Online Distance Learning PhD Programs - Capella University
Pursuing a PhD requires intense, focused study. Capella University takes extra steps to deliver a distance learning environment that provides significant support and encouragement to help you develop six doctoral competencies: scholar-practitioner development, critical analysis, research, professional communications, learning community development, and school specific programming.
In Capella University's doctoral degree programs, you can acquire advanced theoretical and practical knowledge and leadership skills that will position you as an expert in your field. After graduating, you may choose to pursue teaching, consulting, counseling, or leadership from an informed, strategic viewpoint. Capella University's accomplished faculty strive to create an engaging distance learning environment in which you explore concepts, share ideas, and make discoveries in your field of interest.
Capella University believes education should help you excel on the job—not just on tests and assignments. Our alumni look back on their Capella University experience with satisfaction. In a 2005 alumni survey, 89 percent of respondents say they use new skills gained at Capella in their careers. More than 7 in 10 also reported their Capella University diploma increased their professional mobility and marketability, and it either raised their salary or increased their earnings potential.
Source: http://www.capella.edu/distance-learning-phd-online-degree-programs.aspx
January 17, 2008
January 11, 2008
Ph.D. in School Psychology
Duquesne University - Ph.D. in School Psychology
This is a 113 credit hour Ph.D. program which includes coursework, practica, dissertation and internship. Completion of this program leads to an M.S.Ed. in Child Psychology, Ph.D. and Certification in School Psychology by the Pennsylvania Department of Education and prepares graduates to apply for licensure by a State Board of Psychology. In addition to practicing psychology in schools, child clinics and child service agencies doctoral-level school psychologists can become licensed for the independent practice of psychology and work as a university professor. Upon completing this program and successfully passing the Praxis School Psychology Exam, graduates may be credentialed as Nationally Certified School Psychologists (NCSP).
Program Model
Scientist-Practitioner
Program Competencies
1. Legal/Ethical Practice and Professional Development: Develop a knowledge base and understanding of the various roles and functions of practicing, academic, and supervising school psychologists, and be able to selectively deliver services from a variety of alternative models. Develop a knowledge base of federal and state laws, professional ethics, and professional standards and the skills to apply them in public and private educational agencies. Develop the skills to adhere to due process guidelines in major decisions affecting all students. Develop the skills to adhere to ethical practices for conducting research in school psychology.
2. Organization and Operation of Schools: Develop an understanding of the organization and administration of public schools as systems and the cultural, ethnic, religious and geographic diversity of the students, families and staff served by school psychologists. Develop an awareness of community resources and the roles of other professionals in helping children, parents and school personnel. Develop the skills to foster and facilitate interagency partnerships among family, school, health care, and community agencies to create and maintain safe, supportive, and effective learning environments. Develop the skills to conduct effective program evaluations of services.
3. Assessment: Develop the skills to select, administer, score, and interpret psychoeducational tests for individuals of different ages, exceptionalities, and cultural backgrounds. Develop competence in the use of interviewing, functional behavioral assessment, and curriculum-based assessment methods for problem-solving and identifying evidenced-based interventions. Develop the skills to integrate psychological and educational assessment data to develop academic and behavioral interventions and to communicate those data in a variety of ways.
4. Biological Basis of Behavior: Develop a knowledge to select, administer, interpret, and evaluate psychological tests of brain-behavior relationships. Develop a knowledge to integrate information derived from such tests into psychoeducational reports, recommend school-based interventions, and evaluate intervention outcome.
5. Counseling: Develop a counseling and mental health knowledge base and the evidence-based interventions to work with students who have educational, emotional, and/or behavioral problems to mitigate the emergence of enduring, unhealthy patterns of behavior. Develop a knowledge base and skills to help students, families and schools deal with crises, such as school violence, suicide and loss. Develop the skills to evaluate the effectiveness of services.
6. Consultation: Develop a knowledge base of behavioral, mental health, and collaborative consultation. Develop the skills to collaborate with school professionals and families to provide direct and indirect services. Collaborate in the design, implementation, and evaluation of evidence-based interventions. Develop the oral
and written communication and interpersonal skills necessary to communicate effectively with children, families, and school personnel from varied cultural, ethnic, religious, and geographic backgrounds. Develop the interpersonal skills to function as team leaders in school-based multidisciplinary teams. Develop the skills to conduct program evaluations of school psychological services.
