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The Richard W. Riley College of Education and Human Sciences:
Master of Arts in Teaching (MAT) in Special Education (K- Age 21)

The Richard W. Riley College of Education and Human Sciences

Walden University’s Richard W. Riley College of Education and Human Sciences is accredited based on the Council for the Accreditation of Educator Preparation (CAEP) Standards through June 2026. This accreditation covers specific Walden initial teacher and advanced educator preparation programs, including the BS in Elementary Education, Master of Arts in Teaching (MAT) in Special Education (K–Age 21) specialization, MS in Education - Educational Leadership and Administration (Principal Preparation) specialization, and Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program . The MAT-SPED, MSED-ELA, and EdS-ELA programs were reviewed by Specialized Professional Associations (SPAs), which define content-area standards for programs, and achieved national recognition.

CAEP promotes excellence in educator preparation through quality assurance and continuous improvement. Walden’s College of Education and Human Sciences has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement.

Licensure: Acceptance of education degrees from Walden University by individual states for the satisfaction of certification or licensure requirements rests with each state. Walden’s advisors can provide individuals with basic guidelines and other information about state requirements. It remains the individual’s responsibility to understand and comply with the regulations and other requirements for the state in which he or she resides.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 or prof.educ@k12.wa.us to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Learn more about the Undergraduate Minors and Accelerate Into Master’s (AIM) Programs.

Mission 

The Richard W. Riley College of Education and Human Sciences employs innovative programs and inclusive learner-centered pedagogies to empower diverse scholars and practitioners to actualize innovation and positive social change for the communities they serve. The College prepares transformative leaders and equips them to inspire, influence, and impact their diverse communities while advancing research and discovery for the global good.

Vision 

The Richard W. Riley College of Education and Human Sciences endeavors to be a premier leader in online education offering transformative and interdisciplinary programs aligned to the social determinants of health. The College endeavors to empower diverse scholars and practitioners to become globally conscious citizens who advance healthy communities and positive social change.  

Research and Residencies

Research and Residencies guides and promotes quality in all aspects of doctoral research and residencies in The Richard W. Riley College of Education and Human Sciences. In collaboration with Walden University’s Office of Research and Doctoral Services, Research and Residencies supports student success through the administration of The Richard W. Riley College of Education and Human Sciences University Research Reviewers and the supervision of the Riley College Research Courses and Doctoral Forums. Research and Residencies also coordinates the EdD and PhD residencies for the Riley College working closely with Walden University’s Academic Residencies team. Face-to-face and virtual residencies are offered to students throughout the year in various parts of the country. These residencies provide socialization opportunities using innovative technologies and principles of adult learning to develop scholar-practitioners who think critically and contribute to the greater social good.

Non-Licensure Programs

Bachelor's Degree Programs

Other Undergraduate Options

Graduate Certificate Programs

Master's Degree Programs

Post-Master's Certificate Programs

Doctoral Degree Programs

Education Specialist (EdS) Programs

Not Currently Accepting New Students

Bachelor’s Degree Programs

Education Specialist (EdS) Programs

Graduate Certificate Programs

Master's Degree Programs

Post-Baccalaureate Certificates

BS in Elementary Education

Walden’s BS in Elementary Education program prepares educational professionals for teaching certification, which is required in most public school systems in the United States. This program incorporates strategies proven to help educators develop confidence and succeed in today’s diverse classroom environments.

Through their coursework, education professionals explore the integration of technology in the classroom, building family partnerships, collaboration, and literacy. Educators also have the opportunity to apply best practices through in-person experiences in K–6 classrooms.

Licensure

Walden is approved by the Minnesota Professional Educator Licensing and Standards Board (PELSB) to offer a program leading to a Minnesota Tier 3 license in Elementary Education. Candidates seeking licensure in Minnesota are responsible for completing all Minnesota requirements beyond Walden’s state-approved program, including passing the Minnesota Teacher Licensure Exams. The Minnesota Professional Educator Licensing and Standards Board (PELSB) is solely responsible for reviewing applications and issuing licenses.

Individuals interested in licensure in states other than Minnesota may qualify by virtue of completing a state-approved educator preparation program; however, individuals must review their state’s regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

Learning Outcomes

Graduates of this program will be prepared to demonstrate skills in the following areas:

  1. Knowledge and Skills—Demonstrate content knowledge, skills, and pedagogy appropriate to elementary education.
  2. Professional Practice—Demonstrate the skills and dispositions of a professional educator.
  3. Instruction—Promote K-6 children’s development and learning across content areas through the design and implementation of engaging, differentiated learning experiences that support children’s development and learning across all domains.
  4. Assessment—Use data to assess student growth to make informed instructional decisions that build on the strengths and meet the needs of  individual children.
  5. Cultural Responsiveness—Practice cultural responsiveness to build positive trusting relationships with children, families, and colleagues and to create supportive learning environments for all.
  6. Technology—Use technology appropriately, resourcefully, and innovatively to personalize and improve teaching and learning.
  7. Collaboration and Relationship Building—Demonstrate the ability to work collaboratively with children, families, colleagues, and communities to improve outcomes for every child and effect positive social change.

Degree Requirements

  • 181 total quarter credits
  • General Education courses—56 qtr. credits
    • HMNT 1001 (completed in 1st term)—6 qtr. credits
    • Humanities—10 qtr. credits
    • Written and Oral communication—10 qtr. credits
    • Math and Natural Sciences—20 qtr. credits
    • Social Science—10 qtr. credits
  • Elementary Education courses—65 qtr. credits
    • Lower level core—5 qtr. credits
    • Professional core—60 qtr. credits
    • 7 courses with Field Experience; each contain 15 hours of field experience, or about 2.5 hours per week.
  • Elective courses—50 qtr. Credits
  • Field Experience Preparation Courses (0 credits)
  • 10 credits of Demonstration Teaching, 12 weeks (full-time)
  • 6-week courses (except Demonstration Teaching)

**Note: In addition to Walden’s general technical requirements, candidates must have access to technology (i.e., scanner or camera) that allows them to electronically submit signed documents verifying their field experience hours.

Curriculum

The Walden BS in Elementary Education program is designed for individuals who want to make a positive impact in elementary education, engage with children and families to promote healthy development and learning, and acquire the skills, knowledge, and dispositions of professional educators. Based on current research, the BS in Elementary Education program aligns with national professional standards and licensure requirements. Walden’s BS in Elementary Education program provides the tools, resources, and experiences that prepare candidates to be effective elementary educators.

Learning outcomes for graduates of the BS in Elementary Education program include deep knowledge of children’s development, motivation, and learning; commitment to professional practice; and skill in the areas of instruction, assessment, cultural responsiveness, technology, relationship-building, and collaboration. Throughout their program of study, teacher candidates also focus on designing integrated curriculum, the arts as an essential part of children’s education, literacy learning, and utilizing a wide array of evidence-based approaches and strategies to support the growth and learning of every child.

General Education (56 credits)

See the General Education section of this Walden University Catalog.

Note: A minimum of 60 quarter credits must be completed at the 3000 or 4000 level in order to meet program requirements. In some cases, this means that students will need to select 3000- or 4000-level courses as either general education or elective options. Students should consult their student success advisor if they have questions about individual program requirements.

Elementary Education Courses (65 credits)

  • Students may take this as a non-degree course.

Professional Core

Elective Courses (50 credits)

Teacher candidates can choose 10 courses from General Education, other Walden bachelor’s degree programs, or Accelerate Into Master’s (AIM) courses. At least 5 credits must be at the 3000 level or higher. Elective credits should total 50 to meet the program requirements. Students may also be eligible to transfer previous credit to meet their elective requirements.

Note on Minors: Electives can also be used to complete a six-course minor. 

Demonstration Teaching (10 credits)

Field Experience Preparation 

Walden is committed to providing students with resources and support in preparation of field experience(s). To help ease anxiety in the field experience process, Walden offers a 0-credit Field Experience Preparation course, a structured experience that guides students through the application process and currently available readiness resources. The course is designed to complement other pre-requisite courses needed in preparation for field experience(s). The goal is that students submit their field experience application by the end of the course. Of course, there may be reasons why a field experience needs to be postponed, or the readiness course may not be needed if a field experience opportunity has already been secured. In this instance, students may opt-out of the course. By opting out of the Field Experience Preparation course without having submitted a complete field experience application you are notifying Walden that you have chosen to delay the beginning of your field experience indefinitely, it is your responsibility to notify Walden when you plan to begin the field experience component of your program. In some instances, opting out of the Field Experience Preparation course indicates the foundational components of the field experience process have been satisfied and submission of the field experience application is pending. While the course is not yet available for Tempo students, the same readiness resources are available to Tempo students seeking field experience.

Master of Arts in Teaching (MAT) in Elementary Education

The Master of Arts in Teaching program in Elementary Education is designed for aspiring educators with a bachelor’s degree who wish to become an elementary school teacher. In this program, students focus on creating deep knowledge of children’s development, motivation, and learning. Students also concentrate on skills in the areas of instruction, assessment, cultural responsiveness, technology, relationship-building, and collaboration. Throughout the curriculum, students also focus on designing integrated curriculum, the arts as an essential part of children’s education, literacy learning, and utilizing a wide array of evidence-based approaches and strategies to support the growth and learning of every child.

Licensure

Walden is approved by the Minnesota Professional Educator Licensing and Standards Board (PELSB) to offer a program leading to a Minnesota Tier 3 license in Elementary Education. Candidates seeking licensure in Minnesota are responsible for completing all Minnesota requirements beyond Walden’s state-approved program, including passing the Minnesota Teacher Licensure Exams. The Minnesota Professional Educator Licensing and Standards Board (PELSB) is solely responsible for reviewing applications and issuing licenses.

Individuals interested in licensure in states other than Minnesota may qualify by virtue of completing a state-approved educator preparation program; however, individuals must review their state’s regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

Learning Outcomes

Upon completion of the MAT in Elementary Education program, graduates will be prepared to:

  1. Demonstrate the skills necessary to create learning environments that facilitate meaningful learning experiences for elementary students.
  2. Demonstrate the professional dispositions of an elementary educator.
  3. Demonstrate the ability to implement differentiated learning experiences that support development in elementary students.
  4. Evaluate assessment data to make informed instructional decisions that promote student development.
  5. Demonstrate the ability to be culturally responsive to foster positive trusting relationships with a variety of stakeholders.
  6. Appropriately integrate a variety of learning technologies in the classroom.
  7. Demonstrate the ability to work collaboratively with others to improve educational outcomes for elementary children.
  8. Apply the results of research in the field of education to create positive social change.
  9. Demonstrate the skills necessary to be a reflective practitioner who actively seeks opportunities to grow professionally.

Degree Requirements

  • 70 total quarter credits
  • Professional core courses (60 credits)
  • Field Experience Preparation Courses (0 credit)
  • Demonstration Teaching (10 credits)

Curriculum

Professional Core

Demonstration Teaching (10 credits)

Field Experience Preparation 

Walden is committed to providing students with resources and support in preparation of field experience(s). To help ease anxiety in the field experience process, Walden offers a 0-credit Field Experience Preparation course, a structured experience that guides students through the application process and currently available readiness resources. The course is designed to complement other pre-requisite courses needed in preparation for field experience(s). The goal is that students submit their field experience application by the end of the course. Of course, there may be reasons why a field experience needs to be postponed, or the readiness course may not be needed if a field experience opportunity has already been secured. In this instance, students may opt-out of the course.  By opting out of the Field Experience Preparation course without having submitted a complete field experience application you are notifying Walden that you have chosen to delay the beginning of your field experience indefinitely, it is your responsibility to notify Walden when you plan to begin the field experience component of your program. In some instances, opting out of the Field Experience Preparation course indicates the foundational components of the field experience process have been satisfied and submission of the field experience application is pending. While the course is not yet available for Tempo students, the same readiness resources are available to Tempo students seeking field experience. 

 

Master of Arts in Teaching (MAT) in Special Education (K- Age 21)

Walden’s Minnesota state-approved teacher preparation program with a Master of Arts in Teaching (MAT) in Special Education is designed to prepare candidates to become special education teachers with the knowledge, skills, and dispositions of exemplary educators who work in diverse settings. This program prepares candidates to teach students with mild to moderate exceptionalities ages K–21. The Richard W. Riley College of Education and Human Services is committed to individuals who seek to become skilled classroom teachers and to providing them developmentally appropriate, student-centered learning experiences that build their students’ knowledge and skills.

Licensure

Walden is approved by the Minnesota Professional Educator Licensing and Standards Board (PELSB) to offer programs leading to initial teacher licensure in Elementary Education and Special Education. Candidates seeking licensure in Minnesota are responsible for completing all Minnesota requirements beyond Walden’s state-approved program. The Minnesota Professional Educator Licensing and Standards Board (PELSB) is solely responsible for reviewing applications and issuing licenses.

Individuals interested in licensure in states other than Minnesota may qualify by virtue of completing a state-approved educator preparation program; however, individuals must review their state’s regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in certain programs. Walden Enrollment Specialists can provide guidance on licensure questions however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

Note to all Pennsylvania residents: Walden University’s teacher preparation program is approved by the Minnesota Professional Educator Licensing and Standards Board as leading to licensure. Because this program is not reviewed by the Pennsylvania Department of Education, candidates are instructed to apply for Pennsylvania certification as out-of-state graduates of a teacher preparation program.

Note to all Washington residents: Eligibility for initial educator certification in Washington is based on completion of a state-approved educator preparation program. This program is approved in Minnesota and is authorized for field placements in Washington by the Professional Educators Standards Board. Even though you may be residing in Washington while in this program, your application for educator certification in Washington will be processed as an out-of-state application. Go to https://www.k12.wa.us/certification/teacher-certificate/out-state-applicants-teachers for more information. Teachers are advised to contact their individual school districts as to whether this program may qualify for teacher advancement.

Learning Outcomes

At the end of this program, teachers are able to:

  1. Understand the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. Understand how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
  3. Understand and use a variety of instructional strategies to encourage student development of critical-thinking, problem-solving, and performance skills.
  4. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  5. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  6. Be a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  7. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  8. Foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
  9. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
  10. Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Degree Requirements

  • 46 semester credits
  • Core courses (18 semester credits)
  • Specialization courses (24 semester credits)
  • Demonstration teaching (4 semester credits)
  • Field Experience Preparation Courses (0 credit) 
  • Field experience**: a minimum of 105 hours of classroom-based and virtual experiences in conjunction with coursework; 12 weeks of full-time demonstration teaching
  • MAT courses
  • ePortfolio

**Note: In addition to Walden’s general technical requirements, candidates must have access to technology (i.e., scanner or camera) that allows them to electronically submit signed documents verifying their field experience hours.

Curriculum

Core Courses (18 semester credits)

Specialization Courses (24 semester credits)

  • Students may take this as a non-degree course.

Demonstration Teaching (4 semester credits)

Course Sequence

Candidates undertake courses in the following sequence.

Semester Course Credits
Semester 1

EDUC 6605 - Teacher as Lifelong Learner and Professional Educator

 3 semester credits

FEEH 6627 – Field Experience Preparation

0 credits

EDUC 6606 - Today’s Classroom and the Diverse Learner

 3 semester credits
Semester 2

EDUC 6627 - Foundations of Literacy

 3 semester credits

EDUC 6626 - Foundations of Special Education

 3 semester credits

EDUC 6628 - Individualizing Education Programs for Learners With Exceptionalities

 3 semester credits
Semester 3

EDUC 6607 - Effective Practices: Assessment, Teaching, and Learning

 3 semester credits

FEEH 6648 – Field Experience Preparation

0 credits

EDUC 6608 - Classroom Management

 3 semester credits

EDUC 6636 - Characteristics of Learners With Exceptionalities

 3 semester credits
Semester 4

EDUC 6637 - Literacy Assessment and Intervention to Support Student Learning

 3 semester credits

EDUC 6638 - Behavior Management to Support Learners With Exceptionalities

 3 semester credits

EDUC 6639 - Instructional Strategies for Learners With Exceptionalities

 3 semester credits
Semester 5

EDUC 6209 - Collaboration to Support All Learners

 3 semester credits

EDUC 6688 - Action Research

 3 semester credits
Semester 6

EDUC 6649 - Seminar for Professional Educators

 3 semester credits

EDUC 6648 - Demonstration Teaching

 4 semester credits

Note: The Teacher Preparation Program with a Master of Arts in Teaching (MAT) does not offer any courses during the summer that have field experience or demonstration teaching requirements.

