online phd health education

DrPH in Health Education

Program director - anna nelson, drph health education (available online).

The Doctor of Public Health in Health Education is designed for individuals who desire to add depth to their health education specialization and develop research, writing, professionalism, management, and leadership capabilities. The emphasis in health education offers advanced knowledge and competencies in the health education process and includes planning and evaluation of health behavior change, advocacy and communication, and critical analysis.

The program emphasizes the practice of  healthful lifestyle behaviors  and  community health education . The  online technology-mediated format  is targeted toward working professionals and requires specific hardware and software specifications.

The curriculum consists of synchronous learning, online courses, blended courses, and a visit to the campus during the research process for defenses of proposals, dissertation, and graduation. Students are also welcomed to take a course or two on-campus during the summer months.

The DrPH in Health Education is designed to provide advanced knowledge, skills, and research capacity. Graduates are prepared for university-level teaching and planning, as well as the management and evaluation of health education programs domestically and globally.

Individually planned and mentored, this program requires a master’s degree in public health or a related field. Graduates are typically employed in leadership roles in government, private, or academic settings.

The program prepares you from day one for competent public health practice in any setting. –O'Neal Malcolm, DrPH Health Education student

Learner Outcomes

Upon completion of the Dr.P.H. degree in Health Education, you will be able to:  

•    Synthesize assessment results to determine and prioritize health problems; •    Apply theoretical concepts and models in developing health interventions; •    Evaluate the effectiveness of health education interventions; •    Provide mentorship and consultation on health education-related issues; •    Apply evidence-based research to develop advocacy efforts for policies and programs promoting health

Possible Jobs : University Professor, County Health Director, Grant Manager

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Doctor of Education in Health Professions degree online

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The Doctor of Education in Health Professions (EdD) program at A.T. Still University’s College of Graduate Health Studies (ATSU-CGHS) is specifically focused on health professions education curriculum and instruction. This fully online EdD program prepares healthcare educators with the skills and knowledge needed to teach and inspire the next generation of health professionals.

ATSU-CGHS’ EdD program curriculum encompasses a 55 credit-hour program that’s 100 percent online. With 10 core courses and five research project courses, students will build a solid foundation for their EdD doctorate. No residency is required, allowing students to continue their careers without interruption as they expand their future professional options.

ATSU faculty are dedicated to the success of EdD doctorate students and are prepared to support their professional and intellectual advancement. Hailing from diverse professional and academic backgrounds, most ATSU-CGHS instructors hold doctorates and are committed to providing a challenging and comprehensive health professions degree curriculum. Unlike most online EdD programs, ATSU’s EdD focuses on developing curriculum and instruction methods in health professions education. Sharing their knowledge and experiences with others, graduates with this highly respected health professions EdD doctorate excel as leaders in the rapidly expanding field of health professions education.

The comprehensive Doctoral Research Project (DRP) is supported by the completion of five courses that guide EdD doctorate students from proposal to dissemination through faculty mentorship and supervision.

Certificates in Health Professions Education

Students can earn a graduate certificate in health professions education which can demonstrate their foundational knowledge and skills in teaching and learning, curriculum development, and assessment. Those who go on to complete the full EdD program may transfer in nine credits from the completed certificate.

100% online flexibility

experience-focused learning

GRADUATE IN 2.5-5 years

5 dedicated research courses

engage asynchronously

4 START DATES PER YEAR

Program essentials

Doctor of education in health professions curriculum overview.

Students in ATSU’s EdD in Health Professions program are empowered with the most updated curriculum designed for relevance and immediate impact in the industry. Curriculum design is context-based and mission-driven.

Health education degree courses are conducted through virtual teaching methods, such as web-based instruction, video demonstrations, directed readings, and email and online discussions with faculty. Student learning is monitored through authentic embedded assessments.

The curriculum complements ATSU’s mission, encouraging its constituencies to become leaders in improving community health and wellness with a comprehensive appreciation of the whole individual while helping to create the best health professions educators in the world.

Course Descriptions

Course descriptions, course durations, and related information are subject to change. All courses are three credit hours, unless otherwise specified.

*Students take either Finance and Budgeting (focused on institutions of higher education) or Healthcare Economics and Financial Budgeting (focused on healthcare organizations), depending on their area of interest.

All courses in the Doctor of Education in Health Professions program at ATSU-CGHS are Quality Matters certified. .

Career Advancement

According to the Bureau of Labor statistics, the college faculty profession is predicted to grow by 9% from 2019 to 2029 much faster than the average for all occupations.

• Professor at a college or university in a multitude of health professions
• Director of health education department or program
• Director of community health services
• Health professions clinical educator

Requirements

• Completed and signed admissions application along with a nonrefundable application fee.
• An accredited Masters degree from a university recognized by the Council for Higher Education Accreditation. Applicants who received their qualifying degree from a university outside the United States will have to provide a degree equivalency evaluation. *
• Official transcript from the qualifying degree-granting institution. For students using VA benefits transcripts for all institutions attended are required.
• Minimum Cumulative Grade Point Average (CGPA) of 2.5 (on a 4.0 scale) at the qualifying degree institution.

Elements of Success:

• A current resume
• Completion of an essay
• English Proficiency **
• Meet technology requirements***

*Applicants who have graduated from a foreign college or university should submit acceptable evidence of U.S. degree/course equivalency. All course work taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:

• World Education Services P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 p: (212) 966-6311 f: (212) 739-6139 [email protected]
• Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, WI 53203-3470 (414) 289-3400
• American Assn. of Collegiate Registrars & Admissions Officers One Dupont Circle, NW, Suite 520 Washington, DC 20036-1135 (202) 293-9161
• Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami FL 33173 p: (305) 273 -1616 f: (305) 273 -1338 [email protected]
• Intl. Education Research Foundation, Inc. PO Box 3665 Culver City, CA 90231-3665 (310) 258-9451

**Applicants are required to demonstrate proficiency in English when applying to A.T. Still University’s College of Graduate Studies. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

• Option 1 - English is your first language.
• Option 2 - Graduated from a regionally accredited four year college/university in the United States with a BA/BS or graduate degree.
• Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).

Accepted test types for CGHS are: The Computer Based Test (CBT), Internet Based Test (iBT), or the Paper Based Test (PBT) are accepted. The following are the minimum required score based on test type:

• CBT - minimum total score of 213
• iBT - minimum total score of 80
• PBT - minimum total score of 550

The TOEFL is administered by TOEFL/TSE Services , P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151, 609.771.7100 *** ATSU technology requirements

Cultural Competence and Multicultural Education +

Students examine the influence of diversity, culture, ethnic origin, and societal change on educational and health care institutions. Students will learn how to teach and lead in the continuously changing global environment. Students explore how language, gender, race, tradition, education, economic structure, societal transitions, and global events affect how educational and organizational philosophies are developed. In addition, this course will concentrate on multicultural teaching and learning

Doctoral Research Project Courses +

The Doctoral Research Project (DRP) consists of five 5-hour courses that develop a research project from the stages of proposal to dissemination. The research project is a research based effort in an area chosen by the student. The goal of the DRP is to advance practical knowledge in health professions education based on research and analysis. Each student will be assigned a faculty member to approve the project and provide mentorship and supervision throughout the process.

• Proposal Preparation for DRP – 5 credit hours
• Literature Review for DRP – 5 credit hours
• Research Design for DRP – 5 credit hours
• Data Analysis for DRP – 5 credit hours
• Publication for DRP – 5 credit hours

Educational Program Evaluation +

Students will be introduced to educational program assessment and evaluation. Topics include meeting health programmatic accreditation requirements, creating academic institutional effectiveness plans, program creation and revision, curricular evaluation, and strategic program assessment at the college and university level. Other topics discussed include evaluating certification and licensure pass rates, retention and attrition statistics, and integrating advisory board guidance into educational programs.

Finance and Budgeting* +

Students will examine financial concepts and theories that influence the budgets of higher education institutions. Topics include potential revenue sources, budgeting techniques, effect of legislative action on budgets of higher education institutions, cost sharing concepts, reallocation concepts, and downsizing.

*Students may take Healthcare Economics and Financial Management – DHAD8200 which focuses on finance and budgeting for health care organizations instead of higher education institutions if they prefer; however, they must notify their Academic Advisor before they begin their program since this may alter their academic degree plan.

Innovative Teaching Strategies in the Health Professions +

Students will learn about traditional and emerging learning theories in pedagogy and andragogy. Topics discussed include student-centered learning, heutagogy, Pedagogy 2.0 and 3.0, problem-based learning, and transformative learning. Emphasis will be placed on teaching and learning in the face-to-face, hybrid, and online learning environments.

Instructional Design and Program Planning +

Students will examine the use of a systematic process-based on learning theory to plan, design, and implement effective instruction for health professions education. Students will use educational taxonomies for the creation of instructional objectives for traditional and competency-based programs, and they will learn techniques for mapping curriculum.

Qualitative Research +

Students will develop a theoretical framework for qualitative research. Topics include how to conduct various types of qualitative research projects through interviews, observations, and open-ended data, as well as how to analyze and report results. Students will conduct, analyze, and report qualitative data.

Quantitative Research +

Students will be provided with an overview of the types of quantitative designs and statistical techniques. Students will learn about descriptive statistics; sampling techniques; statistical inference, including the null hypothesis, significance tests, and confidence intervals; and causal-comparative analyses, including t-test and ANOVA. Students will be required to do hands-on activities, and interpretation of data will be emphasized.

Student Assessment +

Students will learn how to create authentic assessments within a health curriculum. Best practices in assessment will be discussed, and students will create problem-based, competency based, and transformative assessments that provide them with critical thinking and career-specific skills to facilitate training and education in the workplace.

Technology and Educational Transformation +

Students will examine how technology has transformed health care and educational environments. Topics include how to integrate technology into instructional design and how to evaluate the effectiveness of technology. Copyright, fair use, and the Teach Act will be discussed, and students will have the opportunity to experiment with some of the latest technology tools.

Transformative Leadership and Ethics +

Students will be provided an introduction to the organization and governance of health care organizations, colleges, and universities. Faculty, academic and administrative contexts, and organizational cultures within which students may be employed will be explored. Topics discussed include organizational theory, employee evaluation, ethics, institutional effectiveness, and accreditation.

Review tuition and fees for the Doctor of Education in Health Professions program. Please note tuition and fees are subject to change.

Financial Aid

Federal financial aid is available for qualifying students. For more information visit Enrollment Services or contact them at 660.626.2019 or by email at [email protected].

Dr. Erin Breitenbach is program chair of the Health Education program at ATSU’s College of Graduate Health Studies. She holds a BA in Kinesiology (1991), an MA in Health Education (1996), and a PhD (1998) in health education from The University of Texas at Austin. After several years conducting health education research, Dr. Breitenbach spent time managing oncology clinical research before returning to health education as a public health instructor for ATSU.

Dr. Breitenbach’s research interests include cancer screening in Hispanic women, school nutrition behaviors, and developing collaborative partnerships among institutions of higher learning, state-level organizations, and local school districts to improve comprehensive school health education.

Joshua Bernstein joined A.T. Still University College of Graduate Health Studies in 2010. His work involves outcomes-based higher education andragogy, course development, curriculum assessment, and contributions to the literature in health promotion, health education, and wellness. Dr. Bernstein is involved in health sciences research activities, editing and reviewing for professional publications, course authorship and administration, and undergraduate health education internship and mentorship programs.

Research interests include wellness among transitional populations, nutrition in emerging and low-income regions, higher education, and adolescent risk perception.

Dr. Bernstein holds a doctorate degree in health education from Texas Woman’s University. His dissertation investigated the relationship between automobile-related fatalities among novice drivers and state-level graduated drivers licensing programs. He also earned a masters degree in education from Centenary College of Louisiana and a bachelors degree in sports medicine from New Mexico State University. Dr. Bernstein also holds leadership positions within the American Public Health Association and the National Wellness Institute.

Prior experiences include 15 years in sports medicine as a professional athletic trainer and manager of an outpatient orthopedic rehabilitation clinic. Dr. Bernstein lives in Dallas, Tx, enjoys cultural and sporting events, and serves as a varsity official for high school basketball and the Special Olympics.

