV) offender and analyze the case. Additionally, this course explores how race, gender, and cultural issues are explored in the field of forensic psychology. 

(5 credits)

Historic advancements, globalization, and other 21st-century dynamics have altered the way in which professionals within the field of criminal justice perform their duties to create positive social change.  In this course, students can develop awareness and skills to sustain and advance the communities in which they live by using an interdisciplinary lens to consider civic engagement and ethical responsibility. Students engage in assignments that emphasize problem solving in contemporary society. They explore the history of social responsibility and ethical issues related to criminal justice, public safety, social change, and civic engagement. 

(5 credits)

Small- and large-scale disasters of all types continue to abound. Communities need trained individuals who are prepared to respond to such incidents and who can help plan for future disasters as well as train others to plan and respond. In this course, students learn the fundamentals of crisis management and crisis leadership. They develop an understanding of the theories and models related to crises, disasters, and other events caused by trauma. Students also learn about ethical, legal, and diversity considerations in crisis and trauma response. Through analyses of topical literature, applications, and discussions, students gain a practical understanding of the models for training and supporting other counselors in the areas of crisis response applicable to community, national, and international crises. Employing concepts learned in the course, students develop a crisis management plan for their own community.  

(5 credits)

Leadership within diverse communities and organizations requires an understanding of the differences that exist among people as employees, colleagues, and community members. Students in this course are introduced to advanced research topics in leadership and organizational behavior as they relate to the challenges of leading in interdisciplinary, cross-cultural, and diverse contexts. Students analyze theories of cross-cultural practice, diversity in thinking, culture and belief systems, and stakeholder management. They also apply theory and practice of interdisciplinary leadership in a final research-based project. 

(5 credits)

This course will examine and analyze the role of leadership in public safety and how leadership during major critical incidents impacted the outcome of the event. With a focus on leadership and critical incident planning theory and principles, students will evaluate responses to historical and contemporary events. This course uses case studies in major critical incidents to provide the foundation for critical incident leadership analysis. Students will also analyze how public safety infrastructure evolved from a review of those incidents and how they affected emergency management planning in a final project. 

(5 credits)

In today’s complex environment, leaders engaged in shaping public policy, and government and nonprofit programs, must know how to use the emotional and intellectual power of language to motivate, inspire, and competently manage their organizations. In this course, students examine dynamic leadership techniques, such as effective communication, that affect conscious and unconscious influences on human behavior. Through discussions and individual projects, students apply theoretical and practical course content to demonstrate the necessary components for making effective human connections. Students also learn why stories, symbols, and metaphors are essential elements in the language of leadership.

(5 credits)

Risk assessment, mitigation, and preparedness are key components to effective all-hazard emergency management and performed by emergency managers. Students in this course focus on the methods and strategies used to assess a community’s risk associated with the protection of human life and capital assets. Students study ways to identify and evaluate the special needs of populations and social vulnerabilities of those who may be at greater risk during an emergency or a disaster. Emergency management policies are further examined, including the impact of federalism. Students also explore methods and emerging technologies to reduce risk and build resilience through preparedness and mitigation techniques.  

Students also have the option of completing one or more the following FEMA Emergency Management Institute courses: 

• IS-393.b: Introduction to Hazard Mitigation 
• IS-100.c: Introduction to the Incident Command System 
• IS-800.d: National Response Framework, An Introduction 

The above FEMA course(s) complements and reinforces the concepts studied in this course. FEMA Emergency Management Institute courses are nationally recognized, free of charge, and are beneficial additions to resumes and curricula vitae.  

(5 credits)

In consideration of modern technological innovation and the spread of knowledge through digital means, the relationship between technology and criminal activity is increasing. In this course, students explore this relationship and gain a comprehensive view of cybercrime, including current trends. They learn how law enforcement agencies use technology to track and apprehend criminals. Through real-world scenarios, students examine legal responses to cybercrime and learn different approaches and techniques for solving cybercrimes and handling related challenges. Students also have the opportunity to gain a comprehensive understanding of building cases and prosecuting crimes through practical exercises in identification, data mining, and the protection and gathering of evidence. 

(5 credits)

Human services professional practitioners use data and statistics in a variety of professional undertakings such as creating studies to assess human behavior or deciding which programs are most effective for meeting service users’ needs. This course introduces key statistical and quantitative research terms and concepts in a friendly, non-threatening manner. Throughout this course, human services doctoral students can analyze and apply the concepts to build their statistical and quantitative research foundation to improve success in the research methods courses and program milestones. 