Guidebook

Walden University requires that all candidates in its teacher preparation program with a Master of Arts in Teaching (MAT) review the Candidate Guidebook and Field Experience and Demonstration Teaching Handbook to help them understand the guidelines and requirements of the program, including transition points and field experiences.

Candidates can access the Candidate Guidebook and Field Experience and Demonstration Teaching Handbook in their ePortfolio. Candidates enrolled in the teacher preparation program with a Master of Arts in Teaching (MAT) should refer to the Candidate Guidebook for complete information on the programs and related policies and procedures related to them. Candidates should refer to the Field Experience and Demonstration Teaching Handbook for detailed information regarding the field experience requirements in the program.

Field Experience Preparation 

Walden is committed to providing students with resources and support in preparation of field experience(s). To help ease anxiety in the field experience process, Walden offers a 0-credit Field Experience Preparation course, a structured experience that guides students through the application process and currently available readiness resources. The course is designed to complement other pre-requisite courses needed in preparation for field experience(s). The goal is that students submit their field experience application by the end of the course. Of course, there may be reasons why a field experience needs to be postponed, or the readiness course may not be needed if a field experience opportunity has already been secured. In this instance, students may opt-out of the course.  By opting out of the Field Experience Preparation course without having submitted a complete field experience application you are notifying Walden that you have chosen to delay the beginning of your field experience indefinitely, it is your responsibility to notify Walden when you plan to begin the field experience component of your program. In some instances, opting out of the Field Experience Preparation course indicates the foundational components of the field experience process have been satisfied and submission of the field experience application is pending. While the course is not yet available for Tempo students, the same readiness resources are available to Tempo students seeking field experience. 

Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Semester)

This program is not currently accepting new students. Current students must complete their programs of study in accordance with Walden’s Time-to-Degree Completion policies.

For students beginning their program prior to February 26, 2024.

Walden University’s Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) program is approved by the Minnesota Board of School Administrators as a principal preparation program that leads to P–12 Principal Licensure in Minnesota, as well as the Ohio Board of Regents as a principal preparation program that leads to Building Level Principal Licenses (grades PreK–6, grades 4–9, and grades 5–12). With curriculum aligned to key professional organizations such as the Interstate School Leaders Licensure Consortium, the National Policy Board for Educational Administration, the Ohio Board of Regents, and the Minnesota Board of School Administrators, principal candidates can expect a learning experience that is based on established standards by respected organizations.

This program will prepare principal candidates to become exemplary, well-informed school leaders who can manage complex educational issues, evaluate and improve instructional programs, develop diverse school personnel, and create a shared strategic vision, as well as encourage and inspire students, staff, families, and the community to provide a safe and secure learning environment. This unique, scholar-practitioner program is grounded in research and provides authentic school leadership experiences that will lead to the successful development of principal candidates.

Licensure

Walden is approved by the Minnesota Board of School Administrators and by the Ohio Department of Higher Education to offer a program leading to initial principal licensure. Candidates must select if they wish to pursue Minnesota or Ohio licensure requirements before the end of their first course in the program. Candidates seeking licensure in Minnesota or Ohio are responsible for completing any other Minnesota or Ohio requirements beyond Walden's state-approved program. The Minnesota Board of School Administrators or the Ohio Department of Higher Education is solely responsible for reviewing applications and issuing licenses.

Individuals interested in licensure in states other than Minnesota or Ohio may qualify by virtue of completing a state-approved educator preparation program; however, individuals must review their state's regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions however, it remains the individual's responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS learning outcomes above, Educational Leadership and Administration (Principal Preparation) graduates will be prepared to:

  1. Lead initiatives that evaluate and improve instructional programs.
  2. Effectively manage all personnel and provide ongoing evaluation and professional development in teaching and learning.
  3. Create a strategic plan using a visioning process to be shared and supported by all stakeholders.
  4. Use data to effectively manage the organization and resources for a safe, secure, and effective learning environment.
  5. Address community interests and diverse needs through communicating and collaborating with internal and external publics.
  6. Articulate the school’s role within the broader political, social, economic, legal, and cultural context and respond effectively to changes that impact the school community.
  7. Model democratic value systems, ethics, and moral leadership; support others to grow and develop as caring and informed citizens.

Degree Requirements

  • 36 total semester credits
  • Foundation course (3 semester credits)
  • Core courses (27 semester credits)
  • Field Experience* courses (6 semester credits)
  • ePortfolio

*Note: In addition to Walden’s general technical requirements, candidates must have access to technology (i.e., scanner or camera) that allows them to electronically submit signed documents verifying their field experience hours.

Curriculum

Foundation Course (3 credits)

Core Courses (27 semester credits)

Field Experience Courses (6 semester credits)

Course Sequence

Students undertake courses in the following sequence.

Semester Course Credits
Semester 1

EDUC 7002 - Foundations: Educational Leadership and Administration

 3 semester credits

EDUC 7200 - Teaching and Learning for School Leaders

 3 semester credits
Semester 2

EDUC 7201 - Communication and Collaboration for Leaders

 3 semester credits

EDUC 7202 - Ensuring Quality Education for Students With Diverse Needs

 3 semester credits

EDUC 7801 - Field Experience

 1 semester credits
Semester 3

EDUC 7203 - Policy and Law in School Organizations

 3 semester credits

EDUC 7802 - Field Experience

 1 semester credits

EDUC 7204 - Using Data to Strengthen Schools

 3 semester credits

EDUC 7803 - Field Experience

 1 semester credits
Semester 4

EDUC 7205 - Budgeting and Allocating Resources

 3 semester credits

EDUC 7804 - Field Experience

 1 semester credits

EDUC 7206 - Creating Positive, Safe, and Effective Learning Environments

 3 semester credits

EDUC 7805 - Field Experience

 1 semester credits
Semester 5

EDUC 7207 - Leading Curriculum Initiatives: Literacy and Math

 3 semester credits

EDUC 7806 - Field Experience

 1 semester credits

EDUC 7208 - Recruiting, Evaluating, and Retaining School Personnel

 3 semester credits

Handbooks

Walden University requires that all candidates in its principal preparation program review the Candidate Handbook and the Field Experience Handbook in order to help them understand the guidelines and requirements of the program.

Candidates can access both handbooks (PDF) from their ePortfolio. Candidates enrolled in the principal preparation program should refer to the Candidate Handbook for complete information on the program and other university policies and procedures related to the program’s specializations. Candidates should refer to the Field Experience Handbook for detailed information regarding the field experience requirements in the program.

BS in Early Childhood Studies

The BS in Early Childhood Studies (BS ECS) offers a strong foundation in child development and early childhood education with the purpose of guiding students in creating environments that are healthy, respectful, nurturing, and challenging for all children. Aligning with the standards of the National Association for the Education of Young Children (NAEYC), the BS ECS courses are crafted for students already involved in early childhood settings as well as those seeking to work with and advocate for young children. Studies focus on how to intentionally draw on child development knowledge to support positive outcomes for young children. Emphasis is placed on ways to develop respectful, responsive partnerships with families and work with socially, culturally, and linguistically diverse populations of young children and families, including those with exceptionalities. Students explore the vital role of social-emotional development and positive guidance in children’s healthy development and learning. Throughout the entire program experience, students are challenged to continuously apply reflective and critical perspectives to professional practice that promotes advocacy and positive social change for young children, their families, and the early childhood field.

Note: The BS in Early Childhood Studies is only offered in Walden’s competency-based education modality, Tempo Learning®, an alternative way of earning a Walden degree offered for some Walden programs. Instead of courses, the Walden Tempo Learning® program is comprised of competencies and rigorous assessments. Students progress through the Tempo Learning® model by successfully passing competency assessments. A student must successfully achieve or master all competency assessments to graduate from the program.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

  1. Promote environments that are healthy, respectful, supportive, and challenging for all children (birth–8).
  2. Apply knowledge of child development to support positive outcomes for all children.
  3. Develop respectful and responsive partnerships with families and communities to support the healthy development and learning of young children. 
  4. Differentiate practices to support a socially, culturally, and linguistically diverse population of young children and families, including those with exceptionalities.
  5. Apply reflective, collaborative, and critical perspectives to professional practice that promote advocacy and social change.

Degree Requirements

  • 180 total quarter credits
  • General education courses (45 credits)
  • Core competencies (75 credits)
  • Elective courses (55 credits)
  • Capstone competencies (5 credits)

Curriculum

General Education Courses (45 credits)

See the General Education general education section of this Walden University Catalog.

Note: A minimum of 60 quarter credits must be completed at the 3000 or 4000 level in order to meet program requirements. In some cases, this means that students will need to select 3000- or 4000-level courses as either general education or elective options. Students should consult their student success advisor if they have questions about individual program requirements.

Core Competencies (75 credits)

  • HS1001 Nutrition and Young Children
    Identify principles and concepts of healthy nutrition for young children.
  • HS1002 Physical Health
    Explain key concepts related to the physical health of young children.
  • HS1003 Physical Activity
    Recommend developmentally appropriate strategies for promoting healthy physical activity for young children.
  • HS1004 Child Safety
    Explain guidelines and procedures to ensure the safety of young children.
  • HS1005 Mental Health
    Explain key principles and concepts related to mental health in young children.
  • HS1006 Promoting Wellness
    Apply concepts related to the health and safety of young children to promote wellness in children and families.
  • BP1001 Professional Roles and Responsibilities
    Explain professional responsibilities, roles, and ethics that apply to the early childhood field.
  • BP1002 Evolution of the Early Childhood Field
    Identify historical milestones and contributions of theorists and practitioners to show understand the evolution of the early childhood field.
  • BP1003 Early Childhood Organizations
    Explain how key organizations and resources inform the early childhood field.
  • BP1004 Issues and Trends That Inform Professional Practice
    Analyze current early childhood issues and trends to inform professional practice.
  • BP1005 Identity as an Early Childhood Professional
    Integrate critical perspectives to inform a personal identity as an early childhood professional.
  • ED1001 Child Development Concepts and Theories
    Identify key concepts and theories in the field of child development.
  • ED1002 Developmental Continuum: Prenatal to Birth
    Explain the developmental continuum, prenatal to birth.
  • ED1003 Developmental Continuum: Infants and Toddlers
    Explain the developmental continuum of infants and toddlers.
  • ED1004 Developmental Continuum: Preschoolers
    Explain the developmental continuum of preschoolers.
  • ED1005 Developmental Continuum: Ages 5–8
    Explain the developmental continuum of children ages 5–8.
  • ED1006 Factors Influencing Child Development
    Explain factors that influence child development.
  • CE2001 Legal Requirements for Children With Exceptionalities
    Identify legal requirements designed to support children with exceptionalities and their families.
  • CE2002 Procedural Requirements for Young Children With Exceptionalities
    Identify procedural requirements for supporting children with exceptionalities and their families.
  • CE2003 Characteristics of Children With Exceptionalities
    Describe characteristics of children with exceptionalities.
  • CE2004 Early Intervention
    Explain the importance of early intervention for young children and families.
  • CE2005 Special Education Services for Children With Exceptionalities Ages 3–8
    Explain characteristics of special education services and perspectives of parents/families of young children with exceptionalities ages 3–8.
  • CE2006 Issues and Trends
    Explain issues and trends related to children with exceptionalities and their families.
  • CE2007 Collaborating With Families and Other Professionals to Support Young Children
    Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.
  • FR2001 Theories Essential to Understanding Child, Family, and Community Relationships
    Identify human ecological, family systems, and socialization theories related to child and family development.
  • FR2002 Dynamic Influences on Children in Family and Community Contexts
    Analyze dynamic influences on children in family and community contexts.
  • FR2003 Family Relationships
    Analyze strategies for fostering caring relationships with families.
  • FR2004 Family and Community Engagement
    Apply strategies that foster family and community engagement in supporting the healthy development and learning of young children.
  • CL3001 Culture as Context
    Explain how culture provides a critical context for children’s growth and development.
  • CL3002 Policies That Support Culturally Responsive Early Childhood Settings
    Analyze how current policy issues and trends impact early childhood settings and the diverse populations of children and family they serve.
  • CL3003 Culturally Responsive Curriculum
    Apply principles of culturally responsive curriculum to promote development and learning in young children.
  • CL3004 Culturally Responsive Relationships
    Recommend culturally responsive practices to promote supportive and respectful partnerships with families.
  • CL3005 Access, Equity, and Positive Social Change
    Apply strategies to promote access, equity, and positive social change for young children, families, and early childhood professionals.
  • SD3001 The Social-Emotional Developmental Continuum
    Explain the social-emotional developmental continuum for young children.
  • SD3002 Foundations of Positive Guidance and Responsive Relationships
    Explain key concepts related to positive guidance and responsive relationships that promote healthy child development and learning.
  • SD3003 Problem Solving in Early Childhood Settings
    Apply positive guidance strategies to solve problems in early childhood settings.
  • SD3004 Analyzing Positive Classroom Communities
    Analyze positive classroom communities based on positive guidance and opportunities for healthy social-emotional development and learning.
  • SD3005 Factors That Can Impact Children’s Social Emotional Development and Behavior
    Explain how factors can influence children’s social emotional development and behavior.
  • QP3001 Developmentally Appropriate Practice
    Analyze how the National Association for the Education of Young Children “Principles of Developmentally Appropriate Practice” and effective family engagement principles inform quality programs and family partnerships.
  • QP3002 Standards of Quality
    Explain the types and roles of standards that guide early childhood programs.
  • QP3003 Effective Program Models
    Explain effective pedagogical and organizational early childhood program models.
  • QP3004 Effective Teaching and Leadership Practice in Early Childhood Programs
    Analyze effective teaching and leadership practices in early childhood programs.
  • EL3001 Early Literacy Concepts
    Explain concepts related to early literacy skills for young children.
  • EL3002 Promoting Early Literacy Among Infants and Toddlers
    Explain signs of emergent literacy in infants and toddlers, and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.
  • EL3003 Promoting Early Literacy Among Preschoolers
    Explain signs of emergent literacy in preschoolers, and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.
  • EL3004 Promoting Early Literacy in K–3
    Explain strategies for enhancing literacy development and positive dispositions toward reading and language learning in K–3 children.
  • EL3005 Children’s Literature
    Evaluate the quality of children’s literature across multiple genres and quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children.
  • EL3006 Technology, Early Literacy, and Young Children
    Analyze issues and strategies related to appropriate use of technology to promote literacy learning in young children.
  • AY3001 Assessment for Young Children
    Explain key concepts related to uses of assessment and screening to support young children’s development and learning.
  • AY3002 Assessment Strategies and Methods
    Analyze essential assessment strategies and methods used to support young children’s development and learning.
  • AY3003 Observation and Analysis
    Analyze assessment processes and data to support effective planning in early childhood settings.
  • AY3004 Assessment in the Classroom Context
    Analyze strategies for using assessment as an ongoing practice to support learning for young children.
  • AY3005 Communication and Collaboration to Support Effective Assessment
    Communicate and collaborate with families and other stakeholders to promote meaningful assessment practices.
  • PC4001 Key Concepts and Strategies Related to Play
    Analyze concepts and strategies key to understanding the value of play and fostering play in young children.
  • PC4002 Key Concepts and Strategies Related to Creativity
    Analyze concepts and strategies for fostering creativity in young children.
  • PC4003 Young Children and the Creative Arts
    Explain key concepts related to young children and the creative arts.
  • PC4004 Child-Centered Learning and Creativity
    Analyze the role child-centered learning and creative teachers play in fostering children’s creative thinking, creative skills, and creative arts expression.