Dr. Ayars holds a doctoral degree in Community Health Science from the University of Texas School of Public Health at Houston, and completed her postdoctoral research fellowship at the Children’s Nutrition Research Center at Baylor College of Medicine. She also holds a Master of Science degree from the University of Houston–Clear Lake in biology with a physiology concentration and two Bachelor of Science degrees (biology/anthropology) from Southern Methodist University in Dallas. Dr. Ayars is a member of the Society for Epidemiologic Research and the American Evaluation Association.

She has more than 20 years of experience in the field of chronic disease risk factors in children, beginning as a project and field director for three large NIH funded epidemiologic studies (Project HeartBeat!, Project HealthVOICE, and The Heartfelt Study). Most recently, she served as the Director of the Healthy Communities Section of the Kansas Department of Health & Environment where she led evidence-based statewide efforts to reduce the burden of primary chronic disease risk factors in Kansas. She served as the State Health Department Expert Advisor for the Kansas ACHIEVE (Action Communities for Health Innovation and Environmental Change) grants. Prior to joining KDHE, she collaborated with clinicians in the Geisinger Healthcare System of Pennsylvania to develop research initiatives for primary care and school-based pediatric obesity prevention and treatment programs. Dr. Ayars’ work in chronic disease risk factors in children has been published in peer-reviewed publications, such as Preventive Medicine, and presented at national and international conferences, including The Obesity Society and the Federation of American Societies for Experimental Biology.

Lynda Tierney Konecny earned her doctor of health education degree from ATSU-CGHS. She obtained her master of science in counseling/student personnel services from Emporia State University in Kansas and bachelor of science in behavioral psychology from Northern Michigan University. Dr. Konecny is also a Master Certified Health Education Specialist (MCHES).

Dr. Konecny has been with ATSU since 2005 and began teaching for ATSU-CGHS in 2008. In addition to her experience with online education, she has taught in various public and private, civilian and military residential institutions. Dr. Konecny speaks at many state, national, and international conferences. She is involved in professional organizations serving on various committees, acting as governing councilor, conference session peer-reviewer, and session moderator. She is a published author, and serves as a journal review board member. During her career, she has held a variety of positions in college student services including admissions/recruitment, marketing, student activities/intramural sports, and residential life. Dr. Konecny also spent many years as an officer in the U.S. Army Reserves. In addition, she has extensive experience working in the fitness industry as a certified group fitness instructor, personal trainer, and fitness center manager.

Dr. Konecny’s research interests include the development, implementation and evaluation of innovative teaching methodologies and introducing new technologies to enhance curriculum delivery and student learning; educating and improving overall wellness, or dimensions of wellness, within various and diverse populations; exploring the practical application of health education behavior theories and the educational aspects of health promotion; examining learning theory in relation to online and residential instructional design, assessing the impact and value of student services for the online learner; and psychological research emphasizing behavior modification in public health and health education settings.

Marisa Hastie, EdD, MS, ACSM-EP, PN-1, FACSM is the Dean of the College of Graduate Health Studies at AT Still University. Dr. Hastie received her doctor of education from George Fox University (2013), her master of science in exercise and sport science with an emphasis in biomechanics from the University of Oregon (2003), and her bachelor of science in exercise science from Gonzaga University (2001). She is a fellow of the American College of Sports Medicine (ACSM) and is a certified Exercise Physiologist.

Prior to joining ATSU, she was a Professor of Exercise Science and Program Chair for the Exercise Science Program at Lasell University (Newton, MA). Dr. Hastie also served as the Faculty Fellow for the Fuss Center for Research on Intergenerational Education and Aging and received the deWitt Excellence in Educational Leadership Award from Lasell University. Dr. Hastie served as Faculty Chair of the University’s governance system.

Dr. Hastie has served in several leadership roles at the regional and national level of the ACSM, which include her current roles on the Professional Education Committee at the national level and as the President-Elect for the New England chapter. Her research interests have included exploring the connection between lifelong physical activity and long-term health outcomes, the relationship between exercise training and cognition, and the effects of discrimination experiences on health-related coping behaviors.

Dr. Hastie has extensive experience in online program development, teaching, and assessment. She developed an online Master of Science in Nutrition for Human Performance program and has 18 years of experience in both synchronous and asynchronous teaching formats. She became an educator because she strongly believes in the development of the whole student as a crucial responsibility of higher education institutions.

University Catalog

Read more about the Doctor of Education in Health Professions in the University Catalog to learn more about detailed course descriptions and doctoral research project specifications for the EdD in Health Professions and find answers for many of your questions regarding application information and tuition.

A.T. Still University is accredited by the Higher Learning Commission

230 S. LaSalle Street, Suite 7-500, Chicago, IL 60604

Phone: 800.621.7440 | Fax: 312.263.7462 Email: [email protected]

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Doctor of Education in Health Professions Degree Faculty

The ATSU-CGHS faculty and staff are dedicated to the success of each health professions degree student. All ATSU-CGHS instructors hold doctorate degrees, with diverse academic and professional backgrounds in education, public health and health education.

Their academic areas of interest include curriculum and instruction, adult education, health professions education, health literacy, community health, health behavior, college health, child and adolescent health, rural health, environmental health, parasitology, microbiology, epidemiology, emerging pathogens and infectious disease, program evaluation, professional education of health educators, allied health and health sciences education, online learning, and innovative teaching methodologies.

Offering a challenging educational experience, the Doctor of Education in Health Professions program enables professional and intellectual advancement with the resources that support you throughout your journey. Comprehensive student services are available, including advising, tutoring, technical support, and career services.

Faculty Forums

Doctor of education in health professions degree admissions.

ATSU’s Doctor of Education in Health Professions online program will admit professionals who have a master’s or doctorate degree.

EdD in Health Professions degree students are selected by an admission committee that considers the overall qualities of the applicant through application content, academic record, and personal motivation.

Application

Review application deadline dates

For additional information contact an Enrollment Counselor: 877.626.5577 or [email protected]

Have a question for ATSU?

Submit an inquiry for more information on your program of interest.

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800 W. Jefferson Street Kirksville, MO 63501 877.626.5577 [email protected]

Not sure if the EdD is right for you?

ATSU-CGHS offers a variety of doctoral programs that meet your professionals needs and career goals.

Related programs

• Doctor of Health Administration
• Doctor of Health Sciences
• Master of Education in Health Professions
• Master of Health Administration
• Master of Health Sciences
• Master of Public Health
• Certificate in Health Professions Education
• Certificate in Nurse Education
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You indicated you’re interested in becoming a PA...

ATSU’s Doctor of Medical Science degree is not a route to certification as a physician assistant. The program is only open to already certified PAs who have completed a professional program.

If you are interested in becoming a PA, ATSU-ASHS offers a residential Master of Science in Physician Assistant Studies program, which is designed for individuals without a PA degree.

You indicated you're interested in becoming an AT...

ATSU’s MS-AT is not a route to certification as an athletic trainer. This post-professional program is only open to already certified ATs or those who have completed a professional program and are eligible to sit for the BOC exam. If you are interested in becoming an AT, visit the CAATE website and search for professional programs at the master’s degree level. The AT Each Moment website also provides information on avenues to certification. Once you're a certified AT, check out our graduate certificates in AT, post-professional MSAT, or DAT!

You indicated you're interested in becoming an PT...

ATSU’s Postprofessional Doctor of Physical Therapy degree is not a route to become a physical therapist/physiotherapist. The program is only open to PTs who have already completed an entry-level program.

If you are interested in becoming a PT, ATSU offers a three-year residential Doctor of Physical Therapy program , which is designed for individuals without a physical therapy degree.

You indicated you're interested in becoming an RN...

The ATSU-CGHS DNP program requires applicants to have an unencumbered U.S. RN License from the state in which the attainment of supervised clinical hours will occur. They also must have completed a Master of Science in Nursing degree from an accredited university with a minimum cumulative GPA of 3.0 before matriculation at ATSU-CGHS.

If you have any questions or are interested in information on another program, please reach out to our Admissions department. [email protected] 877.626.5577

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The Doctorate in Public Health Education is designed for healthcare professionals and educators who are dedicated to health promotion and disease prevention through evidence-based interventions that improve the health of all populations around the world. Students in the program will develop the competencies necessary to address public health issues in local, national and international communities. The dynamic connection between research, theory and practice prepares graduates to be leaders and experts in public health education through research-intensive coursework and a dissertation.

Quality You Expect

Our accredited programs are designed for working professionals who want a quality education. We’re committed to delivering high-quality, affordable and accessible online programs grounded in evidence-based content and relevant application.

Low Cost You Deserve

Because we’re 100% online, you only pay for the cost of delivering your education, not infrastructure like buildings or dorms. In fact, our affordability allows most of our students to graduate with no debt. We also offer over $2.5 million in scholarships and grants every year.

Flexibility You Need

Complete your coursework any time and anywhere there’s an internet connection. You’ll have access to academic resources 24/7, and highly responsive faculty and librarians. You decide how we fit into your life, not the other way around.

We believe in full transparency with our total cost of attendance. No hidden fees. No surprises along the way.

Find a plan that fits your budget.

When We Say Low Cost, We Mean It

Austin Peay State University

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Source: Internal Research Completed on June 2023

Program Details

Focus of study.

Curriculum and Instruction

General Track

Higher Education

Instructional Technology

Public and Nonprofit Leadership

Start Dates

With flexible start dates, you can begin your program when it’s best for you.

May 20, 2024 Term

May 17, 2024

Application Due

Payment Due

May 24, 2024

Unregister/Cancel Deadline

Jun 23, 2024

July 08, 2024 Term

Jul 05, 2024

Jul 08, 2024

Jul 12, 2024

Aug 11, 2024

August 19, 2024 Term

Aug 16, 2024

Aug 19, 2024

Aug 23, 2024

Sep 22, 2024

September 30, 2024 Term

Sep 27, 2024

Sep 30, 2024

Oct 04, 2024

Nov 03, 2024

November 11, 2024 Term

Nov 08, 2024

Nov 11, 2024

Nov 15, 2024

Dec 15, 2024

January 06, 2025 Term

Jan 03, 2025

Jan 06, 2025

Jan 10, 2025

Feb 09, 2025

Here are just some of the courses you’ll take when working towards this program. Visit the College Catalog to see all courses.

Featured Faculty

Our real-world coursework is taught by experienced faculty.

Byron Barton

Jodi Boling

Gretchen Burke

Ashley Winans

Katia Chamberlain

Eiman Eltinay

John Gachago

Christopher Gransberry, PhD

Lori Kaufman

Admission requirements, ace general admission requirements.

• Complete and submit all application components including the admission application, the enrollment agreement and payment agreement.
• Submit the nonrefundable application fee.*
• Provide official transcripts from an institution that is accredited by an accrediting agency recognized by the U.S. Department of Education indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.

**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

• Transcript showing Masters’ or doctoral level
• Minimum grade point average 3.0 on a 4.0 scale for full admission
• Provisional admission is not permitted
• Applicants must achieve and maintain a 3.0 GPA throughout the program

International Transcript Requirements

All applicants must submit, to the Admissions Office, an official evaluation from a NACES-approved organization.

• Transcripts that are international and/or not in English must be evaluated through a NACES -recommended agency.
• Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency .
• International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

• Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
• Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
• The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening and Writing.
• The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.
• The testing agency must send test scores directly to American College of Education.
• Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C) .

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Online Degree

• Doctor of Education (Ed.D.) in Health Professions Education

Are you interested in sharing your knowledge to guide the healthcare leaders of tomorrow? Logan University’s Doctor of Education in Health Professions Education program prepares health care professionals to become expert educators in their field.

Complete your degree with our flexible online program. You can even complete your Applied Research Project and Practicum online or at your home institution.

Average length of program.

$800 per credit hour

60 Credit Hours.

Full Tuition and Fees Here

Next Trimester Start

May 13, 2024 September 9, 2024 January 7, 2025

Impact Health Care for Generations to Come

Through Logan’s Ed.D., you’ll gain the in-depth knowledge and practical skills to apply your content expertise and clinical experience to enabling tomorrow’s practitioners to shine, thrive and excel. Continue working in the field you know and love while preparing future practitioners to succeed with a doctorate in health professions education.