7. Intervention: Develop a knowledge base and the skills to identify controllable, causal aspects of social, emotional, and academic difficulties and design, implement, and evaluate through progress monitoring evidence-based interventions. Develop the skills to provide prevention and intervention programs that promote the mental health and physical well-being of students. Recognize the importance of implementing evidence-based interventions for primary prevention and management of academic, behavioral difficulties.
8. Student Diversity in Development and Learning: Develop a knowledge base of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. Demonstrate the sensitivity and skills needed to work with individuals and families of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. Recognize the family as a system and its impact on student learning.
9. Science of Psychology & Education: Develop an understanding of the value of science for the practice of psychology and education and the value of practice for the science of psychology and education. Develop the skills to utilize an empirical basis for all methods involved in psychological and educational practice. Become educated consumers of research relating to school psychology and be able to apply these research findings to the development of solutions for educational and psychological problems. Be able to disseminate information to colleagues and families from the school psychology knowledge base to promote healthy school environments. Develop competence in progress monitoring and program evaluation techniques to determine outcomes.
10. Emerging Technology: Develop a familiarity with technical advances and the skills to identify the potential applications of these advances as they relate to the practice of school psychology. Develop competence in using technology to advance the practice and science of school psychology.
Source: For more information, please visit http://www.education.duq.edu/schoolpsych/psych.html
This is a 113 credit hour Ph.D. program which includes coursework, practica, dissertation and internship. Completion of this program leads to an M.S.Ed. in Child Psychology, Ph.D. and Certification in School Psychology by the Pennsylvania Department of Education and prepares graduates to apply for licensure by a State Board of Psychology. In addition to practicing psychology in schools, child clinics and child service agencies doctoral-level school psychologists can become licensed for the independent practice of psychology and work as a university professor. Upon completing this program and successfully passing the Praxis School Psychology Exam, graduates may be credentialed as Nationally Certified School Psychologists (NCSP).
Program Model
Scientist-Practitioner
Program Competencies
1. Legal/Ethical Practice and Professional Development: Develop a knowledge base and understanding of the various roles and functions of practicing, academic, and supervising school psychologists, and be able to selectively deliver services from a variety of alternative models. Develop a knowledge base of federal and state laws, professional ethics, and professional standards and the skills to apply them in public and private educational agencies. Develop the skills to adhere to due process guidelines in major decisions affecting all students. Develop the skills to adhere to ethical practices for conducting research in school psychology.
2. Organization and Operation of Schools: Develop an understanding of the organization and administration of public schools as systems and the cultural, ethnic, religious and geographic diversity of the students, families and staff served by school psychologists. Develop an awareness of community resources and the roles of other professionals in helping children, parents and school personnel. Develop the skills to foster and facilitate interagency partnerships among family, school, health care, and community agencies to create and maintain safe, supportive, and effective learning environments. Develop the skills to conduct effective program evaluations of services.
3. Assessment: Develop the skills to select, administer, score, and interpret psychoeducational tests for individuals of different ages, exceptionalities, and cultural backgrounds. Develop competence in the use of interviewing, functional behavioral assessment, and curriculum-based assessment methods for problem-solving and identifying evidenced-based interventions. Develop the skills to integrate psychological and educational assessment data to develop academic and behavioral interventions and to communicate those data in a variety of ways.
4. Biological Basis of Behavior: Develop a knowledge to select, administer, interpret, and evaluate psychological tests of brain-behavior relationships. Develop a knowledge to integrate information derived from such tests into psychoeducational reports, recommend school-based interventions, and evaluate intervention outcome.
5. Counseling: Develop a counseling and mental health knowledge base and the evidence-based interventions to work with students who have educational, emotional, and/or behavioral problems to mitigate the emergence of enduring, unhealthy patterns of behavior. Develop a knowledge base and skills to help students, families and schools deal with crises, such as school violence, suicide and loss. Develop the skills to evaluate the effectiveness of services.
6. Consultation: Develop a knowledge base of behavioral, mental health, and collaborative consultation. Develop the skills to collaborate with school professionals and families to provide direct and indirect services. Collaborate in the design, implementation, and evaluation of evidence-based interventions. Develop the oral
and written communication and interpersonal skills necessary to communicate effectively with children, families, and school personnel from varied cultural, ethnic, religious, and geographic backgrounds. Develop the interpersonal skills to function as team leaders in school-based multidisciplinary teams. Develop the skills to conduct program evaluations of school psychological services.