  • DI4001 Responsive Relationships With Infants, Toddlers, and Their Families
    Explain approaches and strategies that foster healthy infant and toddler development through responsive and respectful relationships with infants, toddlers, and their families.
  • DI4002 The Role of Play in the Lives of Infants and Toddlers
    Synthesize why fostering play is critical to healthy infant and toddler development.
  • DI4003 Routines and Transitions That Foster Healthy Development for Infants and Toddlers
    Evaluate effective routines and transitions in infant and toddler care and education settings.
  • DI4004 Environments That Support Healthy Development and Learning for Infants and Toddlers
    Evaluate infant and toddler environments that support healthy development and learning.
  • DI4005 Meaningful Experiences With Infants and Toddlers
    Develop respectful, supportive, and challenging experiences with infants and toddlers.

(This course requires 20 hours of field experience focused on developing and taking part in meaningful learning experiences in a P–3 classroom setting.)
  • ML4001 Approaches to Meaningful Learning and Teaching
    Analyze strategies, approaches, and curriculum models that support meaningful learning and teaching in P–3 classrooms.
  • ML4002 Child/Family Contexts to Support Meaningful Learning and Teaching
    Analyze characteristics of communities, classrooms, families, and children to support meaningful learning and teaching.
  • ML4003 Knowledge of Content Areas and Meaningful Learning and Teaching
    Apply knowledge of key concepts to inform planning of meaningful learning and teaching across content areas in P–3 classrooms.
  • ML4004 Meaningful Learning Experiences in P–3 Settings
    Apply professional knowledge to design, implement, and evaluate meaningful learning experiences that support positive outcomes for all children in P–3 settings.
  • IP4001 Foundations of Inclusion
    Explain foundational concepts related to high-quality inclusive early childhood programs.
  • IP4002 Inclusive Practices in Early Care and Education Settings
    Explain evidence-based strategies for inclusive practice to enhance the development and learning of young children.
  • IP4003 Environments That Support Quality Inclusion for Young Children
    Explain components and practices of high-quality inclusive environments supportive of young children’s access and participation.
  • IP4004 Partnerships That Support Children in Inclusive Early Childhood Programs
    Explain strategies for partnering with families and other professionals to support inclusive experiences for young children.
  • IP4005 Supporting Inclusion Through Advocacy, Program Policy, and Evidence-Based Practice
    Apply evidence-based policies, practices, and advocacy strategies to support high-quality inclusive programming in early childhood settings.

Electives (55 credits)

Choose 11 courses from either General Education or other Walden bachelor’s degree programs. At least one course (5 elective credits) must be at the 3000–4000 level. Elective credits should total 55 to meet the program requirements. Students may also be eligible to transfer previous credit to meet their elective requirements.

Capstone Competencies (5 credits)

  • PL4001 Knowledgeable, Reflective, and Critical Perspectives on Early Childhood
    Analyze early childhood knowledge, perspectives, roles, and identities.
  • PL4002 Effective Interviewing Techniques for Early Childhood Professionals
    Evaluate skills, strategies, and early childhood knowledge relevant to effective interview performances.
  • PL4003 Informed Advocacy in the Early Childhood Field
    Develop research-based advocacy plans for current issues in the early childhood field to promote positive social change.
  • PL4004 Professional Development
    Plan for personal and professional development to support meaningful contributions to young children’s healthy development and learning.

MS in Developmental Psychology

The focus of this program is on analysis and application of the theories, methods, approaches, and principles of developmental psychology. The MS in Developmental Psychology and its specializations will include courses in developmental themes and theories; cognitive development; language acquisition; social and emotional development; family processes, peer influence, and relationships; the impact of digital media on development; international perspectives on development, gerontology, health behavior, administration and leadership; developmental psychopathology; behavior analysis; and the study of gender, culture, and human development. Students will be able to apply their knowledge of developmental psychology to promote positive social change in the lives of children, teens, adults, and the community.

Note on Licensure

The MS in Developmental Psychology is not a licensure-leading program and does not prepare an individual to become a licensed psychology or counseling professional.

Learning Outcomes

Upon completion of the MS in Developmental Psychology program, students will be able to:

  1. Describe the theoretical foundations of developmental psychology.
  2. Apply principles of developmental psychology in areas of cognitive, language, social and emotional functioning across the human development lifespan.
  3. Interpret psychological theory and research related to developmental psychology.
  4. Demonstrate the ability to apply principles of developmental psychology theory and research to real world educational, social, health, and other settings.
  5. Describe developmental psychological research and practice from a multicultural and/or global perspective.
  6. Promote positive social change through the application of developmental psychology theory, research, and practice to scholarly and/or professional activities that promote positive social change.

Degree Requirements

  • Total 48 quarter credits
  • Foundations (3 quarter credits)
  • Core courses (33 quarter credits)
  • Specialization courses (15 quarter credits)
  • Capstone (5 quarter credits)

Core Curriculum

Foundation Course (3 credits)

Core Courses (25 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (15 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Capstone Course (5 credits)

Course Sequence

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1

DPSY 6002 - Foundations for Graduate Study in Psychology

 3 credits

DPSY 6111 - Themes and Theories of Developmental Psychology

 5 credits
Quarter 2

DPSY 6215 - Lifespan Development

 5 credits

DPSY 6218 - Gender and Human Development

 5 credits
Quarter 3

DPSY 6121 - Development in the Digital Age

 5 credits

RSCH 6110 - Research Theory, Design, and Methods

 5 credits
Quarter 4 Specialization Course 1 5 credits
Specialization Course 2 5 credits
Quarter 5 Specialization Course 3 5 credits

DPSY 6393 - Capstone

 5 credits

MS in Early Childhood Studies (Semester)

For students beginning their program prior to May 27, 2024.

In this program, students gain the knowledge and leadership skills necessary for emerging roles in the field. The program allows students to deepen their understanding of child development and learning, and effective programs and practices, as well as explore current issues and trends. 

Through field experience, students gain guided practice and experience as they learn how play, creativity, and the content areas of language arts, social studies, math, and science can draw on and promote children’s curiosity, individual interests, and positive attitudes toward learning. Throughout the entire program experience, students will learn to become skillful communicators, team members, relationship-builders, and collaborators with families, colleagues, and agencies. Knowledge gained regarding equity and inclusion will help students to become advocates for social change in the field of early childhood.

Note: The MS in Early Childhood Studies program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Explain practices that promote healthy child development in diverse populations.
  2. Evaluate inquiry-based child-centered practices that promote play, creativity, and individual growth, exploration and discovery.
  3. Develop meaningful learning experiences that are responsive to the individual strengths and needs of children.
  4. Analyze assessment processes used to promote positive outcomes for every child.
  5. Analyze effective partnerships that foster children’s healthy development and learning.
  6. Analyze current research to inform best practices in early childhood education.
  7. Evaluate one’s professional growth as a leader and advocate in the early childhood field.
  8. Create opportunities for positive social change as a leader and advocate within the field of early childhood.

Course-Based Program

Degree Requirements

  • 30–36 total semester credits (30 semester credits General program; 36 semester credits Early Childhood Administration, Management, and Leadership specialization)
  • Foundation course (3 semester credits)
  • Core courses (24 semester credits)
  • Specialization courses (6 semester credits)
  • Capstone (3 semester credits)

Core Curriculum

Foundation Course (3 semester credits)

  • Students may take this as a non-degree course.

Core Courses (24 semester credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (6 semester credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Specializations Not Currently Accepting New Students

Capstone Course (3 semester credits)

Course Sequence

The recommended course sequence is as follows:

Semester Course Credits
Semester 1

EDUC 6003 - Foundations of Early Childhood Professionalism

 3 semester credits

EDUC 6101 - The Developing Brain and the Young Child

 3 semester credits
Semester 2

EDUC 6102 - Family and Community Partnerships

 3 semester credits

EDUC 6103 - Play and Creativity

 3 semester credits
Semester 3

EDUC 6104 - Engaging Environments

 3 semester credits

EDUC 6106 - Meaningful Curriculum P–3

 3 semester credits
Semester 4

EDUC 6107 - Observation and Assessment 0–8

 3 semester credits

EDUC 6108 - Intentional and Responsive Practice in the Content Areas P–3

 3 semester credits
Semester 5–6

EDUC 6109 - Meaningful Learning Experiences: P–3

 3 semester credits

Specialization Course

 3 semester credits

Specialization Course

 3 semester credits

EDUC 6918 - Capstone: Leadership and Advocacy in the Early Childhood Field

 3 semester credits

MS in Education (Semester)

This program is not currently accepting new students. Current students must complete their programs of study in accordance with Walden’s Time-to-Degree Completion policies.

For students beginning their program prior to February 26, 2024.

“Walden has truly opened my eyes to so many different teaching methods. Thanks to the strategies I learned at Walden, I’ve experienced a shift from “lecturer” to more of a student-driven, partnership approach in my classroom. And my students are  absolutely blossoming because of it.”

Deborah Fogg, MSEd Graduate, 2009 New Hampshire Teacher of the Year

Walden’s fully online MS in Education program centers on the strategies that are intended to lead to greater student achievement and teacher success. The program’s specializations teach advanced skills that are designed to improve student learning. Each specialization area encourages educators to put their new skills to the test in actual classroom and school settings and to continually challenge the results of teaching and learning

Note on Teacher Licensure or Certification

The only MS in Education specialization offered by Walden that is state-approved as leading to any educational license or certification is the MS in Education, Educational Leadership and Administration (Principal Licensure Program), which has been approved in Ohio for leading to Building Level Principal Licensure (grades preK–6, grades 4–9, and grades 5–12). No other MS in Education specialization will lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Degree Requirements

Degree requirements are dependent upon the particular specialization. Please see each specialization page for more details.

Classroom access is strongly recommended for students enrolled in this master’s degree program. Educators who do not have such access must find a student or group of students to work with when asked to apply their new knowledge and reflect on the results. Students without classroom access will not be given alternative assignments.

Curriculum

The MS in Education program is offered on a semester system. Each specialization has a planned sequence of courses.

Specializations

MS in Health Education and Promotion

The MS in Health Education and Promotion program is designed to provide students with a global perspective on the role of health education and promotion. Students will explore health behavior theories, models, and practices to support healthy behaviors of the individual and community member’s social and physical environments. Students gain a solid foundation in the health education field by learning strategies to effectively communicate and assess, plan, implement, and evaluate health education programs in a variety of health related settings. Designed to reflect the Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC), coursework includes research in essential health education and promotion principles involving grant writing, health communication, fitness, wellness, social sciences, behavior change theory, global trends, needs assessments, and current health initiatives. Graduates of the program will excel serving as resource persons and advocates for clients in the discipline of health education and promotion. Upon completion of the MS in Health Education and Promotion, students will be prepared to sit for the national Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) exams.

Note on Certification

The MS in Health Education and Promotion has been designed to reflect the Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC) and to prepare students to sit for the national Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) exams. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she resides. Additionally, prospective students are advised if they choose to relocate to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about the CHES and MCHES exams, students should visit http://www.nchec.org.

Learning Outcomes

 Graduates of this program will be prepared to:

  1. Examine historic milestones, current challenges, and future trends related to health and health education.
  2. Analyze biological, social, political, cultural, environmental, and/or behavioral factors that impact individual and population health.
  3. Assess community needs and capacity for health education.
  4. Develop culturally-tailored health education programs and communication using health behavior theories and models.
  5. Evaluate the effectiveness of health education programs, communication, and research.
  6. Apply key leadership concepts and skills to effectively administer health education programs and services.
  7. Utilize best practices of health communication to promote and advocate for individual and population health.
  8. Apply research principles and methods to address 21st-century health challenges.

Degree Requirements

  • 50 total quarter credits
  • Foundation courses (5 credits)
  • Core courses (35 credits)
  • Elective course (5 credits)
  • Capstone course (5 credits)

Curriculum

Foundation Course (5 credits)

  • Students may take this as a non-degree course.

Core Courses (35 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Elective Course (5 credits)

  • Students may take this as a non-degree course.

* Students can request via Student Success Advising to change this elective course, or students can opt to add a focus area.

Capstone Course (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

HLTH 6005 - Perspectives on Health and the Developing Professional

 5 credits
Quarter 2

HLTH 6110 - Exploring Health Education in the 21st Century

 5 credits

HLTH 6246 - Introduction to Research in Health Education and Health Promotion

 5 credits
Quarter 3

HLTH 6038 - Health Behavior Theory

 5 credits

HLTH 6205 - Assessing Community Needs for Health Education

 5 credits
Quarter 4

HLTH 6475 - Program Planning, Implementation, and Evaluation

 5 credits

HLTH 6412 - Health Education and Communication Strategies

 5 credits
Quarter 5

HLTH 6031 - Public Health Administration and Leadership

 5 credits

HLTH 6207 - Grant Writing

 OR 

HLTH 6362 - Sexual Health and Well-Being

 5 credits
Quarter 6

HLTH 6800 - Health Education and Promotion Capstone

 5 credits

Focus Areas (not currently accepting new students)

These previous MS in Health Education and Promotion focus ares are no longer accepting new students. Current students in these focus areas must complete their programs of study in accordance with Walden’s Time-to-Degree Completion policies.

Course Sequence with Focus Areas

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

HLTH 6005 - Perspectives on Health and the Developing Professional

 5 credits
Quarter 2

HLTH 6110 - Exploring Health Education in the 21st Century

 5 credits

HLTH 6038 - Health Behavior Theory

 5 credits
Quarter 3

HLTH 6205 - Assessing Community Needs for Health Education

 5 credits

HLTH 6475 - Program Planning, Implementation, and Evaluation

 5 credits
Quarter 4

HLTH 6412 - Health Education and Communication Strategies

 5 credits

HLTH 6246 - Introduction to Research in Health Education and Health Promotion

 5 credits
Quarter 5

HLTH 6031 - Public Health Administration and Leadership

 5 credits

HLTH 6207 - Grant Writing

 OR 

HLTH 6362 - Sexual Health and Well-Being

 OR Focus Area Course 1		 5 credits
Quarter 6

HLTH 6800 - Health Education and Promotion Capstone

 5 credits
Focus Area Course 2 5 credits
Quarter 7 Focus Area Course 3 5 credits

MS in Higher Education (Semester)

For students beginning their program prior to May 27, 2024.

The MS in Higher Education is designed for individuals who want to make a positive impact on students and staff in 4-year colleges, community colleges, and universities to enhance their institution’s ability to successfully contribute to social equity and positive change. Students will learn to think creatively and critically about the challenges facing higher education institutions and provide expertise in addressing these challenges. Learning activities emphasize the application of research-based best practices from business leadership and management, student learning and support, and systems thinking to maximize institutional effectiveness. Critical issues in higher education policy, administration, emerging technologies, legal and ethical issues, and governance are addressed throughout the program in the context of real-world problems facing today’s colleges.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Apply an understanding of higher education systems, business principles, and student learning in solving institutional problems to drive institutional and student success.
  2. Make effective decisions based on critical evaluation of research and data.
  3. Articulate the perspectives and interests of multiple stakeholders.
  4. Choose leadership approaches appropriate to the culture of the organization.
  5. Demonstrate an ability to deploy resources to achieve intended results.
  6. Evaluate the potential impact of policies and processes on student outcomes.