Healthcare jobs are expected to grow by 16% through 2030. Who will prepare tomorrow’s nurses, dentists, nutritionists and other professionals to serve in these important roles? With a Doctor of Education in Health Professions Education, you can apply your health care experience while taking the next step in your career as a health educator, university faculty or university administrator.

Requirements

Admissions Requirements for the Ed.D. COLLEGE OF HEALTH SCIENCES: Ed.D. ADMISSIONS REQUIREMENTS An applicant must have:

• Earned a master’s degree or higher from an accredited college or university recognized by the U.S. Department of Education (USDE) or the Council for Higher Education Accreditation (CHEA). Applicants who graduated outside the United States must provide an official equivalency evaluation.
• Requested that an official transcript be sent directly to Logan University from the institution awarding the qualifying entrance degree. If the applicant attended multiple institutions, an official transcript must be sent from each institution directly to Logan.
• An applicant with qualifying post graduate coursework may have those courses and cumulative GPA (unweighted) re-evaluated by the Admissions Committee.
• Applicants with a GPA (unweighted) between 2.5 and 2.99 may appeal to the Admissions Review Board for a probationary acceptance to Logan.
• Completed the admissions application with non-refundable application fee and current resume or CV.

No GRE Required

Students may be admitted through the Alternative Admissions Track Program (AATP). Students are encouraged to reach out to Admissions at  [email protected]  or 636-230-1750 to discuss possible options.

Job Outlook

According to the American Association of Colleges of Nursing, more than 75,000 qualified candidates were turned away from nursing schools due to lack of educators and facilities in 2018-2019. With an Ed.D., you can do much to shape and improve the future of health care for all.

In health care jobs through 2030, higher than any other industry

of nursing openings were for faculty positions requiring a doctoral degree ( AACN )

New health care jobs through 2031 ( Bureau of Labor Statistics)

What are the admission requirements?

Applicants must have a master’s degree or higher from an accredited college or university with a 3.0 to 4.0 GPA (unweighted) for courses in their qualifying degree.

What courses will I be taking for this degree?

Students in Logan’s Ed.D program learn education theory, curriculum development, course design using quality metrics, learner assessment, academic leadership, education technology, statistics, and education research. Courses for our graduate program equip those in health professions with the necessary tools to become health professions educators in the future.

Why should I choose Logan’s program?

With Logan University, you can earn this in-demand degree from virtually anywhere. Master advanced teaching skills, technology, and curriculum development, and learn to apply your expertise to educating future practitioners. Our program is offered 100% online, and you can even complete your Applied Research Project and Practicum online or at your home institution.

What are the requirements for the Practicum courses?

The Practicum courses in the Ed.D. program are comprised of 2 courses where students will design or re-design a course or training module. The goals of the Practicum are to provide students with the practical opportunities to implement the ideas of curriculum development and course design. No external sites are needed as these courses are completed through the Learning Management System at Logan University or the student’s home institution.

What is the ARP?

The Applied Research Project, or ARP, is the final research project students will complete in the Ed.D. program. Students will perform their own educational research and may select either a quantitative, qualitative, or mixed methods approach to their research design. The ARP allows students to focus on specific research problems within their respective disciplines and utilize these findings to implement practical solutions.

Doctor of Education in

Health professions education at logan, program highlights, learn on your schedule.

Course requirements prepare students for future endeavors in healthcare with a high-quality health professions education. Our 100% online health professions education program lets students learn from virtually anywhere. Choose a full or part-time course load and continue working while you complete your degree. With three, 15-week trimesters each year, you can begin your program on a schedule that works for you.

Your Experience Matters

Continue working in the field you know and love while preparing future practitioners to succeed. Our Ed.D. program lets you put your health care knowledge and experience to work in new ways.

Closing the Skill Gap

You have the clinical or administrative experience in healthcare. Now, gain the academic foundation and practical skills to share your knowledge as an educational leader in a college, university, online or health care setting.

Doctor of Education in Health Professions Education Program Learning Outcomes

Master advanced teaching skills, technology and curriculum development and learn to apply your expertise to educating future practitioners.

View Outcomes

1. Use communication skills that result in effective information exchange;

2. Apply core health professions education competencies to practice/teaching;

3. Use credible information from a multitude of sources to make informed decisions in an area of teaching;

4. Perform the educator’s role in ways that demonstrate professional integrity;

5. Apply best practices in education to the development of quality learning experiences for adults; and

6. Advance education practice through scholarly research.

LOGAN MENTORS

Speak to Dr. Rauscher

Have questions about our Doctor of Education in Health Professions Education program? Take your questions directly to the source. Reach out to Dr. Laura A. Rauscher to learn how to start your journey today!

Additional Resources

Admission requirements, academic degree plan.

View trimester by trimester the courses you’ll take throughout your doctoral program.

• 2023-2024 Academic Degree Plan

Academic Schedules

Course number, title, time, instructors and more—find everything you need to enroll in classes for upcoming trimesters.

Tuition & Fees

Our Ed.D. is completely online, saving you time and travel costs. For current tuition, fees and estimated expenses, click below.

Course Descriptions

Learn education theory, curriculum development, course design using quality metrics, learner assessment, academic leadership, education technology, statistics and education research.

• 2023-2024 Ed.D. Course Descriptions

Angelita Howard, EdD, MBA-PM

Chenee Gilbert, Ed.D., Ed.S.

Jan Edwards-Webster, EdD, MEd

Adjunct Professor

• Undergraduate

Jeffrey Harding, Ph.D.

Adjunct Faculty

Julie Lasley, PhD., R.T. (R) (T)

Kristi Husk, PsyD, CBIS

Laila Thompson, MEd, PhD

• College of Health Sciences

Laura A. Rauscher, PhD, LPC, NCC, ACS, CTMH, CCATP

Program Director, Doctor of Education in Health Professions Education (Ed.D.); Program Director, General Education Courses

• Center for Teaching and Learning

Melinda Boyd, DCN, MPH, MHR, RD

Michael Furtado, PT, DPT, EdD.

Adjunct Faculty (Part-Time)

Sarah Carter, PhD

Assistant Professor for the DHPE/Ed.D. Program

Wesley Benton, DC, MA, MSEd

William Sobotor, PhD

Adjunct Instructor

Stories and Features: Doctor of Education (Ed.D.) in Health Professions Education

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James Haliburton, MD, a psychiatrist and faculty member at John Peter Smith Hospital in Fort Worth, Texas and a student in Logan’s Doctor...

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DOCTOR OF PHILOSOPHY Health Professions Education

• Application
• Request Information

Earn your Ph.D. through 100% online coursework.

• Certificate Health Professions Education

Program Highlights

Frequently asked questions.

• Transcript Review
• Program Details
• Admission Requirements
• Graduate Events

Why earn your Ph.D. in Health Professions Education at Bellarmine?

Our Ph.D. in Health Professions Education is a 48-hour (post master’s degree) cohort-based program with a completely online delivery format. The degree prepares students from diverse healthcare backgrounds for college and university teaching, leadership, and research careers.

Graduates of the program will fill the significant shortages of academically qualified faculty to meet regional and professional accrediting body requirements in healthcare related fields including, but not limited to, nursing, physical therapy, respiratory therapy, occupational therapy, athletic training, speech-language pathology, medical laboratory sciences, imaging sciences, pharmacy, physician assistants, radiation therapy, dental hygiene, and health care administration.

This program is intended for working professionals with classes held virtually. Courses are offered through a blend of both synchronous and asynchronous virtual class sessions, with guided online work completed independently throughout the semester. Coursework can be completed in eight semesters (no more than two courses per semester) with the dissertation completed in semesters nine and ten.

Bellarmine’s Ph.D. in Health Professions Education curriculum prepares students to teach in both the college/university and clinical settings. The program includes student development theories, as well as pedagogical strategies for teaching in the classroom, online, clinical, and laboratory settings. In addition, the program prepares graduates to understand and employ multiple teaching-learning theories as well as evaluate program and curricular effectiveness. Coursework in both qualitative and quantitative statistics and research methods will ultimately prepare students to engage in scholarly activities.

How would this program benefit me in the workplace? Bellarmine’s Ph.D. in Health Professions Education curriculum prepares students to teach in both the college/university and clinical settings.

Would I be eligible for any financial assistance? Yes. You will want to file the FAFSA and apply for federal loans at fafsa.ed.gov. Graduate students are eligible for loans in the amount of $20,500 per academic year (fall, spring and summer) while enrolled.

Will I be assigned a program advisor who will mentor me and guide me through my course work? Yes. Each graduate student will have a program advisor who serves as a mentor to assist with course selection, practicum site identification and dissertation efforts.

Student Story

“As a full-time educator, wife and mom, and part-time physical therapist, finding time to pursue my goal of completing a PhD and finding the right program was a daunting task. After spending many months researching various programs I came across Bellarmine’s PhD in Health Professions Education and I was excited to see a program that could fit all of my needs. This program has robust and diverse curriculum that prepares students to be great educators in the dynamic and evolving health professions programs, as well as, the flexibility to complete course work online and at a pace that did not take away from my other responsibilities. The faculty are also extremely supportive and truly come alongside the student to help them complete the program. This degree will allow me to progress in leadership roles in higher education and has made me a better educator in physical therapy education. I’m grateful for the opportunities this degree opens up for me and my future. ”

Bethany Huebner, PT, DPT Clinical Specialist in Sports Physical Therapy Certified Manual Therapist Department Chair/Associate Professor of Physical Therapy University of Evansville

Faculty Profiles

Here is a quick snapshot of a few of our faculty members.

Barbara Jackson, Ph.D., RN Dr. Jackson serves as the chair of the Ph.D. in Health Professions Education program, is an Associate Professor and Associate Chair of Assessment and Accreditation of the Lansing School of Nursing and Clinical Sciences. She was elected to the Education and Research Cabinet with the Kentucky Nurse’s Association, where she also serves as secretary. Dr. Jackson earned her BSN at Indiana University Southeast and her Ph.D. in Nursing from the University of Louisville. Her research interests include a focus on vulnerable populations, including homelessness, poverty, and incarceration. She has worked with mothers who live in urban settings, mothers in prison, as well as rural and urban pediatric populations. She works with a hospital research council on topics related to patient education and staff development. Her primary teaching responsibilities have included health policy, evidence-based practice, scholarship and pedagogy in HPE and Qualitative Research.

Megan Danzl, PT, DPT, Ph.D., NCS Dr. Danzl teaches in the following courses: Introduction to Acute Care, Service Learning Clinic, and Neurological Rehabilitation for the Adult Patient. Her current scholarship interests include examining the practice of patient and caregiver education in physical therapy practice, the use of qualitative research methods in physical therapy research, and neurorehabilitation. She serves as the research and education coordinator in the Bellarmine University and Norton Healthcare neurologic physical therapy residency.

Learn more about Bellarmine University.

For more information, call 502.272.7100 or email your questions to [email protected] .

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Department of Medical Education

Phd in health professions education.

The Department of Medical Education (DME) is thrilled to announce the establishment of a new online PhD program in Health Professions Education (HPE). The PhD in HPE evolved from our successful former collaboration with the UIC College of Education’s Department of Curriculum and Instruction. The PhD in HPE also builds upon the success and strong reputation of DME’s Master of Health Professions Education (MHPE), as well as upon the department’s broader expertise in HPE research and teaching excellence.

Program Overview Heading link Copy link

What is the phd in hpe.

The PhD in HPE program will produce exemplary scholars who advance the field of health professions education by developing innovative research agendas that shape educational policy, standards, and practices, with the ultimate goal of improving healthcare. While the PhD in HPE will share course offerings with DME’s renowned MHPE program, it will include a greater emphasis on research design, data collection, and original scholarship for students who aim to serve as principal investigators in HPE studies in the future.

Who is this program for?

Typical students in the program may include students from a wide range of professional backgrounds, including MDs, other clinicians, and non-clinical educators, aiming to deepen their methodological training and increase their knowledge of the health professions education canon. The student body is also likely to be heterogenous in terms of career stage, and thus may include students ranging from trainees (e.g., residents and fellows) to administrators and leaders (e.g., program directors and deans).