(5 credits)

There are a variety of tools available to policymakers and policy analysts to evaluate the impact of public programs. In this course, students examine these tools and work toward gaining the skills needed to develop plans for evaluation and to assess programs and planned program interventions effectively. Students engage in discussions and assignments designed to provide practical application of content on a variety of topics. These topics include selecting programs to evaluate, crafting program descriptions, identifying stakeholders and their interests, developing logic models, framing evaluation questions, using quantitative and qualitative tools to complete formative, process and summative evaluations, and providing evaluation reports and feedback to decision makers. Using concepts presented in the course, students gain hands-on experience developing an evaluation design for a public program. 

(5 credits)

This course is designed to give the student an understanding of the evolution of the American criminal justice system. By studying its antecedents dating back to the ancient world we can better understand the changing nature of crime and punishment as well as the diversities and similarities of various cultures in regard to issues pertaining to criminal justice. The components of criminal justice are not new, but have been shaped by the historical process, therefore it is essential to have a clear understanding of this process.  

(5 credits)

Criminal justice professionals must understand the various factors that influence the development of criminal justice policy, and how to evaluate whether existing policy meets its objectives. In this course, students will examine the principles of policy analysis and the role that scientific information plays in the development of criminal justice policy. Topics explored include policing, corrections and sentencing; juvenile justice; the relationship between drugs, race, and crime; deterrence as a crime control policy; and the use of public registries. Through further analysis of criminal justice policies, students determine how these policies have changed over time, gaining insight into possible future trends of policy development and analysis. 

(5 credits)

There are many challenges plaguing the criminal justice system, from economic hardship to growing threats of terrorism. Leaders in the system must be adept in problem solving, and they must possess the ability to think critically and proactively. Through this course, students are introduced to the problems that currently confront the criminal justice system administration as well as problems predicted for the future. Students prepare to lead efforts to address these challenges by engaging in practical assignments focusing on powerful models for strategic, critical, and reflective thinking. Students also engage in discussions about the major components of effective justice administration, including organizational thought and theory, leadership, human capital, policy development and implementation, and collaboration with other public safety and community organizations.

(1 credit)

Professional Study Seminar 1 on the Journey to the Community of Scholars gets students prepared for the doctoral study process. Students are introduced to the Doctoral Degree Coach™, helpful doctoral study resources, time management strategies, and potential topics relevant to their field of study. Students also examine exemplar doctoral studies to better understand the journey they will be undertaking. 

Pre-requisites

• DPSL 8002

(1 credit)

Professional Study Seminar 2 represents the preboarding phase of the doctoral study journey. Students learn how to use the library, develop doctoral-level writing strategies, and write a literature review. Students also examine how organizational problems drive scientific inquiry. 

Pre-requisites

• DPSL 8391

(1 credit)

Professional Study Seminar 3 on the Journey to the Communities of Scholars has students take off into developing critical elements of a scientific study. Students distinguish the characteristics of strong quantitative and qualitative research questions and evaluate conceptual and theoretical frameworks with respect to their alignment with a doctoral study. Students will engage in an iterative process of developing research questions through peer review and feedback. 

Pre-requisites

• DPSL 8391
• DPSL 8392

(1 credit)

Professional Study Seminar 4 on the Journey to the Community of Scholars has students fly towards completing their prospectus by developing methods appropriate to answer a research question as well as explain the nature and significance of a scientific study. Students evaluate how to align various elements of a scientific study and ensure ethical concerns are addressed. Students end this seminar with a solid draft of their prospectus.

Pre-requisites

• DPSL 8391
• DPSL 8392
• DPSL 8393

(1 credit)

Professional Study Seminar 5 culminates your journey toward developing a prospectus. This seminar focuses on creating the final draft of your Prospectus Form. You will receive a final round of feedback from your peers and Instructor and deliver and finish out the seminar with a strengthened iteration of your prospectus. You will also deliver an asynchronous presentation of your proposed study. Finally, you will assess your research skills and submit one last prospectus draft to determine your readiness to start formally working on your Doctoral Study. All these activities are designed to support your successful transition to the Doctoral Study Phase of your journey. 

Pre-requisites

• DPSL 8391
• DPSL 8392
• DPSL 8393
• DPSL 8394

(5 credits)

Professional Study Capstone 1: Statement and Planning guides doctoral students through the early phases of capstone project development in public safety leadership. Students will engage in a structured process of problem identification, research foundation building, contextual analysis, and intervention planning. The course emphasizes the formulation of clear problem statements, comprehensive research approaches, stakeholder engagement strategies, and the development of well-designed action plans. Through a collaborative learning environment, students will refine their project focus, analyze relevant contexts, engage key stakeholders, and develop draft proposals that undergo peer review through the Charrette feedback model. This course establishes the conceptual and methodological framework for subsequent implementation phases. Students will produce three key deliverables: documentation of initial problem statement development, a mid-project review report on research and contextual analysis, and a refined intervention plan that incorporates stakeholder and peer feedback.  