Degree Requirements

  • 30-33 total semester credits (only Adult Learning specialization is 33 semester credits)
  • Foundation course (3 semester credits)
  • Core courses (9 semester credits)
  • Specialization courses (15-18 semester credits, depending on the specialization)
  • Capstone course (3 semester credits)

Curriculum

Foundation Course (3 semester credits)

Core Courses (9 semester credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Additional Core Courses/Specialization Courses

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Capstone Course (3 semester credits)

Course Sequence

The course sequence for this specialization is dependent upon the student’s Program of Study. Students work directly with their student success advisor to ensure the appropriate course sequence based on course availability.

MS in Instructional Design and Technology (Semester)

This program is not currently accepting new students. Current students must complete their programs of study in accordance with Walden’s Time-to-Degree Completion policies.

For students beginning their program prior to February 26, 2024.

The MS in Instructional Design and Technology provides students with foundational knowledge about how people learn plus the skills they need to be able to design and assess curricula across a variety of instructional settings. The program delivers the perfect balance of leadership, problem-solving skills, academic theory, and hands-on experience students need to excel. Students gain the knowledge, skills, and experience they will need to enter or advance in the instructional design field in the corporate, education, or nonprofit sectors.

The MS in Instructional Design and Technology courses are aligned with the standards of the Association for Education Communications and Technology (AECT). These standards are critical indicators of quality in instruction through technology, and their inclusion reflects the integrity of the Walden University learning experience, as well as its relevancy in professional and educational settings.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Design and implement conditions for learning by applying principles, theories, and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.
  2. Develop instructional materials and experiences by applying principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies.
  3. Use processes and resources for learning by applying principles, theories, and research related to media utilization, diffusion, implementations, and policy making.
  4. Plan, organize, coordinate, and supervise instructional technology by applying principles, theories, and research related to project, resource, delivery system, and information management.
  5. Evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion references measurement, formative and summative evaluation, and long-range planning.
  6. Demonstrate the ability to facilitate equitable access to instructional materials for all learners.
  7. Demonstrate the ability to apply common technology tools to create innovative learning solutions and materials.

Degree Requirements

  • 30 total semester credits; 36 semester credits for specializations
  • Core courses (27 semester credits)
  • Capstone course (3 semester credits)
  • Optional specialization courses (6 semester credits)

Curriculum

Core Courses (27 semester credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (6 semester credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Capstone Course (3 semester credits)

Additional Technology Requirements

Note: In addition to Walden’s general technical requirements, this program has additional technology requirements:

  • Windows Vista or Mac OS X
  • Free, downloadable software programs that may be required in order to complete the course and program requirements

Course Sequence

The recommended course sequence is as follows:

General Program

Semester Course Credits
Semester 1

EDUC 6105 - Organizations, Innovation, and Change

 3 semester credits

EDUC 6115 - Learning Theories and Instruction

 3 semester credits
Semester 2

EIDT 6121 - Multimedia Design and Development I

 3 semester credits

EIDT 6122 - Multimedia Design and Development II

 3 semester credits
Semester 3

EIDT 6100 - Instructional Design

 3 semester credits

EIDT 6110 - Advanced Instructional Design

 3 semester credits
Semester 4

EDUC 6125 - Foundations of Research

 3 semester credits

EDUC 6135 - Distance Learning

 3 semester credits
Semester 5

EDUC 6145 - Project Management in Education and Training

 3 semester credits
EIDT 6910 - Capstone: Practical Application of Instructional Design  3 semester credits 

Optional Specializations

Semester Course Credits
Semester 1

EDUC 6105 - Organizations, Innovation, and Change

 3 semester credits

EDUC 6115 - Learning Theories and Instruction

 3 semester credits
Semester 2

EIDT 6121 - Multimedia Design and Development I

 3 semester credits

EIDT 6122 - Multimedia Design and Development II

 3 semester credits
Semester 3

EIDT 6100 - Instructional Design

 3 semester credits

EIDT 6110 - Advanced Instructional Design

 3 semester credits
Semester 4

EDUC 6125 - Foundations of Research

 3 semester credits

EDUC 6135 - Distance Learning

 3 semester credits
Semester 5

EDUC 6145 - Project Management in Education and Training

 3 semester credits
Specialization Course 1 3 semester credits
Semester 6 Specialization Course 2 3 semester credits

EIDT 6910 - Capstone: Practical Application of Instructional Design

 3 semester credits

MS in Applied Behavior Analysis

Help people with autism and developmental disabilities engage more successfully with the world with the MS in Applied Behavior Analysis (ABA). ABA is an evidence-based therapy used with both adults and children, particularly those on the autism spectrum. Learn to use the principles of human behavior to transform problem behaviors, build positive social skills, and improve lives. 

This program offers a course sequence verified by the Association for Behavior Analysis International (ABAI), which meets the 6th edition task list requirements to sit for the Board Certified Behavior Analyst® (BCBA®) exam. Graduates of this program who wish to pursue certification must also complete a period of supervised practical experience as defined by the Behavior Analysis Certification Board® (BACB®). Walden does not offer the fieldwork component required for the BCBA exam. 

*The MS in Applied Behavior Analysis program has been designed to offer acceptable graduate coursework in behavior analysis (Verified Course Sequence as approved by ABAI and accepted by Behavior Analyst Certification Board) and prepare students to sit for the Board Certified Behavior Analyst® (BCBA®) exam, which is administered by the BACB. Walden University does not offer the fieldwork experience required for eligibility to sit for the BCBA exam. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual student’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she intends to practice. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information on applying for certification from BACB®, visit www.bacb.com/bcba.

Learning Outcomes

  • Apply foundational knowledge (e.g., philosophy, concepts and principles) to the science of behavior analysis.
  • Implement behaviorally based assessments for behavior change that promote positive social change. 
  • Apply professional and ethical behaviors according to the Professional and Ethical Compliance Code for Behavior Analysts.
  • Define the dimensions of applied behavior analysis.
  • Evaluate results of behavior analytic research using single-subject experimental designs. .
  • Apply personnel supervision and management strategies.
  • Synthesize applied behavior analysis knowledge and research to apply in real-world situations such as in educational, social, organizational, and health settings.

Degree Requirements

  • 48 quarter credits 
  • Foundation course (3 credits)
  • Core courses (35 credits)
  • Research course (5 credits)
  • Capstone (5 credits)

Curriculum

Foundation Course (3 credits)

Core Courses (35 credits)

Research Course (5 credits)

  • Students may take this as a non-degree course.

Capstone Course (5 credits)

Course Sequence

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1 PSYC 6002A - Foundations of Graduate Study in Psychology 3 credits
PSYC 6717A - Foundation and Philosophy of Behavior Analysis 5 credits
Quarter 2 RSCH 6110A - Research Theory, Design, and Methods  5 credits
PSYC 6731A - Concepts and Principles of Behavior Analysis 5 credits
Quarter 3 PSYC 6733A - Ethical, Legal, Professional Issues in Behavior Analysis 5 credits
PSYC 6734A - Introduction to Behavioral Assessment and Intervention 5 credits
Quarter 4 PSYC 6735A - Research Methods for Behavioral Analysis 5 credits
PSYC 6736A - Advanced Behavioral Assessment and Intervention  5 credits
Quarter 5 PSYC 6739A- Organizational Behavior Management 5 credits
PSYC 6393A - Capstone in Applied Behavior Analysis 5 credits

MS in Psychology

The MS in Psychology provides students with pre-doctoral training—a background in the development and application of psychological theories, basic scientific methods, and principles of psychological science.

Note: The MS in Psychology program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.

Note on Licensure

The MS in Psychology is not a licensure program and does not prepare an individual to become a licensed psychology professional.

Learning Outcomes

At the end of this program, students will be able to:

  1. Describe the foundations of psychology.
  2. Synthesize psychological theory and research to apply in real-world situations, such as in educational, social, organizational, and health settings.
  3. Interpret psychological theory and research.
  4. Describe psychological theory, research, and practice from a multicultural and/or global perspective.
  5. Apply psychological theory, research, and practice to scholarly and/or professional activities that promote positive social change.

Course-Based Program

Degree Requirements

  • 48 quarter credits (63 credits for Applied Behavioral Analysis)
  • Foundation course (3 credits)
  • Core courses (25 credits)
  • Specialization courses (15 credits; 30 credits for Applied Behavioral Analysis)
  • Capstone (5 credits)

Specialization Courses (15 credits; 30 credits for Applied Behavior Analysis)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Curriculum

There are two tracks in the MS in Psychology program:

  • Track 1 is for students who want to advance in their careers. (The Applied Behavior Analysis specialization is for Track 1 students only.)
  • Track 2 is for those who intend to further their studies in a doctoral program.

Track 1

For students who want to advance in their careers. (The Applied Behavior Analysis specialization is for Track 1 students only.)

Foundation Course (3 credits)

Core Courses (25 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone Course (5 credits)

Course Sequence–Track 1

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1

PSYC 6002 - Foundations of Graduate Study in Psychology

 3 credits

PSYC 6200 - Themes and Theories of Psychology

 5 credits
Quarter 2

PSYC 6215 - Lifespan Development

 5 credits

PSYC 6701 - Culture and Psychology

 5 credits
Quarter 3

RSCH 6110 - Research Theory, Design, and Methods

 5 credits

Specialization Course

 5 credits
Quarter 4

PSYC 6800 - Applied Psychology Research Methods

 5 credits

Specialization Course

 5 credits
Quarter 5

Specialization Course

 5 credits

PSYC 6393 - Capstone

 5 credits

Track 2

For those who intend to further their studies in a doctoral program.

Foundation Course (3 credits)

Core Courses (25 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone Course (5 credits)

Course Sequence–Track 2

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1

PSYC 6002 - Foundations of Graduate Study in Psychology

 3 credits

PSYC 6200 - Themes and Theories of Psychology

 5 credits
Quarter 2

PSYC 6215 - Lifespan Development

 5 credits

PSYC 6701 - Culture and Psychology

 5 credits
Quarter 3

RSCH 6110 - Research Theory, Design, and Methods

 5 credits

Specialization Course

 5 credits
Quarter 4

RSCH 6210 - Quantitative Reasoning and Analysis

 5 credits

Specialization Course

 5 credits
Quarter 5

Specialization Course

 5 credits

PSYC 6393R - Capstone (Research)

 5 credits

Tempo Learning® Program

 

Tempo Learning® is Walden’s competency-based education modality, an alternative way of earning a Walden degree offered for some Walden programs. Instead of courses, the Walden Tempo Learning® program is comprised of competencies and rigorous assessments. Students progress through the Tempo Learning® model by successfully passing competency assessments. A student must successfully achieve or master all competency assessments to graduate from the program.

Students earn the same Walden degree whether they choose the course-based or the competency-based modality.

Degree Requirements

  • 48 quarter credits
  • Foundation competencies (3 credits)
  • Core competencies (25 credits)
  • Specialization competencies (15 credits)
  • Capstone competencies (5 credits)

Curriculum

Foundation Competencies (3 credits)

  • GS001 Field of Psychology
    Describe alignment of professional goals for positive social change.
  • GS002 Academic Goals
    Demonstrate skills to further academic goals.
  • GS003 Professional Goals
    Demonstrate skills to further professional goals.

Core Competencies (25 credits)

  • PT001 Psychological Themes and Theories
    Evaluate key concepts in theories.
  • PT002 Human Behavior
    Evaluate how theories relate to human behavior in diverse settings.
  • PT003 Research
    Evaluate how research informs psychological theories.
  • LF001 Theories and Processes of Development
    Evaluate constructs, processes, and theories related to developmental psychology.
  • LF002 Developmental Concepts
    Analyze developmental concepts as applied to the life of an individual.
  • LF003 Lifespan
    Synthesize environmental, biological, and cultural influences on development throughout the lifespan.
  • Students may take this as a non-degree course.
  • CU001 Culture and Human Development
    Evaluate the effect of culture on social, emotional, and cognitive developmental processes and human behavior to gain a better understanding of individuals across the world. 
  • CU002 Social Roles and Social Behavior
    Analyze how culture influences socialization, social roles, social cognition, and social behavior to gain a greater appreciation of cultural appropriate behaviors in varied settings.
  • CU003 Culture and Psychological Well-Being
    Use cross-cultural strategies to understand psychological disorders and to promote mental health attitudes, beliefs, and practices.
  • CU004 Cross-Cultural Research
    Promote a global perspective of psychology using cross-cultural research and methods to encourage positive social change.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • PS001 Data Collection and Management
    Collect, manage, and clean quantitative data to develop core skills for problem-solving.
  • PS002 Data Analysis
    Analyze quantitative data to answer questions to solve problems in real world situations.
  • PS003 Data Interpretation
    Interpret quantitative data to make generalizations for positive social change.
  • RT001 Philosophy of Science, Theory, and Social Change
    Analyze the roles of philosophy, theory, and social change in research.
  • RT002 Quantitative Research
    Assess quantitative research studies for quality and for alignment among critical research components.
  • RT003 Qualitative Research
    Assess qualitative research studies for quality and for alignment among critical research components.
  • RT004 Mixed Methods Research
    Assess mixed methods research (MMR) studies for quality and for alignment among critical research components.

Specialization Competencies (15 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Capstone Competencies (5 credits)

  • SS001 Research Strategies
    Analyze the research strategies that address contemporary issues or problems based on applied research in the field of psychology.
  • SS002 Issues or Problems in Psychology
    Apply psychology to contemporary issues or problems in either the workplace, community, or world.
  • SS003 Literature Reviews
    Synthesize literature related to the field of psychology that is focused on contemporary issues or problems in the workplace, community, or world.

Note on Curriculum

In an effort to ensure competencies are kept up to date and relevant to meet the learning outcomes of the program, the number and subject matter of individual competencies needed to satisfy program course requirements may change. However, program outcomes and the number and subject matter of courses will not be impacted. As a result, the required competencies listed in a student’s individual learning plan may differ from what is currently listed in the catalog.

Education Specialist (EdS) in Curriculum, Instruction, and Assessment

The Education Specialist (EdS) in Curriculum, Instruction, and Assessment program is designed for classroom teachers, curriculum specialists, department chairs, directors of instruction, administrators, and any educator who seeks to influence positive educational change and improved student achievement through effective curriculum, instruction, and assessment. Through this program, educators are provided opportunities to develop best practices in learner-centered curriculum and instructional design and strategies, effective teaching, program evaluation, student assessment, and teacher professional development. Scenarios drawn from real life require learners to think critically about ways to drive innovation and change at the systemic level—including local school districts as well as regional, state, and federal education agencies—and apply strategies that can effect measurable improvement in P–12 schools. The critical-thinking skills needed to shape schools and school systems in order to meet the diverse needs of all students are emphasized in course projects and activities.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Curriculum, Instruction, and Assessment graduates will be prepared to:

  1. Support learning for a diverse student population through the use of technology in effectively designed curriculum.
  2. Increase skills surrounding program design and evaluation through the use of professional development.
  3. Demonstrate knowledge of educational trends/ issues in education to promote social change and make a positive impact in school and community environments.
  4. Utilize data-driven learner-centered assessment to promote continuous improvement in learning and teaching.
  5. Collaborate with diverse stakeholders, including families, school, and community members in order to advocate for student needs.
  6. Practice ethically in the profession.
  7. Demonstrate an understanding of the importance of community service and citizenship through the integration of content curriculum and instruction with real-world projects outside of the classroom.
  8. Design a scholarly response to address a curriculum, instruction, and assessment problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week option)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone Course (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credit
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week option)

 5 credits
Quarter 2

EDSD 7050 - Curriculum, Instruction, and Assessment: A Systems Perspective

 5 credits
Quarter 3

EDSD 7101 - Learner-Centered Curriculum

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7102 - Promoting the Success of Diverse Learners

 5 credits
Quarter 6

EDSD 7051 - Data-Driven Instruction and Assessment

 5 credits
Quarter 7

EDSD 7052 - Curriculum Design to Promote Social Change

 5 credits
Quarter 8

EDSD 7106 - Program Evaluation for Continuous Improvement

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Early Childhood Education

Educators prepare to become more effective early childhood leaders and advocate for and foster positive outcomes for young children and their families in the Education Specialist (EdS) in Early Childhood Education program. Educators in this program explore the complex family, cultural, societal, and developmental influences that affect child development and learning and critically review current research in the field. They analyze topics such as child development, family partnerships, content knowledge, assessment, effective practices, leadership, advocacy, and professionalism. Through case studies and innovative technology, professionals examine the quality of early childhood programs and policies, implement strategies to promote positive outcomes for young children, and evaluate the leadership characteristics necessary to implement effective change.