The program is designed for students to have the option to pursue the program on a part-time basis, in conjunction with their regular employment or full-time.

What should students expect to gain?

After completion of the PhD in HPE, students will be able to:

• Integrate theories in the social sciences and health professions to define and understand challenges in health professions education, research, and practice
• Employ a range of relevant research designs, research methodologies, and other scholarly practices to advance the field of health professions education as an independent investigator and eventual leader of a research team
• Situate education and education science within the sociopolitical context of health care and health professions education, and translate educational science into practice
• Additionally, students will have the opportunity to make numerous connections with experts in HPE in order to grow their professional networks.

Program format and cost

The PhD in Health Professions Education is an online program, though some courses included in the curriculum have short-term, in-person requirements.

The online tuition for 2024 is $925 per credit plus fees (information about fees can be found on the UIC Registrar’s website. The program/department (DME) does not offer any funding at this time. Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers. Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College will be supported in their applications by departmental and PhD program administration.

Degree Requirements Heading link Copy link

Students must achieve the following requirements to graduate with a PhD in Health Professions Education.

Details on hours

The PhD in HPE degree requires 96 credit hours past the baccalaureate. However, we anticipate that the majority of admitted students will be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree or advanced clinical degree (e.g., MDs), thus leaving 64 credit hours to complete the degree. (For more details, see FAQs.)

The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

To accommodate the heterogeneity of the expected student body, the curriculum aims to be quite flexible. Rather than being prescriptive about specific courses, the program focuses on the specific domains and competencies that were determined by program faculty to be fitting for rigorous, doctoral-level training in HPE. Specifically, students will work with their advisors and the Director of Graduate Studies (DGS) to develop programs of study based upon their scholarly and methodological needs.

• View course descriptions

Details of mentorship

Students must complete a mentored, Applied Health Professions Education Experience in order to better facilitate integration of coursework and their understanding of HPE concepts within applied settings. These experiences might include working on DME faculty members’ research projects, engaging in HPE journal editorial work, helping to teach a course taught by a DME faculty member, or something comparable.

There are 3 exams

• Departmental Qualifying Examination: This comprehensive exam will evaluate students’ knowledge of foundational readings within health professions education and their ability to synthesize and critique these readings.
• Graduate College Preliminary Examination: Students are required to draft a dissertation prospectus and defend this prospectus at a virtual hearing in front of their Preliminary Examination committee (and future dissertation committee).
• Dissertation Defense: Students are required to complete a written dissertation with a public, virtual oral defense before their dissertation committee and other members of the academic community.

Dissertation details

PhD in HPE students must complete a Dissertation research project. Dissertation research must include original data collection (i.e., the research needs to include the development of a dataset, identification of sample/analytic subject, etc.). The project can include one large project with multiple components or serial linked studies/experiments. The most common format for the dissertation is the multiple-article model (three publishable articles, plus an introduction and conclusion), though a single monograph is also acceptable.

How to Apply Heading link Copy link

The application deadline for Fall 2024 is January 15, 2024. Only two applicants are accepted each year.

All applicants submit materials via Online Application . The Department of Medical Education Admissions Committee will then develop a ranked short list for subsequent interviews with potential PhD advisors. Short-listed applicants will interview (via Zoom) with the DGS and two potential advisors, all of whom will submit reviews for the applicants, which will then be used to develop the final ranked list for admissions.

Please review the application requirements before applying.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

A combination of a master’s degree in education, social science, or related fields and significant experience in a health professions setting or  A master’s degree in health professions education and/or an advanced professional degree in a health professions discipline.

Applying as a graduate of the Department of Medical Education MHPE program

Graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Transfer credits

Advanced standing credit determinations will be considered for applicants with master’s degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree.

Transfer of graduate credits from other institutions will be handled on a case-by-case and course-by-course basis, pursuant to the transfer process described on the Graduate College website.

Read more on the policies around transfer of credit on the Graduate College website .

GPA details

Applicant’s previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.

Which tests to take

The GRE is not required for this program; however, applicants may submit their scores if they wish.

Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Additionally, applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials. Applicants must submit:

• Registrar-issued transcripts from each college and professional school attended
• Letters of Recommendation (3)
• Recommendation letters should address the applicant’s academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available)
• Past experience in HPE and/or education, including previous experience with HPE research, including mentored research projects
• Present and future research projects or interests
• Fit with program and why the applicant is pursuing the PhD in HPE at DME
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.
• If applicants are planning to pursue the degree in connection with their employment (i.e., part-time), they also must include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.
• A Curriculum Vitae (CV) highlighting research, teaching, and service experience, particularly in HPE

Read if you are applying from outside the United States

International applicants must follow all UIC Admissions International Requirements for graduate admission. Please visit the UIC Admissions website for more details.

The Office of International Services is working to obtain authorization to allow international students to be admitted to this new academic program. In the event that the authorization is not in place in time prior to the start of the term of admission, admitted international students may defer their admission until the following year.

Next steps Heading link Copy link

What to expect after applying.

Students will be informed of admissions decisions in Spring 2024. Note: All admitted students will be required to attend the 1-week in-person introductory course (MHPE 506), which takes place at the end of July 2024.

Contact for more program info Heading link Copy link

Laura hirshfield, laura paige schaaf, thank you to the uic college of education heading link copy link.

In 2010, the Department of Medical Education, in collaboration with faculty in the College of Education, developed an area of emphasis within the PhD in Curriculum and Instruction for students interested in Health Professions Education and Curriculum. This concentration in Curriculum Studies/Critical Pedagogies and Urban Teacher Education (Health Professions Education Area of Emphasis) focused on the exploration of curriculum across multiple educational contexts. The program has successfully graduated a diverse set of students from a variety of social identities, professional backgrounds, and ranks within their profession.

The Department of Medical Education is extremely grateful for the long-term collaborative relationship it has had with the College of Education, especially with the CS/CPUTE program. The department will continue to support students who are currently enrolled in the Collaborative PhD program; however, DME will no longer admit new students into the HPE Area of Emphasis. Instead, the PhD in HPE will effectively replace this offering.

FAQs Heading link Copy link

Q: what is the difference between the mhpe and phd in hpe.

A: The PhD in HPE is similar in content to the MHPE, except that it focuses on developing in students a deeper methodological training, with increased independence and greater knowledge of the HPE canon. The goal of the PhD program is to shift students away from the more applied focus of the MHPE to a broader scholarly, theoretical approach. Specifically, the PhD in HPE shares course offerings with the MHPE program, but the program has a greater emphasis on research design, data collection, and original scholarship for students who wish to serve as principal investigators in HPE studies.

Q: Why should someone pursue a PhD in HPE at DME?

A:  DME’s PhD in HPE is focused on training our students to become independent researchers and scholars in health professions education. Graduates of the HPE PhD program would be particularly well poised to be hired by health professions scholarship units (or organizations and institutions that  “share a commitment to the production and dissemination of rigorous educational practices and research” ). Clinical faculty who are heavily involved in health professions education research that guides educational policy or practice may also find the degree valuable for deepening their research expertise.

Q: What are you looking for in applicants?

A: To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Typical students may include MDs, other clinicians (e.g., nurses and physical therapists), and non-clinical educators (e.g., student services or curricular affairs) aiming to deepen their methodological training and increase their knowledge of the health professions education canon. We welcome applicants from a variety of career stages. That said, all applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials.

Q: Is the program entirely online?

A:  No, not entirely.  Students are required to come to Chicago for the 1-week on-campus orientation course (MHPE 506), in which they are introduced to core course content and faculty and begin to develop the peer relationships that will form the basis of a lasting community of practice. Students that take MHPE 501, 502, 503 and/or 504 online are also required to attend an annual 3- or 4-day summer session on campus in Chicago, which includes a residency day for each of those courses taken the previous year and the Annual MHPE Summer Conference.

Q: What are the on-campus, in-person requirements?

A:  While MHPE 501-504 are all offered online, these courses all have an in-person component. Specifically, online students in MHPE 501-504 participate in a regular schedule of weekly, asynchronous or synchronous activities and discussions throughout the semester. Each of these courses also includes an in-person residency day on campus in Chicago, and a requirement to attend the Annual MHPE Summer Conference. MHPE 506 will be a week-long in-person intensive course held on campus in Chicago at the end of July. For students who are not able to attend (e.g., international students unable to attain short-term visas) alternative opportunities for participation will be negotiated with course faculty members.

Q: How long does it take to complete the program?

A:  It’s hard to say, as it really varies based on a lot of different factors (i.e., if the student must complete 64 or 96 credit hours; how many credit hours a student takes each semester; when courses are offered and the availability in them; how long it takes the student to complete the exams and the dissertation; etc.).  The program will adhere to UIC Graduate College timelines for student completion of the program ( https://grad.uic.edu/doctoral-degrees/ ).

Q: How many courses/credits should I take each semester?

A:  It depends on your workload outside of the PhD in HPE. Most of our students will take the program part-time while they are working full-time; these students generally will take 4-6 credits per semester. Students should work with their advisor and PhD Director of Graduate Studies (DGS) to develop a plan that works best for them.

Q: What is advanced standing credit?

A:  Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree, thus making it 64 credit hours to complete the doctoral degree.  For consideration, the degree must be posted as completed on a transcript from an accredited institution, and, if international, equivalent to a U.S. master’s degree (as determined by the Graduate Admissions Office and the Graduate College).  Students who are not granted advanced standing credit will be required to complete 32 additional credit hours of 400-level and 500-level coursework in related areas.  A minimum of 16 of these credit hours must be letter-graded courses (A to F), rather than project or thesis credits. For more information on advancing standing credit, please see the UIC Graduate College website :

Q: Where can I learn more about the coursework taken in the program?

A:  The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

For more information about the above mentioned MHPE courses, please go to the MHPE brochure  https://chicago.medicine.uic.edu/wp-content/uploads/2022/04/MHPE-Information-Brochure.pdf

Q: Can graduates of the DME MHPE program apply?

A: Yes, graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Q: How much does the program cost?

A:  The cost of the program varies depending on how many credits you need to complete.  The program requires at least 96 credits from the baccalaureate or at least 64 credits from the master’s degree.  Doctoral students who have previously earned a relevant master’s degree (or its equivalent) from UIC or another accredited institution or health professionals with advanced degrees (e.g., MD, DO, DDS, PA, DPT, etc) may possibly be granted 32 semester hours of credit toward the doctoral degree if approved by the program and the Graduate College at the time of admission. The 32 hours are subtracted from the total hours required for the degree.  Degree equivalency from foreign institutions is determined by the Office of Admissions. To calculate online tuition please see the UIC Registrar’s Graduate Tuition and Fees website:   https://registrar.uic.edu/financial-matters/graduate-tuition-and-fees/ .

Q: Is there funding available?

A: The program/department (DME) does not offer any funding at this time.  Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers.  Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College  https://grad.uic.edu/funding-awards/  will be supported in their applications by departmental and PhD program administration.

Q: How many students are accepted each year?

A: At this time, we are only able to accept up to two students per year.

Education (Online), EdD

School of education.

To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.

For more information about the EdD program, please visit  https://education.jhu.edu/academics/edd/ . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

At minimum, applicants to the EdD program should hold a master’s degree from an accredited college or university. Previous degrees must document high academic achievement (a minimum GPA of 3.0) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), online interview, and two letters of recommendation signed by each recommender. These letters should include the following:

• A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous scholarly work, and
• A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, the applicant's impact on the recommender’s  professional practice, and knowledge of and support for the applicant's proposed area of research/Problem of Practice.

Additionally, applicants will submit a personal statement including responses to the following:

• Describe a significant Problem of Practice relevant to your current context/industry of professional practice.
• Indicate the importance of this problem within the applicant’s industry and/or their specific context of professional practice.
• Discuss the potential underlying causes for or contributing factors related to this Problem of Practice.
• Discuss the ways in which this problem aligns with at least one or two areas of interest.

All applicants who meet the entrance requirements will be asked to submit video and written responses to question prompts.