Pre-requisites

• All coursework and DPSL 8395 

(5 credits)

Professional Study Capstone 2: Implementation and Observation guides doctoral students through the implementation and observation phases of their capstone projects in public safety leadership. Building upon the foundation established in previous coursework, students will transition from planning to action as they launch their interventions in real-world settings, engage in structured data collection, conduct mid-project assessments, and make evidence-based refinements. The course provides methodological support and mentoring as students navigate the complexities of implementation, observation protocols, and iterative adjustment based on emerging findings. Through a collaborative learning environment and the structured Charrette feedback model, students will analyze implementation progress, address barriers, and refine their approaches while maintaining scholarly rigor. This applied course emphasizes the integration of theory and practice as students document and analyze intervention processes and preliminary outcomes in public safety contexts.

Pre-requisites

• DPSL 8400A

(5 credits)

This culminating capstone course, Reflection, Analysis, and Final Presentation, guides doctoral students through the final phases of their capstone project journey as they analyze data, synthesize findings, engage in comprehensive reflection, and prepare their final deliverables. Building upon the implementation and observation conducted in previous seminars, students will develop advanced skills in data analysis, reflective practice, and professional communication as they transform their implementation experiences into scholarly contributions to the field of public safety leadership. Through structured analysis frameworks, guided reflection protocols, and the collaborative Charrette feedback model, students will refine their ability to derive meaningful insights from their interventions and articulate clear, actionable recommendations. This seminar emphasizes the integration of empirical findings with theoretical frameworks, critical reflection on practice, and effective communication strategies for diverse stakeholders. The course culminates in a final capstone report and formal presentation that demonstrates students' ability to conduct rigorous, applied research that contributes to public safety leadership practice.  

Pre-requisites

• DPSL 8400A
• DPSL 8400B

(5 credits)

Sound financial practices are crucial to managing scarce funds and making decisions in government and nonprofit organizations. Although the term “public” is synonymous with government, this course also includes nonprofit organizations because they serve a public interest. The course provides students an overview of budgeting and financial management processes in the government and nonprofit sectors from a management perspective. Students examine finance and budgeting concepts, policies, tools, and practices related to public and nonprofit organizations as well as the fiscal climate within which they operate. In addition to reading and analyzing budgets, financial statements, and reports, students also examine issues of equity, transparency, ethics, accountability, and positive social change involved in managing public finances. They develop quantitative and communication skills related to interpreting and presenting information about the financial position and performance of public and nonprofit organizations and contextualize their learning as they examine and apply budgeting tools and skills to real-world scenarios.  

(5 credits)

Students in this course engage in a collaborative study of the changing strategic context of criminal justice management and leadership. Students will understand the strategic context for stakeholder relations needed while resolving issues in criminal justice. They engage in readings and practical assignments that emphasize management and leadership in a time of unprecedented and unpredictable change. Students also work toward being able to apply data and statistics to engage communities and to design program evaluations. 

(5 credits)

Public policy implementation can take place in various types of organizations. This course engages learners in a collaborative study of strategic planning, management, and leadership in the context of public and nonprofit organizations. Students in this course identify, analyze, and evaluate the intricate relationships between strategic planning, management, and leadership from an international perspective. This course connects three key institutional elements: “thinking, acting, and learning” strategically. Students apply a management systems approach as they develop, adopt, manage, and lead a strategic plan for an international public or nonprofit organization with an international focus. Students will understand the strategic context for practical decision making for international public and nonprofit organizations, emphasizing the central role of the environment in the strategic planning process. The course offers a hands-on approach that tests students’ ability to make effective and timely management and leadership decisions in complex and uncertain conditions. 

(5 credits)

Major issues in the Supreme Court continue to have an impact on public policy at the national, state and local levels. In this course, students examine major past and current U.S. Supreme Court cases related to abortion, privacy, due process, personal property, and freedom of religion and speech. They also examine major cases related to state powers, government entitlement, and powers of the judicial and federal branches of government. From this assessment, students determine how outcomes of such cases affect public policy. Students also explore and discuss individual rights, property rights, administrative law, immigration law, and foreign policy as well as contemporary issues and case studies, to which they apply legal research and verdicts.  

(5 credits)

Grant writing is the method by which external funding can be secured by educational, community organizations, and non-profit agencies in order to provide services to the community. In this course, students will understand processes and gain basic skills needed for successful grant writing. These processes and skills consist of developing a project idea; identifying a funding agency; writing a compelling needs statement with goals and measurable objectives; developing a budget; collaborating with other people; submitting the grant application; understanding the grant review process; responding to the review; and managing the grant award. Course assignments allow students to apply and practice grant writing skills by developing a grant proposal based on an actual Request for Proposal (RFP).