Coursework in this specialization is designed to reflect the advanced early childhood professional guidelines set forth by the National Association for the Education of Young Children. 

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Early Childhood Education (Non-Licensure) graduates will be prepared to:

  1. Apply research-based skills in the areas of child development and learning to evaluate practices and policies.
  2. Apply effective leadership practices, including collaboration and advocacy, to promote positive outcomes for young children and families. 
  3. Apply responsible assessment practices to support healthy development and positive learning outcomes for young children.
  4. Demonstrate an understanding of cultural responsiveness in interactions with children, families, community members, and early childhood professionals.
  5. Integrate professional resources, including technology, to create effective solutions to authentic problems in the early childhood field.
  6. Apply a variety of perspectives that are knowledgeable, reflective, and critical to promote professional growth and positive social change in the early childhood field.
  7. Design a scholarly response to address an early childhood education problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7080 - Child Development in the Critical Early Years

 5 credits
Quarter 3

EDSD 7081 - The Language/Literacy Continuum From Birth Through Age 8

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7082 - Meaningful Learning Experiences in Supportive Environments

 5 credits
Quarter 6

EDSD 7083 - Assessment Practices to Promote Healthy Development and Learning

 5 credits
Quarter 7

EDSD 7084 - Evaluating and Supporting Early Childhood Programs

 5 credits
Quarter 8

EDSD 7085 - Inspired Leadership, Informed Advocacy, and Improved Policy

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Educational Administration and Leadership

The Education Specialist (EdS) in Educational Administration and Leadership program is designed for P–12 administrators who want to increase their ability to influence and transform their educational organization. Leaders can learn about sustainability in their settings and how to nurture their schools to become or remain thriving organizations. Graduates from this EdS program will be able to integrate theory and practice to impact both their careers and the lives of their students, and they can gain skills to build an effective collaborative organization and enhance the P–12 student learning environment. This program does not lead to certification or licensure. 

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Educational Administration and Leadership (Non-Licensure) graduates will be prepared to:

  1. Demonstrate knowledge of current literature/ trends in education.
  2. Effectively communicate with others (e.g., verbal, non-verbal, written, and technology-based).
  3. Actively participate in addressing the diverse learning needs of students in the school community through collaboration with a variety of stakeholders.
  4. Demonstrate knowledge of effectively managing resources to improve the learning environment.
  5. Demonstrate the ability to develop materials that contribute to an effective learning environment to improve learning.
  6. Demonstrate the use of technology that can be used to support student learning.
  7. Demonstrate the use of technology that can be used to support student learning.
  8. Demonstrate an understanding of cultural responsiveness in interactions with students, teachers/faculty, staff, stakeholders, and the community to encourage a diverse learning environment.
  9. Demonstrate positive professional dispositions (professional conduct, professional qualities, communication, and collaboration).
  10. Promote positive social change in the learning environment.
  11. Design a scholarly response to address an educational, administration, and leadership problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7010 - Collaborative Communication for Administrators

 5 credits
Quarter 3

EDSD 7011 - School Organizational Dynamics: Policies and Law

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7012 - Understanding School Budgets and Allocating Resources

 5 credits
Quarter 6

EDSD 7044 - Leadership and Management for Change in Education

 5 credits
Quarter 7

EDSD 7013 - Creating and Maintaining Safe, Effective, and Positive Learning Environments

 5 credits
Quarter 8

EDSD 7014 - Recruiting and Retaining Effective School Personnel

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Educational Technology

The Education Specialist (EdS) in Educational Technology program is designed for K–12 educational leaders who want to initiate and bring about change at the district level. By integrating the latest technologies and instructional design principles, educators in this program are prepared to develop and lead technology-supported solutions to learning challenges in the K–12 classroom.

With program outcomes informed by Association for Educational Communications and Technology (AECT) standards, educators in this program are prepared to conduct research on local problems in a rapidly changing field. The EdS in Educational Technology program features an embedded post-master’s certificate to advance educators’ careers quickly and affordably.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Educational Technology graduates will be prepared to:

  1. Effect positive social change through the use of integrative, innovative technology in the workplace.
  2. Apply innovative technological solutions to learning challenges.
  3. Demonstrate the skills needed to work within a learning community of people, technologies, resources, and professional associations.
  4. Develop innovative intervention plans based on the analysis of educational technology needs.
  5. Approach issues in educational technology using sound principles of digital and information literacy.
  6. Evaluate research in educational technology that is relevant to resolving local or workplace problems.
  7. Practice ethically in the profession.
  8. Communicate ideas to audiences using effective oral, written, and digital formats.
  9. Address diversity/multiculturalism through the use of educational technology in designing instruction.
  10. Design a scholarly response to address an educational technology problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7090 - Trends and Issues in Educational Technology

 5 credits
Quarter 3

EDSD 7091 - Creating Digital Media

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7092 - Innovations and the Diffusion of Learning Technologies

 5 credits
Quarter 6

EDSD 7103 - eLearning

 5 credits
Quarter 7

EDSD 7093 - Leading Change

 5 credits
Quarter 8

EDSD 7107 - Designing Instruction for eLearning

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Learning, Instruction, and Innovation

The EdS in Learning, Instruction, and Innovation program is for classroom teachers, instructional coordinators, and any educators who wants to enhance their effectiveness through new and creative approaches to curriculum, assessment, and technology integration. Educators explore creative approaches to learning that integrates technology with the needs of learners in a global community in the program’s advanced graduate coursework.

Through this education specialist program, educators gain the perspectives, knowledge, and expertise to develop and implement out-of-the-box solutions and innovative experiences grounded in authentic learning. Graduates of the program are prepared to foster a culture of innovation in their educational environment as a classroom teacher or school leader.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Learning, Instruction, and Innovation graduates will be prepared to:

  1. Create innovative instruction, curriculum, and assessment grounded in theory and previous research.
  2. Create innovative solutions to learning challenges.
  3. Collaborate with a variety of stakeholders.
  4. Analyze instructional needs to develop innovative intervention plans for learning.
  5. Evaluate problems and issues in learning, instruction, and innovation.
  6. Ground decisions based on research in learning, instruction, and innovation.
  7. Participate in the profession ethically.
  8. Support global diversity and multiculturalism through the use of innovative curriculum and assessment in designing instruction.
  9. Utilize research to create innovative instruction, curriculum, and assessment to effect social change in the workplace.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.

Capstone Course (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7092 - Innovations and the Diffusion of Learning Technologies

 5 credits
Quarter 3

EDSD 7410 - Creativity and Innovation

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7411 - Authentic Assessment

 5 credits
Quarter 6

EDSD 7093 - Leading Change

 5 credits
Quarter 7

EDSD 7107 - Designing Instruction for eLearning

 5 credits
Quarter 8

EDSD 7412 - Innovative Curriculum

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Reading, Literacy, and Assessment

The Education Specialist (EdS) in Reading, Literacy, and Assessment program is designed for any educator who wishes to influence positive growth in reading and literacy and gain expertise in best practices regarding reading, literacy, curriculum design and instruction, teacher professional development, and program evaluation and assessment. Education professionals can develop skills and study strategies that can improve reading and curriculum outcomes across the educational system, including classroom instruction, program design, policy implementation, and critical thinking. In this EdS program, education professionals explore sociopolitical, cultural, and economic influences on literacy; curriculum, assessment, and instruction for diverse learners; changing definitions of literacy; best practices in literacy; and program design and evaluation. This specialization is designed for classroom teachers, lead teachers, reading specialists, literacy coaches, department chairs, curriculum specialists, and any instructor who desires to gain a deeper understanding of reading and literacy practices.

*Walden University’s Education Specialist (EdS) in Reading, Literacy, and Assessment (Non-Licensure) does not lead to certification or licensure in reading, literacy, and assessment. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program will permit a graduate to obtain state certification or licensure as a reading, literacy, and assessment teacher.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Reading, Literacy, and Assessment (Non-Licensure) graduates will be prepared to:

  1. Interpret the components of reading curriculum in the 21st century including influences from the sociopolitical landscape, social media, technological innovations, family and community involvement, and influences from applicable education standards.
  2. Establish a plan to gain stakeholder support for improvement of curriculum and literacy programming at the systems level by drawing on professional reading and curriculum standards.
  3. Explain the challenges faced in improving teaching and learning in literacy curriculum across all content areas including prior student learning, language, culture, family, and community values.
  4. Utilize information about literacy assessments used at the national, state, and local levels to assess literacy curriculum.
  5. Demonstrate the ability to create literacy programs that enhance student learning and support professional development for teachers.
  6. Integrate concepts of positive social change in leadership, assessment, professional development, literacy curriculum, and literacy instruction activities.
  7. Practice ethically in the profession.
  8. Design a scholarly response to address a reading, literacy, and assessment problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-weel version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7060 - Issues and Trends in Reading and Literacy

 5 credits
Quarter 3

EDSD 7101 - Learner-Centered Curriculum

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7102 - Promoting the Success of Diverse Learners

 5 credits
Quarter 6

EDSD 7061 - Assessment and Data Analysis to Support Effective Literacy Programs

 5 credits
Quarter 7

EDSD 7062 - A Collaborative Approach to Literacy Across the Content Areas

 5 credits
Quarter 8

EDSD 7106 - Program Evaluation for Continuous Improvement

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Education Specialist (EdS) in Special Education

In the Education Specialist (EdS) in Special Education program, education professionals prepare for leadership roles in school districts, communities, and the profession as a whole. Educators in this program will deepen their understanding of the critical trends and issues impacting special education today. They will learn how to collaborate effectively with families and school staff to enhance special education practice. Learners engage in real-world case studies that require collaborative problem solving and the implementation of research-based strategies.

This EdS curriculum is informed by the Council for Exceptional Children’s Advanced Preparation Standards. Key issues in the field of special education, such as leadership and policy, program development and assessment, collaboration, and ethical practice, are emphasized. Educators culminate the program with a capstone project that focuses on a real-world problem of practice in special education.

Note on Educator Licensure or Certification

This program does not lead to educator licensure or certification. Educators are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS outcomes above, Special Education (Non-Licensure) graduates will be prepared to:

  1. Follow policies surrounding ethical and legal practices that support high quality education for individuals with diverse educational, behavioral, emotional, and cultural learning needs.
  2. Apply valid, research-based assessment measures to facilitate learning and behavioral interventions for individuals with diverse educational, behavioral, emotional, and cultural learning needs.
  3. Evaluate special education programs, including the integration of related services (e.g., assistive technology, behavioral intervention, transition, inclusion), for individuals with exceptionalities based upon an understanding of individual differences.
  4. Distinguish research-based strategies used to improve data decision making, supports, and services for individuals with diverse educational, behavioral, emotional, and cultural learning needs.
  5. Support the continuous improvement of education programs/supports/services for individuals with exceptionalities.
  6. Effectively communicate with stakeholders to improve outcomes for individuals with exceptionalities and their families.
  7. Design a scholarly response to address a special education problem and contribute to the profession.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 credits)
  • Research course (5 credits)
  • Specialization courses (30 credits)
  • EdS Capstone Project (5 credits)
  • ePortfolio 

Curriculum (45 total credits)

Foundation Course (5 credits)

OR

  • Students may take this as a non-degree course.

(6-week version)

Research Course (5 credits)

Specialization Courses (30 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone (5 credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSD 7002 - Leading the Future of Education

 OR 

EDSD 7006 - Leading the Future of Education (6-week version)

 5 credits
Quarter 2

EDSD 7070 - Special Education: Exploring Theory and Practice

 5 credits
Quarter 3

EDSD 7071 - Leading Change in Special Education: Advocacy, Policy, and Law

 5 credits
Quarter 4

RSCH 7110 - Research Theory, Design, and Methods

 5 credits
Quarter 5

EDSD 7072 - Research Methodology for Special Education

 5 credits
Quarter 6

EDSD 7073 - Designing Specialized Instruction for Diverse Learners

 5 credits
Quarter 7

EDSD 7074 - Implementing Effective School-Wide Intervention Models

 5 credits
Quarter 8

EDSD 7075 - Sustaining and Supporting Effective Practices in Special Education

 5 credits
Quarter 9

EDSD 7900 - EdS Capstone Project: Creating and Supporting Effective Educational Practices

 5 credits

Doctor of Education (EdD)

“I chose Walden because I needed a school that fit my career goals and my schedule. I stayed with Walden for the quality education I received.”

Gladys Landing-Corretjer, Doctor of Education (EdD) Graduate

 

Walden’s EdD programs are designed for educators who want to continue their practice while assuming influential roles in their schools and communities. The programs are built upon five critical components: teaching and lifelong learning, research and reflective analytical thought, leadership and communication, diversity, and collaborative social change. These critical components are the basis for the programs’ learning outcomes, as students develop expertise in various areas, promoting equity and excellence.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Apply theoretical knowledge to solve educational problems.
  2. Critically analyze education-related issues.
  3. Align research methodologies to questions and hypotheses addressing issues in educational practice.
  4. Communicate with diverse stakeholders to advocate for students in educational settings.
  5. Practice ethically as a professional in the field of education.
  6. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  7. Promote equity in education programs and policies.
  8. Advocate for social change to make a positive impact in educational settings.

Degree Requirements

  • Professional Development Plan and Program of Study
  • Foundation course (5 credits)
  • Research courses (15 credits)
  • Specialization courses (30 credits)
  • Completing the Doctoral Capstone
    • Doctoral support courses (6 credits)
    • Completing the Prospectus (3 credits)
    • Completing the Doctoral Capstone (5 credits per term for a minimum of four terms; taken continuously until completion)
  • One academic residency

Curriculum

Foundation Course (5 credits)

OR

OR (only for students in the Educational Administration and Leadership (for Administrators) Specialization)

Research courses (15 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization courses (30 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Residency Requirements

  • Complete the EdD required residency face-to-face by the end of Term 3.
  • Optional: Complete an EdD Advanced residency when you have your doctoral study committee assigned in the Prospectus course (EDUC 8081 / EDDD 8900/8910) or just prior to the Prospectus course of your program. It is also highly recommended for candidates enrolled in EDUC 8090/EDDD 8990.

Completion of the Doctoral Capstone

Doctoral Support Courses (9 credits)

Completing the Doctoral Capstone (5 credits per term for a minimum of 20 credits until completion)

Students take this course for a minimum of four terms and are continuously enrolled until completion of their doctoral study with final chief academic officer (CAO) approval.