International students must fulfill the general requirements for admission and complete additional requirements—see  https://education.jhu.edu/admission-financial-aid/admissions/international-applicants/ .

Note: This program is not eligible for student visa sponsorship .

Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.

Please note that for the online EdD program, an offer of admission is for the specific cohort to which an application is submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.

Program Requirements

Program structure and requirements.

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with a minimum of 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at an accredited college or university. Students with post-master’s graduate credit in related education content completed prior to admission to the EdD program may petition to transfer in an additional six credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components (subject to change):

• Foundations of Education (15 credit hours)
• Applied Research & Evaluation (12 credit hours)
• Areas of Interest / Electives (15 elective credit hours)
• Doctoral Dossier Research (12 credit hours)*

In addition to successfully completing all the coursework requirements, candidates must also satisfy written assessments and an oral comprehensive examination that document attainment of competencies. They must also complete either an Applied Dissertation or a Dossier Style Dissertation research project, depending upon the year the candidate was admitted to the program as per the following table:

Students who extend their program of study may be required to enroll in additional independent study credits.

With permission, students admitted between Fall 2013 and Fall 2020 may opt into the Dossier Style Dissertation if they choose not to do an intervention.

Problems of Practice and Doctoral Dossier

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. The Doctoral Dossier is embedded within the EdD program coursework, providing students the unique opportunity to examine an issue important to their field.

To begin their Doctoral Dossier process, students will spend their first year working on a Scholarship of Integration project (Project 1) that focuses on exploration and identification of underlying causes of and factors associated with their chosen POP. Using systems thinking, which includes perspective-taking, and the research literature, students will document their exploration in an introductory narrative that provides the rationale and supporting evidence for their decision to further pursue their research topic throughout their doctoral journey.

During the second year, following completion of the Scholarship of Integration project, students will choose one of the following two options for Project 2:

1. Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.

Example projects include: historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.   

2. Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments improve practice.

Example projects include : autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.   

During the third year, following completion of Project 2, students will choose one of the following:

• The scholarship option NOT chosen for Project 2, or
• Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.    

Example projects include: written, oral, or other modalities of research, scholarly publications, empirical study, working paper, or book chapters.                

During the fourth year, students will complete Project 3, write an Executive Summary that ties their three projects together, and write a final reflection of their doctoral journey. The Doctoral Dossier will be presented and assessed during the fourth year.

Students are expected to complete four years of coursework and independent research concurrently. This program is cohort-based, thus if students require a leave of absence for any reason, they will return in the appropriate course sequence with the next cohort the following year.

Problems of Practice and Dossier Style Dissertation (for students admitted Fall 2021 and Fall 2022*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation. The Dossier Style Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective. During the second year of the program, students conduct an empirical project to investigate their POP within their professional context. Students are expected to collect and analyze data to further understand and refine their identified problem. Based on the evidence in the literature review and empirical project, students will engage in a final project that may further explore an aspect of their POP or articulate a potential solution.

Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Project (Year 3). Characteristics of the Dossier Style Dissertation that make it unique to this program include:

• Written assignments within courses that focus on the student's POP.
• Coursework that leads students to consider applications that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dossier Style Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The Dossier Style Dissertation will be presented at a final oral defense before a Dossier Style Dissertation Panel.

Typically, we expect that students would complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation described below. Fall 2022 students may only complete the Dossier Style Dissertation.

Problems of Practice and Applied Dissertation (for students admitted Fall 2013-2021*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3). Characteristics of the Applied Dissertation that make it unique to this program include:

• Coursework that leads students to consider solutions that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2013-2020 must complete the Applied Dissertation. Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation. Fall 2022 students may only complete the Dossier Style Dissertation.

Learning Outcomes

Program goals.

Upon successful completion of the EdD, we expect that graduates will:

• Participate as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
• Analyze and critique educational practice and research from a social justice and systems perspective.
• Apply relevant methodologies to address critical challenges in education.
• Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
• Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
• Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

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There has never been a more meaningful time to study public health.

And with the Johns Hopkins Bloomberg School Hybrid Campus , accessing our state-of-the-art curriculum and being part of our community has never been easier! 

Become a public health leader from any device, anywhere in the world. Our hybrid campus promises to offer an exciting, engaging experience that will fully prepare you for the public health challenges we are facing now and in the future.

While your lessons will be online, you will learn as if you are on campus: taking classes, attending a noon-time seminar, joining a study group to prepare for a final exam, meeting with your advisor, reaching out to a teaching assistant for extra help, participating in a research project or practice activity, connecting with alumni, accessing our career services, and—perhaps most importantly—getting to know our faculty and your fellow students who will become lifelong colleagues and friends.

Our classroom instruction draws on well-established teaching practices and Bloomberg School technology that maximizes faculty and student engagement while providing the flexibility to meet the demands we are all facing in these unprecedented times.

Together we can make a difference in creating a healthier future—from anywhere in the world!

Learn more about our online student experience

Study online at the #1 school of public health and become one of the health leaders of tomorrow.

Accepting applications until december 1.

Designed for mid-career public health workers who intend to pursue leadership positions.

Requires an MPH or similar degree as well as a minimum of three years of professional, full-time public health experience in the applicant's area of interest.

Learn more about the DrPH 

Our MAS Office programs focus on emergent industry sectors that have a resounding need for highly skilled professionals.

Learn more about the MAS Office programs

Accepting Applications until June 1

A fully online, part-time degree offered by the No. 1 school of public health in the country.

Learn more about the MA in Public Health Biology

Accepting Applications until January 15

This program focuses on economic evaluation and outcomes research methods for healthcare, and can be completed online on a full-time or part-time basis.

Learn more about the Master of Health Science in Health Economics and Outcomes Research

Accepting Applications until June 1

This program provides a foundation in the research methods and content-area knowledge essential to public mental health, and can be completed online on a full-time basis.

Learn more about the Master of Health Science in Mental Health

Designed for working professionals and prepares students for further graduate work or research careers in maternal and child health.

Learn more about the Master of Health Science in PRFH Online

Accepting Applications Year-round

Turn your passion into action. We set the standard for public health on a global scale.

All MPH students have the option to transition from online to in-person (when available) courses. They may also transition between part-time and full-time student status.

Learn more about the Master of Public Health

Accepting Applications until October 15 for a January start and June 1 for an August start

This program offers the knowledge and skills in the evolving field of human health and environmental risk assessment, and can be completed online on a part-time basis.

Learn more about the MS in Toxicology for Human Risk Assessment

Online certificate programs offer focused academic training in specific areas of public health, with topics ranging from clinical trials to health finances, spatial analysis to tobacco control.

START TERMS

Please review each individual certificate program page to view eligible start terms.

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The Bloomberg School gives students the flexibility to participate in online training programs—from anywhere in the world. There are a number of centers and institutes that offer online trainings, capacity building programs and workshops for professionals.

Learn more about online trainings

In addition, the Bloomberg School believes that part of our mission as a premier public health institution is to share knowledge freely and openly.

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Public Health, Global Health Leadership, Dr.P.H.

Become an innovative leader who can address complex public health problems with IU Online’s Doctor of Public Health in Global Health Leadership. With its global curriculum, global faculty, and global network, this program will heighten your ability to impact the health of populations anywhere in the world.

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Course Delivery : 80-99% Online

Total Credits : 45

In-State Tuition Per Credit : $690.00

Out-of-State Tuition Per Credit : $1500.00

Cost of attendance may vary by campus. View the total cost calculator

Degree Overview

The IU Online Doctor of Public Health in Global Health Leadership is a three-year, cohort-based distance education program. It leverages relationships with international schools and programs and includes opportunities to collaborate with faculty and scholars around the world.

As a student in the program, you'll take classes via real-time video, meet your classmates face to face three times a year in years 1 and 2, and complete your dissertation or a field-based project in year 3. You’ll cultivate leadership skills through diverse experiences and exposure to a wide range of perspectives. You’ll learn experientially through highly interactive debates and discussions.

You’ll graduate with an Indiana University degree respected by employers worldwide—and you can work on yours anytime and anywhere. Plus, you’ll enjoy personalized support services throughout your academic journey.

And the benefits start long before graduation. More than half of IU Online students advance in their careers before they complete their degree.

To be accepted to this program, you must have:

• Master's degree or doctorate
• 3.0 GPA or above on a 4.0 scale

To apply to this program:

Complete an online application that includes:

• Transcripts
• Three letters of recommendation
• Statement of purpose and objectives
• Resume 

All finalists for admission to the Dr.P.H. will be interviewed at a distance by representatives of the admissions committee. 

Career Outcomes

The IU Online Doctor Program in Global Health Leadership prepares you for top positions in government agencies, foundations, non-governmental organizations, not-for-profit or for-profit organizations, and health ministries, including positions such as:

• Chief executive officer 
• Agency commissioner/secretary
• Executive director

Degree Requirements

To graduate with the Dr.P.H. in Global Health Leadership, you must complete 45 credit hours.

Requirements are broken down as follows:

• Leadership courses (15 credit hours) 
• Public health courses (7 credit hours) 
• Research courses (14 credit hours)
• Dissertation or a field-based, culminating project (9 credit hours)

Find course descriptions with our Search Schedule of Classes/Courses tool .

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Best Online Doctorate of Public Health Programs

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Online Public Health Doctorates & PhD's

People in public health work to protect and advance community health and safety as health educators, administrators, technicians, scientists, and analysts. A doctorate in public health reflects the highest level of academic achievement and qualifies an individual to perform high-level work in this field.

Doctoral students in public health can expect to pay between $17,000-$53,000 in total tuition. Costs depend partly on a student's state residency and the school's private or public status . Many online programs charge a flat tuition rate regardless of state residency.

Students typically take three or more years to complete a doctorate in public health, with part-time learners usually taking longer. Some online students enroll in accelerated programs or transfer some of their credits from other schools to finish their coursework in a shorter amount of time.

The U.S. Bureau of Labor Statistics (BLS) projects that jobs for epidemiologists will grow 30% between 2020-2030 . Public health professionals who work in state or local government can earn salaries that exceed $68,000, while the highest-earning 10% of epidemiologists earn more than $126,000 a year.

What Can I Expect From an Online Doctorate in Public Health Program?

Successful doctoral students in public health can demonstrate prior knowledge or experience in the field. Some individuals enjoy statistics and working with data to solve problems. People pursuing careers in consulting or policy often exhibit excellent communication and interpersonal skills.

Most students pursuing an online doctorate in public health should expect to take 3-4 years of classes, which include 40-60 credits hours. Students who thrive in self-paced online courses may be able to complete their credit requirements in less time.

Some programs offer a general public health doctorate, while others offer specializations. Individuals interested in research or data can concentrate on epidemiology, biostatistics, or lab research. Other students can specialize in healthcare policy, public health management, food and nutrition, community outreach, or global health.

In addition to coursework, students pursuing an online doctorate in public health typically engage in independent research and complete a dissertation, both of which can require extensive time for travel and data analysis. Some graduates need to obtain a certification for employment, depending on their occupation.

Most students earn a doctor of philosophy (Ph.D.) in public health, which qualifies them to seek employment in diverse sectors. However, some students pursue a doctor of education (Ed.D.) or doctor of public health (DPH).

Popular Online Doctorate in Public Health Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Best Accredited Online Doctorate in Public Health Programs

Rankings compiled by the BestColleges Ranking Team

How We Ranked the Best Online Doctorate in Public Health Programs

We are committed to helping students find the program that best fits their needs, and we know that is different for every student. To help students get started with their search, we feature the top online doctorate in public health programs in alphabetical order. To learn more about our different rankings, read our ranking methodology.

We use datasets from sources like the National Center for Education Statistics to inform the data for these schools. BestColleges.com is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such. All data is current as of the date this article was published. Program-specific information may vary.

BestColleges.com is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

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University of Illinois at Chicago

• Chicago, IL
• Online + Campus

Online | Scheduled Classes

Avg. Cost per Credit

In State | $967

Out of State | $967

Credits to Graduate

Program Information

Program Accreditation | Council on Education for Public Health

UIC designed its online doctorate in public health degree for mid-career professionals. The program provides graduates with the skills needed to pursue jobs as public health practitioners and leaders. Most courses run synchronously. Students complete classes such as personal leadership development and public health leadership tools. 