To complete a doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

8-Year Maximum Time Frame

Students have up to 8 years to complete their doctoral degree requirements (see Enrollment Requirements in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

PhD in Developmental Psychology

Doctoral education in Developmental Psychology is the next logical, broad specialization that Walden’s Richard W. Riley College of Education and Human Sciences offers.  Students interested in human growth and development across the lifespan are provided a doctoral level education in the PhD in Developmental Psychology program. The focus of the PhD in Developmental Psychology program will be on topics including the cognitive, physical, emotional, social, health, and cultural aspects of human development across the lifespan. Students will develop the professional skills needed for nonclinical academic, research, or professional careers. In the PhD in Developmental Psychology program, eight specializations offer students the opportunity to focus their studies: (1) General; (2) Administration and Leadership; (3) Child and Adolescent Development; (4) Health and Human Development; (5) International Perspectives in Developmental Psychology; (6) Research; (7)Teaching; and (8) Self-designed specialization. The doctoral program includes more research- and teaching-focused courses to add to the more practice-focused MS in Developmental Psychology program. Students will be able to apply their knowledge and skills in developmental psychology to promote positive social change in the lives of individuals, families, and communities through teaching, research, and practice.

Note on Licensure

The PhD in Developmental Psychology program is not a licensure program and does not prepare an individual to become a licensed psychology professional.

Learning Outcomes

Upon completion of the PhD in Developmental Psychology program, students will be able to:

  1. Synthesize developmental psychology theory and research in the physical, cognitive, emotional, health, social, and cultural aspects of human lifespan development.
  2. Articulate the history of developmental psychology and how the specialty of developmental psychology is unique.
  3. Develop an identity as a developmental psychologist.
  4. Evaluate how key issues and seminal works within the field of developmental psychology (including the areas of the physical, cognitive, emotional, social, and cultural aspects of human development) apply to human development across the lifespan.
  5. Produce independent scholarly research utilizing basic and advanced research methods.
  6. Apply theory and research in the practice of a developmental psychologist.
  7. Demonstrate the ability to apply results of evidence-based developmental psychology research in various institutions and organizations concerned with issues impacting human development.
  8. Describe experiences and perspectives of diverse populations (including but not limited to race, culture, socioeconomics, age, gender, sexual orientation, and disability) from a developmental psychology perspective.
  9. Apply relevant ethical codes (e.g., APA) in developmental psychology research practice and work settings.
  10. Discuss how social/political issues, policies, and events impact the field of developmental psychology.
  11. Engage in professional activities related to developmental psychology that promote positive social change.

Specializations

Changing specializations may increase a student’s expected time-to-degree completion and cost.

Tracks

There are two tracks in the PhD in Developmental Psychology

  • Track 1 For Those Entering With a Master's Degree in Developmental Psychology or Related Field
  • Track 2 For Those Entering With a Bachelor's Degree or Master's Degree in Another Field

Degree Requirements

Track 1:
For Those Entering With a Master's Degree in Developmental Psychology or Related Field

Minimum Degree Requirements

  • Doctoral Writing Assessment
  • Professional Development Plan and Program of Study
  • Foundations course (3 credits)
  • Core courses (25 credits)
  • Research courses (10 credits)
  • Specialization courses (15 credits)
  • Completion of Doctoral Dissertation
    • Dissertation support courses (7 credits)
    • Dissertation writing courses (5 credits per term for a minimum of four terms; taken continuously until completion)
  • Four PhD residencies

Curriculum

Foundation Course (3 credits)

Core Courses (25 credits)

AND

OR

  • Students may take this as a non-degree course.

OR

  • Students may take this as a non-degree course.

Advanced Research Courses (10 credits)

  • Students may take this a non-degree course.
  • Students may take this a non-degree course.

Specialization Courses (15 credits)

See each specialization page for specific courses.

Residency Requirements

  • Residency 1 – Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
  • Residency 2 – Complete Residency 2 at the beginning of your second year, around the time of second research course.
  • Residency 3 – Complete Residency 3 once you have a prospectus in Walden’s review system.
  • Residency 4 –Complete residency 4 after your prospectus is approved as follows:
  • Optional: Complete a dissertation intensive (DRWI 8500) during PSYC 9000. Contact Student Success Advising to register.

Completion of the Doctoral Dissertation

AND

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Course Sequence for Those Entering With a Master's Degree in Developmental Psychology or Related Field

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1 DPSY 8002 - Foundations for Graduate Study in Psychology 3 credits
DPSY 8121 - Development in the Digital Age  5 credits
Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
Quarter 2

DPSY 8412 - Research Foundations OR

RSCH 8210 - Quantitative Reasoning and Analysis  OR

RSCH 8310 - Qualitative Reasoning and Analysis 

(Student must complete DPSY 8412 if they have completed RSCH 8210 and RSCH 8310 at Walden or another institution.) 		 5 credits
DPSY 8227 - Language and Cognitive Development  5 credits
Quarter 3 RSCH 8360 - Advanced Qualitative Reasoning and Analysis  5 credits
DPSY 8228 - Social and Emotional Development  5 credits
Quarter 4 RSCH 8260 - Advanced Quantitative Reasoning and Analysis  5 credits
Specialization Course* 5 credits
Complete Residency 2 at the beginning of your second year, around the time of second research course.  
Quarter 5 Specialization Course* 5 credits
DPSY 8700 - Literature Review  2 credits
Complete Residency 3 once you have a prospectus in Walden’s review system.
Quarter 6 Specialization Course* 5 credits
DPSY 8185 - Writing a Quality Prospectus in Psychology  5 credits
   
Quarter 7 DPSY 8218 - Gender and Development  5 credits
Quarter 8+ DPSY 9000 - Dissertation ** 5 credits per term for a minimum of 4 terms; taken continuously until completion
Optional: Complete a dissertation intensive (DRWI 8500) during PSYC 9000. Contact Student Success Advising to register.

* See each specialization page for specific courses for that specialization.

** Students take this course for a minimum of four terms and are continuously enrolled until completion of their doctoral study with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Track 2:
For Those Entering With a Bachelor's Degree or Master's Degree in Another Field

Minimum Degree Requirements

  • Doctoral Writing Assessment
  • Professional Development Plan and Program of Study
  • Foundations course (3 credits)
  • Core courses (40 credits)
  • Research courses (25 credits)
  • Specialization courses (15 credits)
  • Completion of Doctoral Dissertation
    • Dissertation support courses (7 credits)
    • Dissertation writing courses (5 credits per term for a minimum of four terms; taken continuously until completion)
  • Four PhD residencies

Curriculum

Foundation Course (3 credits)

Core Courses (40 credits)

  • Students may take this as a non-degree course.

Research Courses (25 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this a non-degree course.

Specialization Courses (15 credits)

See each specialization page for specific courses.

Residency Requirements

  • Residency 1 – Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
  • Residency 2 – Complete Residency 2 at the beginning of your second year, around the time of second research course (RSCH 8310).
  • Residency 3 – Complete Residency 3 once you have a prospectus in Walden’s review system.
  • Residency 4 –Complete residency 4 after your prospectus is approved as follows:
  • Optional: Complete a dissertation intensive (DRWI 8500) during DPSY 9000. Contact Student Success Advising to register.

Completion of the Doctoral Dissertation

AND

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Course Sequence for Students Entering With a Bachelor's Degree or Master's Degree in Another Field

Students undertake courses in the following sequence.

Quarter Course Credits
Quarter 1 DPSY 8002 - Foundations for Graduate Study in Psychology  3 credits
DPSY 8111 - Themes and Theories of Developmental Psychology  5 credits
Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
Quarter 2 DPSY 8215 - Lifespan Development  5 credits
DPSY 8245 - Social Psychology  5 credits
Quarter 3 RSCH 8110 - Research Theory, Design, and Methods  5 credits
DPSY 8701 - Culture and Psychology  5 credits
Quarter 4 RSCH 8210 - Quantitative Reasoning and Analysis  5 credits
DPSY 8121 - Development in the Digital Age  5 credits
Complete Residency 2 at the beginning of your second year, around the time of second research course (RSCH 8310).
Quarter 5 RSCH 8310 - Qualitative Reasoning and Analysis  5 credits
DPSY 8218 - Gender and Development  5 credits
Complete Residency 3 once you have a prospectus in Walden’s review system.
Quarter 6 RSCH 8360 - Advanced Qualitative Reasoning and Analysis  5 credits
DPSY 8227 - Language and Cognitive Development  5 credits
Quarter 7 RSCH 8260 - Advanced Quantitative Reasoning and Analysis  5 credits
DPSY 8228 - Social and Emotional Development  5 credits
Quarter 8 DPSY 8700 - Literature Review  2 credits
Specialization Course* 5 credits
Quarter 9 DPSY 8185 - Writing a Quality Prospectus in Psychology  5 credits

Complete residency 4 after your prospectus is approved as follows:

  • Residency 4 General (RESI 8404) OR
  • Residency 4 Proposal Writing (RESI 8404Q) OR
  • Residency 4 Methods & Data Collection: Qualitative (RESI 8404R) OR
  • Residency 4 Methods & Data Collection: Quantitative (RESI 8404S) OR
  • Residency 4 Publishing & Presenting (RESI 8404T) OR
  • an approved professional conference (RESI 8900 for select programs only. Contact Advising for information.) OR
  • a dissertation intensive (DRWI 8500) during your 9000 course. Contact Student Success Advising to register. You must attend all sessions and advising throughout the entire intensive retreat in order to successfully complete the experience to satisfy residency 4 requirements. NOTE: Intensive Retreats are NOT included in Fast Track tuition.
  
Specialization Course* 5 credits
Quarter 10 Specialization Course* 5 credits
Quarter 10+ DPSY 9000 - Dissertation ** 5 credits per term for a minimum of 4 terms; taken continuously until completion
Optional: Complete a dissertation intensive (DRWI 8500) during DPSY 9000. Contact Student Success Advising to register.

* See each specialization page for the specific courses for that specialization.

** Students take this course for a minimum of four terms and are continuously enrolled until completion of their doctoral study with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Master of Philosophy (Embedded Degree)

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

  • Students are eligible to apply for this credential while continuing their PhD program once they have completed:
    • All required PhD core courses (or KAMs)
    • All required PhD specialization courses (or KAMs)
    • All required doctoral research and advanced research courses
    • Program prospectus development course
    • Residencies 1, 2, and 3
  • A minimum 3.0 GPA is mandatory.
  • The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

8-Year Maximum Time Frame

Students have up to 8 years to complete their doctoral degree requirements (see Enrollment Requirements in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

PhD in Education

The PhD in Education is a research-focused program that produces outstanding professionals who can address the nation’s most pressing challenges in the field of education. Specializations in a variety of established and newly emerging fields and a general program are available. For those educators whose particular learning interests are not met by one of the specializations or whose interests are interdisciplinary, The Richard W. Riley College of Education and Human Services also offers a self-designed specialization to meet their unique needs.

The PhD in Education learning outcomes will be demonstrated through numerous direct and indirect measures in each of the PhD specializations.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, the education professional will be able to:

  1. Synthesize content knowledge grounded in a specific educational discipline.
  2. Critically analyze education-related issues.
  3. Align research methodologies to questions and hypotheses addressing problems in the discipline of education.
  4. Communicate ideas to a variety of audiences related to the profession using oral and written scholarly formats.
  5. Practice ethically as a scholar in the field of education.
  6. Integrate a focus on global diversity and multiculturalism into solving problems in education.
  7. Evaluate the role of education in advancing social justice and positive social change.

Degree Requirements

  • Foundation course (5 credits)
  • Specialization courses (30 credits)
  • Doctoral support courses (6 credits)
  • Research courses (20 credits)
  • Completion of the Doctoral Capstone (minimum of 25 credits)
    • Prospectus course (5 credits)
    • Doctoral Dissertation course (5 credits per term for a minimum of four terms)
  • Four PhD residencies

Curriculum

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Foundation Course (5 credits)

  • Students may take this as a non-degree course.

OR

  • Students may take this as a non-degree course.

Core Research Sequence (15 credits)

Courses composing the core research sequence are conducted online and require weekly readings, participation in discussions, and assignment completion. Course instructors guide discussions and evaluate discussion and application assignments. RSCH 8110 must be completed prior to Residency 2 of the academic residencies.RSCH 8210 and RSCH 8310 must be completed prior to beginning the dissertation or attending Residency 3.

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Advanced Research Course (5 credits)

Those enrolled in this specialization are required to complete an advanced research course. The university offers three advanced research courses: quantitative, qualitative, and mixed-methods. When the prospectus is approved, students will take the advanced research course selected as the methodology approved for the dissertation.
 
Students are required to complete one of the following courses:

  • Students may take this a non-degree course.
  • Students may take this a non-degree course.

Specialization Courses

Changing specializations may increase a student’s expected time-to-degree completion and cost.

Residency Requirements

Doctoral Support Courses (6 credits)

Completion of the Doctoral Capstone (5 credits per term for a minimum of four terms = 20 credits)

Master of Philosophy (Embedded Degree)

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

  • Students are eligible to apply for this credential while continuing their PhD program once they have completed:
    • All required PhD core courses (or KAMs)
    • All required PhD specialization courses (or KAMs)
    • All required doctoral research and advanced research courses
    • Program prospectus development course or approved prospectus
    • Residencies 1, 2, and 3
  • A minimum 3.0 GPA is mandatory.
  • The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

8-Year Maximum Time Frame

Students have up to 8 years to complete their doctoral degree requirements (see Enrollment Requirements in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

PhD in Health Education and Promotion

In recent years, public, professional, governmental, and medical groups have increasingly come to recognize the need for more health and wellness promotion initiatives, as the majority of adults do not meet the minimum recommendations to eat healthfully, exercise more, and make behavioral changes that can reduce disease and prolong their lives. With the focus of healthcare shifting toward preventive care and education, the demand for qualified health educators is projected to rise 21% by 2020.* Now is the time for students to gain the knowledge, skills, and credentials needed to plan, implement, and evaluate prevention programs and services. With an online PhD in Health Education and Promotion degree, students can help groups and individuals lead healthier lifestyles or conduct research in an area that will help make the world a healthier place.

As one of a small number of online doctoral programs that is fully dedicated to this topic, Walden’s health education and promotion degree program explores both individual and population health, focusing on health behavior theory and techniques for changing behaviors. Using the latest technology, students will review case studies that touch on current trends and research and explore best practices from a global perspective.

Note on Certification

The PhD in Health Education and Promotion has been designed to reflect the Eight Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC) and to prepare students to sit for the national Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) exams. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she resides. Additionally, prospective students are advised if they choose to relocate to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about the CHES and MCHES exams, students should visit http://www.nchec.org.

Learning Outcomes

At the completion of this program, students will be able to:

  1. Evaluate the factors that impact individual and population health.
  2. Synthesize assessment results to identify and prioritize health problems.
  3. Engage in collaborative planning of health interventions.
  4. Apply knowledge that results in successful implementation and monitoring of health promotion and disease prevention interventions.
  5. Evaluate the effectiveness of health promotion and disease prevention interventions.
  6. Conduct original health education-related research.
  7. Demonstrate ethical behavior as a health education scholar-practitioner.
  8. Facilitate efforts among stakeholders to achieve common goals related to individual and community health.
  9. Apply health education principles, theories, and models to create professional communication and establish positive public relations.
  10. Use evidence-based research to advocate for policies and programs that promote positive social change related to the health of individuals and communities.

Tracks

  • Track 1 (prior MS in Health Education and Promotion degree, Master of Public Health (MPH), or related health education and promotion degree)
  • Track 2 (master’s degree in an academic discipline other than the health education or public health field)

Specializations

Minimum Degree Requirements

Track 1
(prior MS in Health Education and Promotion degree, Master of Public Health (MPH) degree, or related health education and promotion degree)

Minimum Degree Requirements

  • Doctoral Writing Assessment
  • Foundation course (3 credits)
  • Core courses (20 credits)
  • Research courses (20 credits)
  • Specialization courses (15 credits)
  • Completion of Doctoral Capstone
    • Dissertation support course (5 credits)
    • Dissertation writing courses (continuous enrollment in 5 credits per term for a minimum of 4 terms until completion)
    • Quarter Plans
  • Four PhD residencies

Curriculum

Foundation Course (3 credits)

  • Students may take this as a non-degree course.

Core Courses (20 credits)

  • Students may take this as a non-degree course.

Specialization Courses (15 credits)

See requirements by specialization above.

Research Courses (20 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

AND

  • Students may take this a non-degree course.

OR

  • Students may take this a non-degree course.

OR

Completion of Doctoral Capstone

*Students are continuously enrolled in HLTH 9101 for a minimum of four quarters until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the Dissertation Guidebook.

Track 2
(master’s degree in an academic discipline other than the health education or public health field)

  • Doctoral Writing Assessment
  • Foundation course (3 credits)
  • Core courses (50 credits)
  • Research courses (20 credits)
  • Specialization courses (15 credits)
  • Completion of Doctoral Capstone
    • Dissertation support course (5 credits)
    • Dissertation writing courses (continuous enrollment in 5 credits per term for a minimum of 4 terms until completion)
    • Quarter Plans
  • Four PhD residencies

Curriculum 

Foundation Course (3 credits)

  • Students may take this as a non-degree course.

Core Courses (50 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (15 credits)

See requirements by specialization above.

Research Courses (20 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

AND

  • Students may take this a non-degree course.

OR

  • Students may take this a non-degree course.

OR

Completion of Doctoral Capstone

*Students are continuously enrolled in HLTH 9101 for a minimum of four quarters until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the Dissertation Guidebook.

Residency Requirements

Course Sequences

Track 1 Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

HLTH 8003 - Building a Multidisciplinary Approach to Health

 3 credits

HLTH 8205 - Assessing Community Needs for Health Education

 5 credits
Complete Residency 1 in Term 1; required in order to advance into RSCH 8110.  
Quarter 2

RSCH 8110 - Research Theory, Design, and Methods

 5 credits
Complete Residency 2 between Terms 2 and 5; required in order to advance into HLTH 8551.  

HLTH 8052 - Advanced Issues in Global Public Health

 5 credits
Quarter 3

RSCH 8210 - Quantitative Reasoning and Analysis

 5 credits
Specialization Course 5 credits
Quarter 4

RSCH 8310 - Qualitative Reasoning and Analysis

 5 credits

HLTH 8412 - Health Education and Communication Strategies

 5 credits
Quarter 5

HLTH 8207 - Grant Writing

 5 credits
Specialization Course 5 credits
Quarter 6

HLTH 8551 - Preparing for Dissertation

 5 credits
Specialization Course 5 credits
Complete Residency 3 between Terms 6 and 7; required in order to advance into HLTH 9101.
Quarter 7

RSCH 8260 - Advanced Quantitative Reasoning and Analysis

 OR 

RSCH 8360 - Advanced Qualitative Reasoning and Analysis

 OR 

RSCH 8460 - Advanced Mixed-Methods Reasoning and Analysis

 5 credits

Complete Residency 4 after your prospectus is approved and you are enrolled in EDUC 9000 or EDPD 8990, complete residency 4 during your third year or beyond as:

  
Quarter 8+

HLTH 9101 - Dissertation* 

 Continuous enrollment in 5 credits per term for a minimum of 4 terms until completion

Complete Residency 4 after your prospectus is approved and you are enrolled in EDUC 9000 or EDPD 8990, complete residency 4 during your third year or beyond as:

Optional: Complete a PhD dissertation intensive (DRWI 8500) during your dissertation. Contact Student Success Advising to register.

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

 

Track 2 Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

HLTH 8003 - Building a Multidisciplinary Approach to Health

 3 credits

HLTH 8110 - Exploring Health Education in the 21st Century

 5 credits
Complete Residency 1 in Term 1; required in order to advance into RSCH 8110.
Quarter 2

HLTH 8205 - Assessing Community Needs for Health Education

 5 credits

HLTH 8038 - Health Behavior Theory

 5 credits
Complete Residency 2 between Terms 2 and 5; required in order to advance into HLTH 8551.
Quarter 3

HLTH 8048 - Research Application of Public Health and Behavior

 5 credits

HLTH 8052 - Advanced Issues in Global Public Health

 5 credits
Quarter 4

RSCH 8110 - Research Theory, Design, and Methods

 5 credits
HLTH 8412 - Health Education and Communication Strategies 5 credits
Complete Residency 2 between Terms 2 and 5; required in order to advance into HLTH 8551.
Quarter 5

RSCH 8210 - Quantitative Reasoning and Analysis

 5 credits

Specialization Course

 5 credits
Quarter 6

RSCH 8310 - Qualitative Reasoning and Analysis

 5 credits
HLTH 8040 - Advanced Public Health Policy and Advocacy 5 credits
Complete Residency 3 between Terms 6 and 7; required in order to advance into HLTH 9101.
Quarter 7

HLTH 8475 - Advanced Program Implementation and Evaluation

 5 credits

HLTH 8031 - Public Health Administration and Leadership

 5 credits
Quarter 8 Specialization Course 5 credits

HLTH 8207 - Grant Writing

 5 credits
Quarter 9 HLTH 8551 - Preparing for Dissertation 5 credits
Specialization Course 5 credits
Quarter 10

RSCH 8260 - Advanced Quantitative Reasoning and Analysis

OR

RSCH 8360 - Advanced Qualitative Reasoning and Analysis

OR

RSCH 8460 - Advanced Mixed-Methods Reasoning and Analysis

 5 credits
Quarter 11+ HLTH 9101 - Dissertation*  Continuous enrollment in 5 credits per term for a minimum of 4 terms until completion

Complete Residency 4 after your prospectus is approved and you are enrolled in EDUC 9000 or EDPD 8990, complete residency 4 during your third year or beyond as:

Optional: Complete a PhD dissertation intensive (DRWI 8500) during your dissertation. Contact Student Success Advising to register.

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Master of Philosophy (Embedded Degree)

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

  • Students are eligible to apply for this credential while continuing their PhD program once they have completed:
    • All required PhD core courses (or KAMs)
    • All required PhD specialization courses (or KAMs)
    • All required doctoral research and advanced research courses
    • Program prospectus development course
    • Residencies 1, 2, and 3
  • A minimum 3.0 GPA is mandatory.
  • The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Doctoral Writing Assessment

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required doctoral writing assessment. Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

8-Year Maximum Time Frame

Students have up to 8 years to complete their doctoral degree requirements (see Enrollment Requirements in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

BS in Child Development

This program is not currently accepting new students. Current students must complete their programs of study in accordance with Walden’s Time-to-Degree Completion policies.

The Walden University BS in Child Development degree program addresses the needs of child development professionals by providing the tools and strategies needed to improve practice with children across a variety of age levels. Students can choose from eight concentrations: Infant/Toddler, Preschool, Dual Infant/Toddler and Preschool, Child and Adolescent Studies, or Psychology. All eight concentrations in the program deliver an in-depth focus on child development, child-centered learning, developmentally appropriate environments, and effective practices for working with children and families. Students will gain insights in the field of child development through courses that bridge the gap between theoretical and practical knowledge, led by national experts, researchers, and experts in the field.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, the education professional:

  1. Identifies developmentally appropriate practices related to creating environments that are healthy, respectful, supportive, and challenging for all children.
  2. Identifies the individual characteristics of children and uses this knowledge to make informed decisions regarding the emotional, social, physical, and intellectual well-being.
  3. Explains the vital role that healthy, respectful, and reciprocal family and community relationships play in supporting the growth and well-being of the whole child.
  4. Demonstrates an understanding of the importance of cultural and linguistic diversity and the vital role it plays in children’s healthy development and learning.
  5. Uses professional resources, including collegial sharing for continued professional development, to promote advocacy and social change.

Degree Requirements

  • 181 total quarter credits
  • General education courses (46 credits)
  • Core courses (55 credits)
  • Concentration courses (0-55 credits, depending on concentration
  • Elective courses (28-72 credits, depending on concentration)
  • Capstone course (7 credits)
  • ePortfolio

Curriculum

The BS in Child Development curriculum consists primarily of core courses that are 6-week, 5-credit courses, culminating with a 6-week, 7-credit Capstone course. Through these courses, students will develop concentration-specific content knowledge, written and oral communications skills, the ability to contribute professionally to a diverse and changing child development field, and an understanding of developmentally appropriate practices. These skills are essential to the field of early childhood education, and they prepare students to make a successful contribution in their current and future work settings.

General Education Courses (46 credits)

See the General Education section of this Walden University Catalog.

Note: A minimum of 55 quarter credits must be completed at the 3000 or 4000 level in order to meet program requirements. In some cases, this means that students will need to select 3000- or 4000-level courses as either general education or elective options. Students should consult their student success advisor if they have questions about individual program requirements.

Core Courses (45 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Concentration Courses (0-55 credits)

These courses are dependent upon the particular concentration. Please see the course list on each concentration page.

Electives (28-72 credits)

Electives are dependent upon the particular concentration. Please see the elective requirements on each concentration page.

Capstone Course (7 credits)

OR

MS in Instructional Design and Technology (Quarter)

MS in Instructional Design and Technology

For students beginning their program February 26, 2024 or later.

The MS in Instructional Design and Technology provides students with foundational knowledge of the instructional design process and the skills they need to be able to design and develop learning experiences for diverse audiences across a variety of instructional settings. The program focuses heavily on the use of industry-standard software to build engaging online and face-to-face instructional solutions to real-world problems. Students gain the knowledge, skills, and experience they will need to enter or advance in the field of instructional technology.

The MS in Instructional Design and Technology courses are aligned with the standards of the Association for Education Communications and Technology (AECT). These standards are critical indicators of quality in instruction through technology, and their inclusion reflects the integrity of the Walden University learning experience, as well as its relevancy in professional and educational settings.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of instructional technologies and processes.
  2. Demonstrate effective implementation of instructional technologies and processes based on contemporary content and pedagogy as reflective practitioners.
  3. Facilitate learning by creating, using, evaluating, and managing effective learning environments.
  4. Design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
  5. Explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.

Degree Requirements

  • 45 total quarter credits; 54 quarter credits for specializations
  • Core courses (33 quarter credits)
  • Digital authoring tool courses (6 quarter credits)
  • Capstone course (6 quarter credits)
  • Optional specialization courses (9 quarter credits)

Curriculum

Core Courses (33 quarter credits)

  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.

Digital Authoring Tool Series (select 3 courses – 6 total quarter credits)

  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.

Specialization Courses (9 quarter credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Capstone Course (6 quarter credits)

Course Sequence

The recommended course sequence is as follows:

Quarter

Course

Credits

Quarter 1

MIDT 6105 – Learning and Design in the Digital Age*

4 credits

Quarter 2

MIDT 6110 Emerging Web Technologies

5 credits

Digital Authoring Tools Series – elective 1

2 credits

Quarter 3

MIDT 6115 – Instructional Design Frameworks

5 credits

Digital Authoring Tools Series – elective 2

2 credits

Quarter 4

MIDT 6120 – Distance Learning

5 credits

Digital Authoring Tools Series - Elective 3

2 credits

Quarter 5

MIDT 6125 – E-Learning Design and Development

5 credits

MIDT 6130 – Multimedia Authoring Tools

5 credits

Quarter 6

MIDT 6135 – Social, Ethical, and Legal Issues in Instructional Design

4 credits

MIDT 6910 - Capstone: Practical Application of Instructional Design

6 credits

*Students enrolling in a midterm start date will take MIDT 6105A, a 6-week version of this course by itself in their first term.

Optional Specializations

The recommended course sequence is as follows:

Quarter

Course

Credits

Quarter 1

MIDT 6105 – Learning and Design in the Digital Age*

4 credits

Quarter 2

MIDT 6110 Emerging Web Technologies

5 credits

Digital Authoring Tools Series – elective 1

2 credits

Quarter 3

MIDT 6115 – Instructional Design Frameworks

5 credits

Digital Authoring Tools Series – elective 2

2 credits

Quarter 4

MIDT 6120 – Distance Learning

5 credits

Digital Authoring Tools Series - Elective 3

2 credits

Quarter 5

MIDT 6125 – E-Learning Design and Development

5 credits

MIDT 6130 – Multimedia Authoring Tools

5 credits

Quarter 6

MIDT 6135 – Social, Ethical, and Legal Issues in Instructional Design

4 credits

MIDT 6910 - Capstone: Practical Application of Instructional Design

6 credits

Quarter 7

Specialization course 1

5 credits

Specialization course 2

4 credits

*Students enrolling in a midterm start date will take MIDT 6105A, a 6-week version of this course by itself in their first term.

Additional Technology Requirements

Note: In addition to Walden’s general technical requirements, this program has additional technology requirements:

  • Windows
    • Multicore Intel® or AMD processor (2 GHz or faster processor) with 64-bit support.
    • Windows 11 22H2, Windows 10 22H2, or later versions only.
    • Note: Only 64-bit Windows OS is supported.
    • 8 GB RAM (16 GB or more is recommended).
    • 10 GB of available hard-disk space (20 GB or more is recommended).
    • 1920 x 1080 display (or higher) at 100% UI scaling.
    • Current Google Chrome, Microsoft Edge, or Firefox browser.
  • Mac OS
    • Multicore Intel® processor (2 GHz or faster processor) with 64-bit support or ARM-based Apple Silicon processor.
    • macOS Sonoma (version 14), macOS Ventura (13.4).
    • 8 GB (16 GB or more is recommended).
    • 10 GB of available hard-disk space (20 GB or more is recommended).
    • 1920 x 1080 display (or higher) at 100% UI scaling.
    • Current Google Chrome, Safari, or Firefox browser.

 

MS in Education (Quarter)

MS in Education

For students beginning their program February 26, 2024 or later.

 

“Walden has truly opened my eyes to so many different teaching methods. Thanks to the strategies I learned at Walden, I’ve experienced a shift from “lecturer” to more of a student-driven, partnership approach in my classroom. And my students are  absolutely blossoming because of it.”

Deborah Fogg, MSEd Graduate, 2009 New Hampshire Teacher of the Year

Walden’s fully online MS in Education program centers on the strategies that are intended to lead to greater student achievement and teacher success. The program’s specializations teach advanced skills that are designed to improve student learning. Each specialization area encourages educators to put their new skills to the test in actual classroom and school settings and to continually challenge the results of teaching and learning.

Note on Teacher Licensure or Certification

The only MS in Education specialization offered by Walden that is state-approved as leading to any educational license or certification is the MS in Education, Educational Leadership and Administration (Principal Licensure Program), which has been approved in Ohio for leading to Building Level Principal Licensure (grades preK–6, grades 4–9, and grades 5–12). No other MS in Education specialization will lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

  • Apply pedagogical and discipline specific knowledge, skills, and dispositions to support the learning and development of P – 12 students.
  • Design learning experiences that incorporate students’ strengths by building on prior background and addressing the learning needs of a diverse student population.
  • Use data-informed practices to design, implement, and assess differentiated instruction within and across disciplines to promote student learning, critical thinking, and real-world application of knowledge and skills in technology-rich environments.
  • Apply data-informed assessments to monitor student achievement, guide instructional planning, and ensure continuous improvement.
  • Collaborate with families, communities, and other professionals to promote positive social change.

Degree Requirements

Degree requirements are dependent upon the particular specialization. Please see each specialization page for more details.

Classroom access is strongly recommended for students enrolled in this master’s degree program. Educators who do not have such access must find a student or group of students to work with when asked to apply their new knowledge and reflect on the results. Students without classroom access will not be given alternative assignments.

Curriculum

The MS in Education program is offered on a quarter system. Each specialization has a planned sequence of courses.

Specializations

Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Quarter)

Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program

For students beginning their program February 26, 2024 or later.

Walden University’s Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) program is approved by the Minnesota Board of School Administrators as a principal preparation program that leads to P–12 Principal Licensure in Minnesota, as well as the Ohio Board of Regents as a principal preparation program that leads to Building Level Principal Licenses (grades PreK–6, grades 4–9, and grades 5–12). With curriculum aligned to key professional organizations such as the Interstate School Leaders Licensure Consortium, the National Policy Board for Educational Administration, the Ohio Board of Regents, and the Minnesota Board of School Administrators, principal candidates can expect a learning experience that is based on established standards by respected organizations.