Applicants need a master's degree from an accredited school of public health. They also need at least three years of professional experience in a public health leadership position or in mid- to senior-level management positions. 

Johns Hopkins University

• Baltimore, MD

Hybrid | Scheduled Classes

In State | $1,233

Out of State | $1,233

Johns Hopkins offers a doctorate in public health that runs mostly online. The program features concentrations in areas including environmental health, global health, and implementation science. Full-time learners can complete the degree in 5-7 years. Part-time students can take up to nine years. 

Students must complete weeklong, intensive onsite institutes in January and June. Online learners must also complete a practicum and a dissertation project. Applicants need a master of public health or related master's degree. They also need three years of full-time professional experience.

East Carolina University

• Greenville, NC

In State | $264

Out of State | $994

ECU offers an online doctorate in public health that features two concentrations. Learners choose from environmental and occupational health or health policy administration and leadership. Both concentrations emphasize health needs of the rural, poor, underserved, and multicultural populations. This practice-focused program requires a dissertation and a practicum/field placement. 

Applicants need experience in public health practice. They also need a master of public health or a related degree from an accredited program. Prospective students must submit official transcripts, GRE or MCAT scores, and a resume. Additional application materials include a statement of interest and three recommendation letters.

Still Looking for the Right Fit? Discover Similar Programs.

What courses will i take in an online doctorate in public health program, introduction to biostatistics.

Biostatistics applies statistical methods to solve problems, identify trends, and answer questions related to medicine, infectious disease, and public health. This course covers probability distributions, types of error, significance levels, and other statistical concepts.

Introduction to Epidemiology

Epidemiology focuses on identifying and controlling incidences of disease and other public health threats. Students learn how to calculate risk and perform techniques that control for error and bias in statistical analyses.

Healthcare Policy

This course teaches students to use controlled testing and scientific data to develop and evaluate public health policy. Students learn about the U.S. healthcare system and how current political and economic systems impact the efficiency and effectiveness of healthcare provision.

Preventive Medicine

A course in preventive medicine can benefit graduates pursuing administrative positions in public health. Students learn how issues related to preventive services influence the management of clinical prevention programs.

Public Health Management

Students learn principles of finance and organizational development relevant to public health and medical services. A public health management course can prepare individuals seeking jobs as healthcare administrators, public health managers, and medical records technicians.

What Are the Admission Requirements for an Online Doctorate in Public Health Program?

In-person and online doctorate in public health programs do not differ significantly in their admission requirements. Applicants should check with prospective graduate schools to learn about specific admission requirements.

Doctorate in public health programs seek applicants with master's or bachelor's degrees in the same field. Many also accept individuals with nursing, communication, statistics, and related backgrounds. Professionals who lack the appropriate educational background can make up for it with relevant work experience.

Application

Students applying to an online doctorate in public health program typically complete an application form, often available online on a centralized application system . Applicants should expect to pay a fee, which some programs waive for students who demonstrate financial need.

Test Scores

Programs offering an online doctorate in public health typically require GRE or GMAT scores , but they can vary in what they consider acceptable minimum scores. Aspiring doctoral students should allow enough time to take their entrance exams and submit their scores before application deadlines.

Letters of Recommendation

Letters of recommendation provide information about applicants that GRE scores, transcripts, and GPAs cannot. Letters from former professors, mentors, and employers can highlight an applicant's strengths, suitability for graduate school, and the likelihood of success in their chosen career path. Applicants will usually need to submit 2-4 letters to prospective programs.

Resume and Work Experience

Some doctoral programs prefer students with prior work experience in public health or related fields. Even if a graduate school does not require a resume or curriculum vitae , students should still submit this document to showcase previous jobs, volunteer experience, and awards and honors. Applicants should quantify their accomplishments as much as they can in their resumes.

Applicants to a program offering an online doctorate in public health should expect to submit a personal statement that outlines their career goals, academic interests, and readiness for doctoral study. Effective essays tend to grab the reader's attention, use precise language, present the candidate with authenticity, and conclude on a strong note.

Official Transcripts

Applicants typically submit academic transcripts from their bachelor's and master's programs. Institutions place importance on transcripts because they contain a student's previous courses and grades they received. A transcript also specifies the degree the student earned. When considering programs offering a doctorate in public health, students should consider schools that accept transfer credits from previous institutions.

What Can I Do With an Online Doctorate in Public Health Degree?

Career outlook.

There continues to be a high demand for public health professionals, and job opportunities tend to increase for individuals with graduate degrees. For example, according to the BLS, jobs for epidemiologists are projected to grow 30% between 2020-2030.

Salaries vary depending on geographic location, occupation, employer, and work history. Professionals in leadership positions tend to earn higher wages. The BLS reports that epidemiologists earned a median salary of $74,560 as of May 2020, though the top 10% of professionals in that role earned more $126,040.

Graduates with an online doctorate in public health can obtain work as epidemiologists or public health researchers who analyze large amounts of data. Others interested in research and teaching can become university professors. Occupations in public health policy, community outreach, and administration also exist.

A doctorate in public health can prepare you for diverse career paths. Learn more about public health careers .

Career Paths

Epidemiologist.

Epidemiologists conduct research and report on trends and causes of infectious disease, illness, and injury. They plan and oversee studies of public health problems to identify the factors that can reduce or prevent their incidents. Their work generally contributes to the development of public health policy and community education programs.

Median Annual Salary: $74,560

Health and Safety Engineer

These professionals design systems and create protocols that safeguard people from injury and illness. They apply their expertise in engineering and health and safety to protect people and property from environmental and occupational threats.

Median Annual Salary: $94,240

Biostatistician

Biostatisticians use research methods to solve public health problems. They develop new statistical and computational models and collect and analyze data, reporting their findings to colleagues, supervisors, policymakers, and other stakeholders. Some of these professionals work as research scientists in higher education and government, presenting their findings at conferences and publishing their reports in academic and professional journals.

Median Annual Salary: $93,290

Postsecondary Professor

Public health professors teach undergraduate and graduate courses in colleges, universities, and medical schools. Many serve in faculty committees and direct master's theses or doctoral dissertations. Professors also conduct research, pursue grant funding, present their work at academic conferences, and publish their findings in peer-review journals.

Median Annual Salary: $99,090

Public Health Not For You? Check Out These Related Careers.

Continuing education.

Depending on the position, some hiring organizations require employees to obtain a public health certification, such as the Certified in Public Health (CPH) and Certified Health Education Specialist (CHES) credentials. Many conferences and professional meetings offer credits toward certification for attendees.

In addition to certifications, graduates can seek continuing education opportunities through online courses, in-person workshops, and self-paced classes. Continuing education enables public health practitioners to stay up-to-date in their discipline and acquire skills to advance their careers.

Featured Programs in Public Health

Frequently asked questions about doctorate in public health programs, is a doctorate in public health worth it.

A graduate degree can expand a person's earning potential and job prospects. A doctorate in public health can equip graduates with public health knowledge and strong research skills that make them attractive to employers. This degree allows professionals to work in the non-profit sector, government, or higher education.

Moreover, many professionals in this field find meaning and fulfillment in work that improves the health and safety of their communities or informs public policy surrounding healthcare. A doctorate in this field can also lead to relatively secure jobs with lucrative pay and attractive benefits.

What can I do with a doctorate in public health?

Many high-level public health positions require a terminal or advanced degree. Graduates with an online doctorate in public health can pursue one of several fulfilling career paths.

Some of the most common professions include epidemiology, scientific research, and medical and health services management. Other individuals work as college professors and public policy analysts. The doctorate prepares individuals for employment in healthcare, private industry, higher education, or administration in government.

How long does it take to get a doctorate in public health online?

Earning a doctorate in public health takes most students three to six years depending on their schedules and full- or part-time enrollment status. In addition to completing 40-60 credit hours, most students write and defend a dissertation and take comprehensive exams.

Some learners who do not hold an outside job work as teaching or research assistants to help finance their education. Individuals with transferable credits and relevant experience may be able to finish in less time.

How much money can I make with a doctorate in public health?

According to the BLS, epidemiologists made a median wage of $74,560 in 2020, while postsecondary teachers with health specialties made a median salary of $99,090 in the same year.

Because of the wide variety of jobs available to people with doctorates in this field, salaries vary depending on location, employer, position, and prior work experience. For example, epidemiologists and statisticians who work in scientific research tend to earn more than their counterparts in government and higher education. Pay tends to be higher for managers who work in government.

What are the highest paying jobs with a doctorate in public health?

Individuals with some of the highest-paying jobs in public health earn more than $100,000 a year.

Professionals in public health who do not hold leadership positions can make more money when working in scientific research or pharmaceutical manufacturing than individuals in government or higher education. Doctoral graduates seeking management jobs can earn higher salaries working for state or federal government agencies.

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PhD in Health Sciences Online

Take your next step as an allied health professional with liberty’s online doctorate in health sciences.

Are you an allied health professional seeking a terminal degree? Do you have a passion for teaching at the college level, helping people lead healthier lifestyles, serving patients in a clinical setting, or equipping athletes to perform at their best? If so, Liberty’s online Doctor of Philosophy (PhD) in Health Sciences can help you achieve excellence in your field. Whether you’re looking to pursue higher-level clinical roles, or you want to help train up the next generation of scientists and scholars, our health sciences program provides valuable training that can help prepare you for new roles and responsibilities.

Throughout this doctoral degree in health sciences, you’ll study advanced topics in leadership, research, and evidence-based practice. Our goal is to help build on your previous education and experience so you can pursue new job opportunities in the field of allied health. By completing our online PhD in Health Sciences, you can strengthen your effectiveness as a professor, scientist, scholar, or industry leader.

Partner with us and train to lead with excellence and integrity in teaching, research, service, and health care!

Why Choose Liberty’s Online Health Sciences PhD?

According to the Bureau of Labor Statistics (BLS), employment in healthcare professions is projected to grow 15% from 2019 to 2029, which is much faster than the average for all industries.* Whether you’re interested in research, administration, policy, education, or exercise science, our PhD in Health Sciences online is designed to help you become a leader in this rapidly growing field.

As a pioneer in distance education since 1985, Liberty is committed to offering programs that blend flexibility, affordability, and accessibility. With our PhD in Health Sciences, you can hone your skill set and become equipped to help meet the need for allied health personnel and faculty.

Here are some of the benefits of pursuing Liberty’s doctorate in health sciences:

• Online Courses | Our health sciences program is offered 100% online, so you can earn your degree on your schedule. Our top-notch online learning environment allows you to network with other professionals and receive a quality education without having to leave the comfort of home. Most importantly, you can stay invested in the things that matter — like your family, job, and community — while taking the next step in your academic journey.
• Respected Credentials | Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ). You can pursue your health sciences PhD with confidence knowing that our programs have met rigorous academic standards and accreditation requirements.
• Flexible Degree Options | While pursuing this PhD program, you’ll be able to personalize your plan of study. For example, the general track has no set courses — so you can select classes that align with your career goals or that best support your dissertation topic.
• Valuable Mentorship | Throughout this health sciences program, you’ll study under faculty who have years of experience working in sports performance, exercise science, healthcare administration, and other related fields. With their guidance, you can develop the skills needed to help meet the complex needs of the healthcare community.

*Bureau of Labor Statistics, U.S. Department of Labor, at Healthcare Occupations (viewed online April 26, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Military Tuition Discount We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only  $300/credit hour .  Find out  how you can take advantage of this unique opportunity as you work towards your goal of reaching the pinnacle of your profession — for less.

Specializations for the PhD in Health Sciences Program

At Liberty, you can customize your health sciences degree by selecting a specialization in the area that interests you the most.

Liberty University’s 100% online PhD in Health Sciences – General degree allows you to personalize your degree to match your unique academic and career goals. In addition to taking core research and health sciences courses, you can complete several specialized courses in an area of your choosing.

Career Opportunities

• Healthcare administrator
• Healthcare communications specialist
• Medical assistant
• Public health worker

View the Degree Completion Plan .

• View the Graduate Health Sciences Course Guides (login required) .