This program will prepare principal candidates to become exemplary, well-informed school leaders who can manage complex educational issues, evaluate and improve instructional programs, develop diverse school personnel, and create a shared strategic vision, as well as encourage and inspire students, staff, families, and the community to provide a safe and secure learning environment. This unique, scholar-practitioner program is grounded in research and provides authentic school leadership experiences that will lead to the successful development of principal candidates.

Licensure

Walden is approved by the Minnesota Board of School Administrators and by the Ohio Department of Higher Education to offer a program leading to initial principal licensure. Candidates must select if they wish to pursue Minnesota or Ohio licensure requirements before the end of their first course in the program. Candidates seeking licensure in Minnesota or Ohio are responsible for completing any other Minnesota or Ohio requirements beyond Walden's state-approved program. The Minnesota Board of School Administrators or the Ohio Department of Higher Education is solely responsible for reviewing applications and issuing licenses.

Individuals interested in licensure in states other than Minnesota or Ohio may qualify by virtue of completing a state-approved educator preparation program; however, individuals must review their state's regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions however, it remains the individual's responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.

Learning Outcomes

All EdS graduates will be prepared to:

  1. Apply discipline-specific knowledge to address issues in educational settings.
  2. Apply evidence-based practices to address a problem within the academic and/or work environment and propose a solution.
  3. Communicate information to a variety of stakeholders using oral and written formats.
  4. Practice ethically as a professional in the field of education.
  5. Collaborate with diverse stakeholders to promote continuous improvement in educational settings.
  6. Advocate for social change to make a positive impact in educational settings.

In addition to the shared EdS learning outcomes above, Educational Leadership and Administration (Principal Preparation) graduates will be prepared to:

  1. Lead initiatives that evaluate and improve instructional programs.
  2. Effectively manage all personnel and provide ongoing evaluation and professional development in teaching and learning.
  3. Create a strategic plan using a visioning process to be shared and supported by all stakeholders.
  4. Use data to effectively manage the organization and resources for a safe, secure, and effective learning environment.
  5. Address community interests and diverse needs through communicating and collaborating with internal and external publics.
  6. Articulate the school’s role within the broader political, social, economic, legal, and cultural context and respond effectively to changes that impact the school community.
  7. Model democratic value systems, ethics, and moral leadership; support others to grow and develop as caring and informed citizens.

Degree Requirements

  • 56 total quarter credits
  • Foundation course (5 quarter credits)
  • Core courses (45 quarter credits)
  • Field Experience Preparation (0 credit) 
  • Field Experience* courses (6 quarter credits)
  • ePortfolio

*Note: In addition to Walden’s general technical requirements, candidates must have access to technology (i.e., scanner or camera) that allows them to electronically submit signed documents verifying their field experience hours.

Curriculum

Foundation Course (5 quarter credits)

Core Courses (45 quarter credits)

Field Experience Courses (6 quarter credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

EDSP 7002 - Foundations: Educational Leadership and Administration

 5 quarter credits
FEEH 7801 - Field Experience Preparation  0 quarter credits

EDSP 7200 - Teaching and Learning for School Leaders

 5 quarter credits
Quarter 2

EDSP 7201 - Communication and Collaboration for Leaders

 5 quarter credits

EDSP 7202 - Ensuring Quality Education for Students With Diverse Needs
AND
EDSP 7801- Field Experience

 5 quarter credits

1 quarter credit
Quarter 3

EDSP 7203 - Policy and Law in School Organizations
AND
EDSP 7802- Field Experience

 5 quarter credits

1 quarter credit

EDSP 7204 - Using Data to Strengthen Schools
AND
EDSP 7803- Field Experience

 5 quarter credits

1 quarter credit
Quarter 4

EDSP 7205 - Budgeting and Allocating Resources
AND
EDSP 7804- Field Experience

 5 quarter credits

1 quarter credit

EDSP 7206 - Creating Positive, Safe, and Effective Learning Environments
AND
EDSP 7805- Field Experience

 5 quarter credits


1 quarter credit
Quarter 5

EDSP 7207 - Leading Curriculum Initiatives: Literacy and Math
AND
EDSP 7806- Field Experience

 5 quarter credits

1 quarter credit

EDSP 7208 - Recruiting, Evaluating, and Retaining School Personnel

 5 quarter credits

Field Experience Preparation  

Walden is committed to providing students with resources and support in preparation of field experience(s). To help ease anxiety in the field experience process, Walden offers a 0-credit Field Experience Preparation course, a structured experience that guides students through the application process and currently available readiness resources. The course is designed to complement other pre-requisite courses needed in preparation for field experience(s). The goal is that students submit their field experience application by the end of the course. Of course, there may be reasons why a field experience needs to be postponed, or the readiness course may not be needed if a field experience opportunity has already been secured. In this instance, students may opt-out of the course.  By opting out of the Field Experience Preparation course without having submitted a complete field experience application you are notifying Walden that you have chosen to delay the beginning of your field experience indefinitely, it is your responsibility to notify Walden when you plan to begin the field experience component of your program. In some instances, opting out of the Field Experience Preparation course indicates the foundational components of the field experience process have been satisfied and submission of the field experience application is pending. While the course is not yet available for Tempo students, the same readiness resources are available to Tempo students seeking field experience. 

Handbooks

Walden University requires that all candidates in its principal preparation program review the Candidate Handbook and the Field Experience Handbook in order to help them understand the guidelines and requirements of the program.

Candidates can access both handbooks (PDF) from their ePortfolio. Candidates enrolled in the principal preparation program should refer to the Candidate Handbook for complete information on the program and other university policies and procedures related to the program’s specializations. Candidates should refer to the Field Experience Handbook for detailed information regarding the field experience requirements in the program.

MS in Early Childhood Studies

In this program, students gain the knowledge and leadership skills necessary for emerging roles in the field. The program allows students to deepen their understanding of child development and learning, and effective programs and practices, as well as explore current issues and trends. 

Through authentic learning experiences, students explore how play, creativity, and the content areas of language arts, social studies, math, and science can draw on and promote children’s curiosity, individual interests, and positive attitudes toward learning. Throughout the entire program experience, students will learn to become skillful communicators, team members, relationship-builders, and collaborators with families, colleagues, and agencies. Knowledge gained regarding equity and inclusion will help students to become advocates for social change in the field of early childhood.

Note: The MS in Early Childhood Studies program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

At the end of this program, educator professionals will be able to:

  1. Explain practices that promote healthy child development in diverse populations.
  2. Evaluate inquiry-based child-centered practices that promote play, creativity, and individual growth, exploration and discovery.
  3. Develop meaningful learning experiences that are responsive to the individual strengths and needs of children.
  4. Analyze assessment processes used to promote positive outcomes for every child.
  5. Analyze effective partnerships that foster children’s healthy development and learning.
  6. Analyze current research to inform best practices in early childhood education.
  7. Evaluate one’s professional growth as a leader and advocate in the early childhood field.
  8. Create opportunities for positive social change as a leader and advocate within the field of early childhood.

Course-Based Program (Quarter)

For students beginning their program May 27, 2024 or later.

Degree Requirements

  • 50-60 total quarter credits (50 quarter credits General program; 60 quarter credits Early Childhood Administration, Management, and Leadership specialization)
  • Foundation course (5 quarter credits)
  • Core courses (40 quarter credits)
  • Specialization courses (10 quarter credits)
  • Capstone (5 quarter credits)

Core Curriculum

Foundation Course (5 quarter credits)

  • Students may take this as a non-degree course.

Core Courses (40 quarter credits)

  • Students may take this a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (10 quarter credits)

Capstone Course (5 quarter credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

MSEC 6003 - Foundations of Early Childhood Professionalism

 5 quarter credits

MSEC 6101 - The Developing Brain and the Young Child

 5 quarter credits
Quarter 2

MSEC 6102 - Family and Community Partnerships

 5 quarter credits

MSEC 6103 - Play and Creativity

 5 quarter credits
Quarter 3

MSEC 6104 - Engaging Environments

 5 quarter credits

MSEC 6106 - Meaningful Curriculum P–3

 5 quarter credits
Quarter 4

MSEC 6107 - Observation and Assessment 0–8

 5 quarter credits

MSEC 6108 - Intentional and Responsive Practice in the Content Areas P–3

 5 quarter credits
Quarter 5-6

MSEC 6109 - Meaningful Learning Experiences: P–3

 5 quarter credits

Specialization Course

 5 quarter credits

Specialization Course

 5 quarter credits

MSEC 6918 - Capstone: Leadership and Advocacy in the Early Childhood Field

 5 quarter credits

Tempo Learning® Program

Tempo Learning® is Walden’s competency-based education modality, an alternative way of earning a Walden degree offered for some Walden programs. Instead of courses, the Walden Tempo Learning® program is comprised of competencies and rigorous assessments. Students progress through the Tempo Learning® model by successfully passing competency assessments. A student must successfully achieve or master all competency assessments to graduate from the program.

Students earn the same Walden degree whether they choose the course-based or the competency-based modality

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Degree Requirements

  • 33 total semester credits
  • Core competencies (21 semester credits)
  • Specialization competencies (9 semester credits,)
  • Capstone (3 semester credits)

Core Curriculum

Core Competencies (21 semester credits)

  • EP001 – Use a Systems Perspective to Understand the “Whole Child”
    Use ecological and family systems to understand the “whole child” and support positive outcomes for children.
  • PV001 – History and Evolution of the Early Childhood Field
    Explain foundational research, history, and evolution of the early childhood field in the U.S. and globally.
  • PV002 – Roles, Responsibilities and Relationships of Early Childhood Professionals
    Examine roles, responsibilities, and relationships among early childhood professionals in various sectors/settings within the field.
  • PV003 – Leadership in the Early Childhood Field
    Apply principles of effective leadership to address challenges and opportunities in the early childhood field.
  • CD001 – Theories of Childhood Development
    Demonstrate and understanding of theories and concepts of child development.
  • CD002 – Knowledge of the Child Development Continuum
    Apply knowledge of the child development continuum to support healthy child development and learning.
  • CD003 – Culture and Language and Its Influence on Development
    Explain how culture and language influence children’s behavior and development.
  • CD004 – Supporting Children With Exceptionalities
    Demonstrate an understanding of processes, laws, and resources to support the development of children with exceptionalities.
  • CD005 – Observing, Documenting, and Assessing Children
    Evaluate multiple sources of information to assess individual children in order to plan developmentally appropriate practices that help children progress along the continuum.
  • CC001 – Engages Families and Communities
    Use best practices to engage families and communities in early childhood programs.EP002 – Plan Developmentally Appropriate Curriculum
    Plan developmentally appropriate curriculum in alignment with professional standards.
  • EP004 – Evaluating Program Quality
    Apply professional standards, guidelines, and tools to evaluate the quality of early childhood programs and identify areas in need of improvement.
  • Students may take this as a non-degree course.
  • EP003 – Resources and Support in Early Childhood
    Identify funding sources and processes for obtaining funding to support early childhood programs and initiatives
  • PV004 – Impact of Current Issues & Trends On the Field
    On the Field Analyze the implications of issues such as socio-economic conditions, changing demographics, brain research, and technology on child development and the early childhood field.
  • PV005 – Commitment to Lifelong Learning and Professionalism
    Maintain professional currency related to early childhood policies, issues, and trends.
  • RC004 – Research and Advocacy
    Use research findings to advocate for children, families, and the early childhood profession.
  • Students may take this as a non-degree course.
  • RC001 – Foundations of Research
    Explain key principles and concepts in early childhood research.
  • RC002 – Research Methodologies
    Apply research methodologies appropriate for specific research questions.
  • RC003 – Evaluating Reseach
    Evaluate the quality of early childhood research studies.
  • RC005 – Developing Research Proposals
    Create research proposals to address questions in the early childhood field.
  • Students may take this as a non-degree course.
  • CR001 – Culturally Responsive Practices
    Recommend culturally responsive practices to promote supportive and respectful partnerships with families and positive outcomes for young children.
  • CR002 – Impact of Bias and Discrimination on Children, Families, and Communities
    Demonstrate an understanding of how bias and discrimination impact children, families, and communities.
  • CR003 – Access, Equity, and Promoting Change
    Apply strategies to promote access, equity, and positive social change for young children, families, and the early childhood field.
  • Students may take this as a non-degree course.
  • CC002 – Communicating and Collaborating with Colleagues
    Use effective communication and collaboration strategies to develop professional learning communities and engage with colleagues and other professionals.
  • CC003 – Communicating and Collaborating with Families
    Use communication and collaboration strategies necessary to build effective partnerships with diverse families.
  • CC004 – Communicating and Collaborating with Agencies and Government Officials
    Use communication and collaboration strategies to advocate and work effectively with agencies and government officials.
  • Students may take this as a non-degree course.

Specialization Competencies (9 semester credits)

These competencies are dependent upon the particular specialization. Please see the competency list on each specialization page.

Capstone Competency (3 semester credits)

  • CP001 – Apply Professional Knowledge and Skills
    Synthesize and apply knowledge and skills to address real-world issues or needs in the early childhood field.

MS in Higher Education (Quarter)

For students beginning their program May 27, 2024 or later.

The MS in Higher Education is designed for individuals who want to make a positive impact on students and staff in 4-year colleges, community colleges, and universities to enhance their institution’s ability to successfully contribute to social equity and positive change. Students will learn to think creatively and critically about the challenges facing higher education institutions and provide expertise in addressing these challenges. Learning activities emphasize the application of research-based best practices from business leadership and management, student learning and support, and systems thinking to maximize institutional effectiveness. Critical issues in higher education policy, administration, emerging technologies, legal and ethical issues, and governance are addressed throughout the program in the context of real-world problems facing today’s colleges.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Learning Outcomes

At the end of this program, educator professionals will be able to:

  1. Apply an understanding of higher education systems, business principles, and student learning in solving institutional problems to drive institutional and student success.
  2. Make effective decisions based on critical evaluation of research and data.
  3. Articulate the perspectives and interests of multiple stakeholders.
  4. Choose leadership approaches appropriate to the culture of the organization.
  5. Demonstrate an ability to deploy resources to achieve intended results.
  6. Evaluate the potential impact of policies and processes on student outcomes.

Degree Requirements

  • 45 total quarter credits
  • Foundation course (5 quarter credits)
  • Core courses (15 quarter credits)
  • Specialization courses (20 quarter credits)
  • Capstone course (5 quarter credits)

Curriculum

Foundation Course (5 quarter credits)

  • Students may take this a non-degree course.

Core Courses (15 quarter credits)

  • Students may take this a non-degree course.
  • Students may take this a non-degree course.
  • Students may take this a non-degree course.

Additional Core Courses/Specialization Courses

These courses are dependent upon the particular specialization. Please see the course list under each specialization below.

Capstone Course (5 quarter credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

MSHE 6155: Understanding Higher Education*

 5 quarter credits

MSHE 6156: Understanding Students: Learning, Development, and Diversity

 5 quarter credits
Quarter 2

MSHE 6157: Understanding Institutions: Organizational Behavior and Culture

 5 quarter credits

MSHE 6263: Best Practices for Student Success

 5 quarter credits
Quarter 3

Specialization Course #1

 5 quarter credits

Specialization Course #2

 5 quarter credits
Quarter 4

Specialization Course #3

 5 quarter credits

Specialization Course #4

 5 quarter credits
Quarter 5

MSHE 6960: Capstone: Master’s Project

 5 quarter credits

*Students enrolling in a midterm start date will take MSHE 6155A, a 6-week version of this course by itself in their first term.