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Exercise and Sport Science

Liberty University’s 100% online PhD in Health Sciences – Exercise and Sport Science degree is designed to help further your knowledge in the areas of sport performance, exercise science, and occupational performance. Our goal is to help you pursue advanced roles in sports science, kinesiology, strength training and conditioning, and more.

• Exercise physiologist
• Fitness instructor
• Nutritional consultant
• Personal trainer/coach

Trauma-Informed Care

Liberty University’s 100% online PhD in Health Sciences – Trauma-Informed Care degree can help equip you to work with victims of trauma using best practices in crisis and first responder training, community response, assessment and testing, and empirically supported treatments. This program is one of the first of its kind to teach trauma from an allied health perspective, as most programs cover trauma in an education or behavioral science context.

What Will You Learn in Our Doctoral Degree in Health Sciences?

Throughout this program, you can learn how to conduct original research, serve diverse populations, and apply ethical principles to complex healthcare discussions. The core content of our doctoral degree in health sciences covers healthcare delivery systems, ethical issues, leadership strategies, risk management, and evidence-based practices in health sciences. You can also explore how to meet the needs of various learners and utilize effective methods for instruction and evaluation — strengthening your ability to teach at the college level.

Additionally, you’ll learn about quantitative and qualitative research methods and statistics as they relate to the health sciences discipline. By studying important literature in the field, you can prepare to conduct original research for your dissertation. The dissertation process provides an opportunity for you to contribute your own scholarly work to the base of knowledge in your field. You’ll also have the freedom to select a specialization and pursue a focused area of study that best matches your interests and career goals.

Featured Courses

• HSCI 705 – Ethical Issues in Health Sciences
• HSCI 710 – Healthcare Delivery Systems
• HSCI 730 – Risk Management in Health Sciences
• HSCI 810 – Review and Critique of Health Science Literature

What Can You Do with a PhD in Health Sciences?

Depending on your previously obtained certifications and licenses, some of the roles you could pursue after earning this degree include:

Highlights of Our Online PhD in Health Sciences

• We are  recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your online degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years — and counting.
• Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.
• You’ll have the opportunity to network with leaders and experts in allied health from across the country while pursuing your online health sciences degree.
• Our 100% online courses give you the freedom to earn your degree on your schedule.

Doctorate in Health Sciences Online Degree Information

• This program falls under the School of Health Sciences .

Admission Requirements for Liberty’s Doctoral Degree in Health Sciences

A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing. Please visit our admission requirements page for more detailed admissions-related information.

All applicants must submit the following:

• Admission application
• Application fee*
• Official college transcripts
• Proof of English proficiency (for applicants whose native language is other than English)

* There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses — documentation verifying military status is required.

Transfer Policies

At Liberty, we want to help you make the most of your prior education by allowing you to transfer in previously earned college credit. That’s why you can transfer in up to 50% of your total credits for a master’s or doctoral program!

Some restrictions apply. Please visit our   Transfer Policy   page for more information.

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

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You have to have a lot of self-motivation and self-discipline when you are going to school online, but the amazing thing is at Liberty you do not need to do it by yourself. You really do have resources like someone who is going to school on campus.

– Janae Fleming ’15, B.S. in Education

Health Professions Education Teaching and Leadership, Certificates

Gain the academic skills needed to conduct educational research, lead educational programs, institutions, curricula, and organizations in the health and medical professions..

As a student of the Health Professions Education Leadership graduate certificate, you will examine current pedagogical and leadership theories and challenges faced by health professions programs, curricula, and institutions. Graduates will walk away with the knowledge and skills needed to lead educational programs, institutions, agencies, and organizations in the health and medical professions. As a student of the Health Professions Education Leadership graduate certificate, you will examine current pedagogical and leadership theories and challenges faced by health professions programs, curricula, and institutions. Graduates will walk away with the knowledge and skills needed to lead educational programs, institutions, agencies, and organizations in the health and medical professions. The 12 credits earned from either certificate can be used toward the MS and PhD in Health Professions Education.

Details, Dates & Deadlines

Program details, class format, program length, credits to complete, cost/credit hour.

In State: $750 Out of State: $993

• Online application
• $75 application fee
• Official transcripts
• 300–500 word essay
• Proof of English language proficiency
• CV or resume

Dates & Deadlines

Fall Deadline: July 1

Career Outlook

As the demand for health professionals and health education programs continues to grow nationwide, so does the need for well-prepared health professions faculty who have advanced training in educational theory, instructional strategies in the health professions, and related assessment methods. The Health Professions Education curriculum is intentionally designed to formally prepare learners with the foundations needed to engage in educational scholarship, curricular design, assessment, program evaluation, and institutional leadership.

Program Structure

The graduate certificate in Health Professions Education Leadership is a 12-credit, four-course program offered 100% in an online environment. Each course is 8-weeks in length, asynchronous, with instructional methods including pre-recorded lectures, readings, and reflections, along with active learning elements including discussion boards and individual and group assignments. Intentionally designed for full-time working professionals, your classmates will have careers in healthcare, public health, and social work, as well as other fields integral to the healthcare education mission.

Program Completion Timeline

• All four courses will be offered at least once each year to enable you to complete the program in one year.
• Although most students complete the program in one year, you will be allowed up to 3 years to complete the program.

Course Descriptions

Learning Outcomes

At the conclusion of their study, students in thePBC in HPE Leadership program will be able to:

• Articulate how people learn and the strategies that achieve effective learning processes and outcomes.
• Demonstrate proficiency in curriculum design, delivery, and evaluation.
• Work effectively in interprofessional teams.
• Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.

Admission Guidelines

Admission requirements for Health Professions Education Teaching graduate certificate are listed below: 

• An   official application
• 75.00 application fee
• No GRE Required
• Submit Proof of current professional licenses for applicants who are clinically practicing (Applicants may upload a pdf/copy of the license directly to the admissions portal) 
• Submit official transcripts from all former institutions
• You must possess a bachelor’s degree or higher in the health professions or a related field
• Current CV/Resume

The professional licenses requirement may be waived for individuals whose profession does not require a license to practice, and they will still be considered for admission.

Interested in a MS or PhD in Health Professions Education?

Program contacts.

Nina Jackson Admissions Counselor  [email protected] 410-706-6489

Violet Kulo, EdD PhD, HPE Leadership Certificate Program Director [email protected]  

Karen Gordes, PhD, PT, DScPT MS and PBC HPE Teaching Program Director [email protected]

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Pros and Cons of Getting a Doctorate Online

From heightened career advancement opportunities to increased salary potential, there are many reasons why people are choosing to earn doctorate degrees in 2024. Thanks to the proliferation of online doctorate programs, working professionals no longer have to press pause on their jobs to attend classes or complete coursework. Instead, tens of thousands of American professionals each year are rising to meet the growth in doctoral and professional-level occupations. According to the Bureau of Labor Statistics (BLS), such occupations are projected to grow by 13 percent between 2016 and 2026, which is faster than the 7-percent average projection for all occupations.  

If you are interested in earning a doctoral degree, you may have questions such as “Are online doctoral degrees respected?” or “Do I need to earn my degree from an accredited institution?” Discovering the answers to those questions can help you determine whether an online doctorate is a good fit for helping them achieve their professional and personal goals.  

Pros of Online Doctorate Programs  

Online doctoral programs provide students with a long list of benefits. While some may come to mind immediately — the ability to complete coursework from your home office or a breakroom at work, for example — others are less obvious but equally meaningful. Consider several positive elements of both the experience and impact of earning an online doctoral degree. 

Flexibility 

For the average working professional, spare time is a precious commodity. Between personal and professional obligations, an in-personal doctoral program with a rigid class schedule is often a non-starter. The university administrators designing the best online doctoral degree programs understand the time constraints for aspiring students and intentionally offer creative solutions that enhance the lives of professionals rather than burden them. 

The flexibility of an online doctoral program empowers professionals to continue building their careers as they earn their degrees. This flexibility helps the calendar stay manageable and allows students to integrate what they are learning into their jobs in real time. 

Saving Time 

Gone are the days when pursuing a doctorate necessarily meant relocation, residency, or refraining from full-time work. While some individuals will find that a cross-country move for in-person coursework or an all-in approach to academic life best fits their doctoral pursuit, most working professionals are looking for a different path. An online doctoral program offers such individuals a time-savvy approach to further education. There’s no time spent commuting, walking to class, or learning the nuances of a new city and campus. Instead, the online delivery model brings education into the professional’s existing home, workplace and routine.  

Instead of a rush hour drive from the office to an evening lecture, the out-of-class time commitment is simply the opening of a laptop. Frantically looking for parking to make it to a professor’s office hours on time is replaced with a virtual meeting link. Through an online program, students are empowered to make the most of their hours and can devote time and energy to their work, personal life and school.  

There are long-term time savings for online doctoral degree earners as well. Students enrolled in online programs often earn their degrees more quickly than their peers enrolled in in-person programs. The efficient approach to time in online doctoral programs not only allows students to leverage their schedules during the program but after as well, as they graduate ready to make the most of their time in the workplace.  

Personalized Learning 

One of the most beloved features of online doctoral programs is the personalized learning approach. Through both live and asynchronous instruction, students have access to multiple educational modes. Individuals who learn best through reading, for example, can access transcripts for online courses, while those who benefit from writing out their thoughts may find discussion forums especially useful.  

Additionally, the best online doctorate degree programs pair students with faculty mentors — who, because of the virtual nature of the program, can live anywhere in the country — who work and research in fields specific to the student’s interests.  

Maximized Networking 

Online doctorate programs empower working professionals to expand their networks significantly. By connecting with fellow students throughout the country, students enrolled in online doctorates have the opportunity to cultivate a more diverse community of like-minded professionals who are collectively working toward the greater good. The insight, perspective and experiences of individuals from various backgrounds can help students develop a national, and even global, lens for viewing their work, relationships and impact. 

While an in-person educational experience can facilitate good conversation, an online platform creates a greater opportunity for diversified discussion. A principal working in education in a rural area, for example, may be enrolled in an online doctorate of education course with a superintendent in a major city. A business consultant who serves an aging client base may form a connection with an analyst focused on young professionals. Relationships like these can be mutually enriching, expanding perspectives and providing ample opportunity for collaboration, sharing advice and encouraging lifelong learning. 

Cons of Online Doctoral Programs 

While the online doctoral experience is overwhelmingly positive, there are a few factors for aspiring students to bear in mind. By asking the right questions about themselves and the programs they are considering, doctoral hopefuls can find the best fit for their educational futures.  

Net-Based Networking 

While virtual networking has tremendous potential for cultivating an expansive, diverse community, some prefer in-person interaction. For working professionals who find digital communication or relationship-building difficult or uncomfortable, the networking element of online doctoral programs may be challenging.  

Credibility Concerns 

Whether or not online degree programs are respected is an important issue for individuals considering a doctorate. The most critical question is whether or not an accredited institution issues a degree. Students who earn degrees — whether online or in-person — from accredited institutions can feel at ease about the credibility of their program. When a trusted accrediting body gives a program its stamp of approval, that means it meets high educational standards.  

There are several accrediting bodies in the United States, many of which focus on certain types of degree programs or regions of the country. AACSB, for example, accredits business schools. The scope of accreditation for the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) includes distance and correspondence education for eleven states and Latin America. 

Time Management  

Personalized learning, asynchronous instruction and virtual coursework mean that online doctoral students must create schedules and establish the structure for working toward their degrees. Individuals who struggle with time management or self-discipline may find that an in-person educational experience provides them with the rigor and boundaries they need to succeed academically. 

Earn a Doctoral Degree in Business Administration or Education through Marymount University Online 

For most working professionals interested in further education, the pros of an online doctoral degree outnumber the cons. The Online Doctorate of Education (Ed.D.) in Leadership & Organizational Innovation and Online Doctorate of Business Administration in Business Intelligence (DBA) at Marymount University are accredited programs that equip professionals to advance their careers while connecting them with like-minded professionals across the U.S.  

Take the first step toward your doctorate here . 

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Online phd in social work ranked among nation’s best.

Apr 03, 2024

OLLU’s online PhD program in Social Work has been ranked No. 8 in the U.S. for 2024, according to Forbes Advisor.

Forbes Advisor cited the program’s flexibility, private school setting and courses in decolonized pedagogy and mixed methods research.

“The four-year, online Ph.D. in social work from Our Lady of the Lake University‘s Worden School of Social Work focuses on serving students from underrepresented backgrounds who plan to work full time while pursuing their doctoral degree,” Forbes Advisor wrote. “Ph.D. students can pursue paid teaching assistantships with the school’s B.S.W. and M.S.W. programs and gain university-level teaching experience.”

No other online PhD Social Work program in Texas made the Forbes Advisor Top 10 list for 2024.

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Lisa Sullivan Discusses Framing the Future 2030 and the Role of Academic Public Health

Penn Professor Nandita Mitra Wins 2024 Cupples Award

Pursuing degrees digitally: portraits of online mph students at sph ..

Pursuing Degrees Digitally: Portraits of Online MPH Students at SPH

A glimpse into the lives of six students in SPH’s Online MPH program as they navigate career transitions, virtual classrooms, and geographic divides to pursue higher education in public health.

Megan jones.

The more than 200 people worldwide currently studying in the Online MPH program at the School of Public Health often cite the program’s asynchronous, entirely online format and affordability among their reasons for choosing to enroll.

Online MPH students can choose to pursue their degree in a part- or full-time capacity and complete the six program modules in as little as 24 months or as many as five years. This flexibility attracts people from a variety of life stages and backgrounds, whose diversity of thought and experiences enhances the SPH community as a whole and magnifies the impact of the program’s focus on health equity for all. Each student arrived via a different path and carries with them unique aspirations for the future applications of their education. Below are a few of their stories.

Luke Ascoli of Pawtucket, R.I. began the Online MPH program at SPH just two weeks after completing his master’s in business administration at Bryant University. Ascoli, who has worked in product and program innovation at CVS Health since 2015, says getting his MPH seemed like a natural next step.

“I have also found that many of my industry’s most trusted voices and leaders have advanced public health degrees, which further solidified my interest in [the] program,” says Ascoli.

In his current role as director of specialty pharmacy product innovation, Ascoli leads a team that oversees several initiatives to improve patient outcomes and experiences. Many of his projects call for competencies that an education in public health would provide, he says, such as how to develop messages to communicate with patients and how to analyze the effects of clinical interventions.

While he is still early in his MPH studies, Ascoli appreciates that the program has already touched on principles of healthcare policy communication. He recently learned how messages can be crafted to complement and support vaccine administration, course material relevant to his own work at CVS Health, where he frequently navigates the complexities of clinical practice to identify opportunities to improve patient care.

In recent years, Ascoli has focused on developing a program for patients undergoing treatment for autoimmune diseases, such as rheumatoid arthritis, psoriatic arthritis, and ankylosing spondylitis. Collaborating closely with rheumatologists, he aims to streamline patients’ access healthcare benefits and enhance the quality of care they receive. He says he looks forward to leveraging his coursework to advance his career in managed care.

Mikayla Hyman also enrolled in the Online MPH program driven by her desire to improve the delivery of healthcare. As a strategic projects specialist with the Bureau of Equitable Health Systems in New York City’s Department of Health and Mental Hygiene , Hyman works with a variety of healthcare organizations to advance policies and workflows that increase efficiency and promote equity. This might take the form of consulting with hospitals on updates to their electronic health records or connecting clinics to grant-funded smoking cessation programming, she says. She also leads practices in implementing and adhering to the patient-centered medical home model, a team-based approach to primary care. She estimates that these projects ultimately touch the lives of over 50,000 patients across the city.

“I have found that the power of one program to change lives is immense when you have stakeholder voices loud at the table, a dedicated research team, and sharp business planning,” says Hyman, who studied anthropology and global health at Middlebury College and conducted research with the nonprofit Partnership for Public Service prior to beginning her current role. “I love that public health tries to raise community member voices to create thriving neighborhoods.”

In 2022, Hyman helped to organize a $21-million vaccination program focused on expanding access to COVID-19 vaccines in historically underserved areas. She proudly reports that the program administered more than 24,000 COVID-19 vaccines and 34,000 flu vaccines over the course of the flu season. She chose to pursue an MPH in hopes of making an even larger impact in the future. Eventually, Hyman says, she would like to direct an entire division within a local, state, or federal government health department, such as the Office of Women’s Health at the Centers for Disease Control and Prevention, where she could promote evidenced-based programs and patient-centered interventions to address social determinants of health.

“It is a gift to be immersed in a learning community that acknowledges education happens both in the classroom and outside of it; BU is wonderfully set up to support students who are working full-time,” says Hyman.

As an undergraduate at Boston College, Lisa Galvin aspired to become a forensic psychologist and majored in psychology. Instead, her work to date has increasingly focused on the intersection of food insecurity and health disparities. Today, Galvin lives in Seattle where she is the director of program strategy at Food Lifeline , the Western Washington affiliate of the national nonprofit Feeding America . She leads Food Lifeline’s community programs team which partners with community-based organizations and community members to design programs that address the root causes of food insecurity—”structural drivers like poverty, racism, and income inequality,” she says.

Galvin elected to pursue an education in public health to learn more about designing effective strategies for improving nutrition to achieve health equity, she says. She gained a deeper appreciation for the importance of food security to health while working abroad. In addition to her degree in psychology, Galvin also holds a master’s in international relations and worked in international development for 15 years. During that time, she worked both with survivors of gender-based violence at a women’s clinic in Nicaragua and with men to improve child health in South Africa, Zimbabwe, and Lesotho. Her experiences taught her the importance of community engagement and cultural humility, lessons that have stuck with her to this day, she says, as she oversees community partnerships for Food Lifeline’s Food is Medicine partnerships which focus on providing culturally relevant nutritional interventions to yield positive health outcomes.

“I applied to one program, the BUSPH Online MPH program, because of its focus on health equity, [its] flexibility in allowing me to continue to work full-time in Seattle, [its] ranking as a top public health institution, and its accessible tuition,” says Galvin, who aims to use her degree to move into a leadership role.

J Steinman works as an associate informatics analyst at Harvard Pilgrim Health Care Institute (HPHCI), a research and teaching partnership between the nonprofit health services company Harvard Pilgrim and Harvard Medical School. J’s job is to build and analyze data systems that enable HPHCI’s epidemiologists to help the Food and Drug Administration monitor drug safety. While this facilitates the work of public health, J is excited to soon pivot to a new role where they will be more directly involved in public health research.

“I am passionate about improving health for all and making the world a better place. [I] was delighted to find a way to combine my passions into a career,” says J, who studied biology as an undergraduate at Hobart and William Smith Colleges and planned to go into medicine until they discovered public health during a parasitology course their senior year. They recall the professor asked them to propose three public health solutions to reduce the transmission of a parasite of their choice. J selected Trypanosoma cruzi , the tropical parasite that causes Chagas disease .

“It was a fascinating and disturbing time to be studying vectors of disease,” says J, who took the course in the spring of 2020 at the height of the pandemic. Through the Chagas disease project and research that J conducted afterward on HIV, TB, and COVID-19 simply out of personal interest, J realized that public health sits at the intersection of their interests in health sciences, human behavior, and social justice.

“As I learned, I drew closer and closer to public health and [became] more sure that this was the career path for me,” says J. While they live in Boston, they enrolled in BUSPH’s Online MPH program because it caters well to their needs as a student with learning disabilities.

“I can control my environment at home in a way I could not in my undergraduate degree, such as background noise, lighting, time-constraints of testing, and more,” says J. “I have been impressed by the accessibility of the program to non-traditional learners and felt welcomed with both my abilities and disabilities.”

Kota Takayama calls Tokyo, Japan home, but since 2014, the clinical psychologist and social worker has been living in Washington, DC, where he serves as the program director and an associate professor in the Master of Social Work (MSW) Program at Gallaudet University , a prominent university for deaf and hard of hearing students.

Takayama holds a Master of Science degree in clinical psychology and disability sciences from the University of Tsukuba and a doctorate in social work research from Japan College of Social Work. He is also a Gallaudet graduate himself, having earned his MSW in the program he now directs. If Takayama’s numerous degrees speak to anything about him, it would be how dedicated he is to advancing health equity in deaf and hard of hearing communities.

During the 2011 Tohoku Earthquake—the most powerful earthquake to ever strike Japan, widely known for causing the Fukushima nuclear accident—Takayama organized psychological support for Japan’s deaf and hard of hearing communities. He published lessons from the experience in the Journal of Social Work in Disability & Rehabilitation . He has also developed culturally and linguistically appropriate health information on colorectal cancer and diabetes for these communities.

During the pandemic, there was a particular lack of accessible public health information within the deaf communities, says Takayama. Motivated to do more to address this disparity (and a big fan of the Boston Red Sox), he decided to go for yet another degree and enrolled in the Online MPH program at SPH.

“Having witnessed this health communication problem firsthand, my education in the MPH program has enabled me to understand it more thoroughly,” says Takayama. “I believe there should be more public health practitioners who are deaf or hard of hearing, and I hope to become one of them to contribute to public health in deaf and hard of hearing communities in Japan.”

Ann Weaver, a principal clinical research associate (CRA) at Thermo Fisher Scientific , is unafraid of the new and unfamiliar. Weaver, who currently lives in Dallas, Texas, recently learned how to ride a motorcycle and put her skills to the test on a multi-day trip through the mountains of Northern Vietnam. “Pure bliss,” she says of the trip. Back in 2015, she took a much longer hiatus from her research career to teach English in Spain. She lived with a few host families and worked her way across several provinces during her two years there. However, what many would likely consider Weaver’s most fascinating adventure to date, particularly sports fans, took place over the course of several weeks in 2020 when she lived and worked inside the NBA Bubble at Walt Disney World Resort’s ESPN Wide World of Sports Complex in Orlando, Florida. And yes, she met LeBron, she says.

Weaver, a CRA for IQVIA at the time, helped her colleagues, epidemiologists Dr. Christina Mack and Dr. Caroline Tai, develop the safety protocols that enabled the National Basketball League to complete its 2020 season without a single case of COVID-19 in the bubble. “Witnessing the depth of knowledge, confidence, and expertise displayed by Dr. Mack and Dr. Tai as they skillfully guided the team was enlightening,” she says. “It illuminated the remarkable impact that public health leaders can achieve.”

While her time in the bubble sparked a profound interest in epidemiology, Weaver says her primary goal in pursuing an MPH at SPH stems from her experience in Spain. She taught both children and adults, she says, but found the impact she had on the growth and enthusiasm of young minds most rewarding. She aspires to use her training in public health to one day establish strong social networks to support the mental health and wellbeing of U.S. youth.

“The Online MPH program offers top-tier education, renowned faculty, and flexibility, fostering a sense of belonging and making my aspiration within reach,” Weaver says.

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Update to 2024 Best Graduate Schools Launch

Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Programs launch delayed.

Update for 2024 Best Grad Schools Launch

During our regular rankings pre-publication process, U.S. News received and is currently reviewing queries from some graduate schools, including whether and to what extent affiliated institutions were considered in the bibliometric data used in the 2024 Best Medical Schools and 2024 Best Engineering Schools rankings, and which accrediting body was used as a source of reference for the 2024 Best Clinical Psychology Programs rankings. We take our role as a journalism enterprise very seriously and we will not publish information without full confidence in what we publish.

As a result, we have made the decision to delay the publication of the 2024 Best Medical Schools, Best Engineering Schools and Best Clinical Psychology Program rankings until such time that we can appropriately address these questions. All other graduate school rankings – across 82 professional fields – will be released as planned on April 9.

Our focus remains on providing the best information for prospective students.

We will provide updates with more information as to the timing of these rankings as soon as we are able.

About Morse Code: Inside the College Rankings

Robert Morse is chief data strategist for U.S. News & World Report and has worked at the company since 1976. He develops the methodologies and surveys for the Best Colleges and Best Graduate Schools annual rankings, keeping an eye on higher-education trends to make sure the rankings offer prospective students the best analysis available. Morse Code provides deeper insights into the methodologies and is a forum for commentary and analysis of college, grad and other rankings.

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