7. Intervention: Develop a knowledge base and the skills to identify controllable, causal aspects of social, emotional, and academic difficulties and design, implement, and evaluate through progress monitoring evidence-based interventions. Develop the skills to provide prevention and intervention programs that promote the mental health and physical well-being of students. Recognize the importance of implementing evidence-based interventions for primary prevention and management of academic, behavioral difficulties.
8. Student Diversity in Development and Learning: Develop a knowledge base of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. Demonstrate the sensitivity and skills needed to work with individuals and families of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. Recognize the family as a system and its impact on student learning.
9. Science of Psychology & Education: Develop an understanding of the value of science for the practice of psychology and education and the value of practice for the science of psychology and education. Develop the skills to utilize an empirical basis for all methods involved in psychological and educational practice. Become educated consumers of research relating to school psychology and be able to apply these research findings to the development of solutions for educational and psychological problems. Be able to disseminate information to colleagues and families from the school psychology knowledge base to promote healthy school environments. Develop competence in progress monitoring and program evaluation techniques to determine outcomes.
10. Emerging Technology: Develop a familiarity with technical advances and the skills to identify the potential applications of these advances as they relate to the practice of school psychology. Develop competence in using technology to advance the practice and science of school psychology.
Source: For more information, please visit http://www.education.duq.edu/schoolpsych/psych.html
Online PhD Duquesne University
Online PhD Duquesne University
Program Curriculum
Course Sequence
Admission Requirements
Doctoral Handbook
Dissertation and Research
EXCES Home
Request more Information
Doctoral Studies
In recent years, there has been a rising need for trained and competent specialists to meet the demands of the professional, ethical, legal, multicultural and supervisory aspects of the counseling field.
Blending theory, practice and personal growth and development, professionals must continuously strive to be leaders while meeting the complex needs and challenges of a rapidly changing society.
The executive doctoral program in Counselor Education and Supervision (ExCES) at Duquesne University is designed for experienced counselors who are interested in enhancing their professional capabilities while maintaining their full or part time jobs.
ExCES is constructed to support development in three broad curriculum areas:
The program emphasizes a student - faculty collaboration that also serves as an ongoing mentoring process. Because of the teaching and supervisory responsibilities in the program, each doctoral student will earn the rank of lecturer (part-time faculty) in the Counselor Education Program and earn the current stipend.
In addition, each doctoral student will participate as a member of a cohort throughout the program.
Source: http://www.education.duq.edu/exces/exces.html
Program Curriculum
Course Sequence
Admission Requirements
Doctoral Handbook
Dissertation and Research
EXCES Home
Request more Information
Doctoral Studies
In recent years, there has been a rising need for trained and competent specialists to meet the demands of the professional, ethical, legal, multicultural and supervisory aspects of the counseling field.
Blending theory, practice and personal growth and development, professionals must continuously strive to be leaders while meeting the complex needs and challenges of a rapidly changing society.
The executive doctoral program in Counselor Education and Supervision (ExCES) at Duquesne University is designed for experienced counselors who are interested in enhancing their professional capabilities while maintaining their full or part time jobs.
ExCES is constructed to support development in three broad curriculum areas:
- Teaching and Supervision
- Research
- Clinical Practice and Service
The program emphasizes a student - faculty collaboration that also serves as an ongoing mentoring process. Because of the teaching and supervisory responsibilities in the program, each doctoral student will earn the rank of lecturer (part-time faculty) in the Counselor Education Program and earn the current stipend.
In addition, each doctoral student will participate as a member of a cohort throughout the program.
Source: http://www.education.duq.edu/exces/exces.html
Concord Online Law Degree Programs
Concord Law School - Online Law Degree Programs
Concord launched the first fully interactive, online law degree program in 1998. Since then, its online JD and EJDSM degree programs have served students from around the country, and the globe, who otherwise would not have been able to attend law school. If you are interested in continuing your education, and a law degree fits your career and personal goals, Concord’s online distance learning degree may well prove right for you.
Concord’s commitment as the pioneer online law school is to provide an accessible, affordable, part-time program that works for individuals with job and family responsibilities. Law school is challenging, and our online law degree programs, while flexible and supportive, are no different. Concord students choose between two online, distance-learning law degree programs:
- Juris Doctor (JD) The Concord online JD degree is a four-year, part-time program. Its traditional curriculum is grounded in core bar courses, but Concord students often observe that our distinctive interactive online environment offers greater individual feedback and interaction than their previous brick-and-mortar graduate program experiences. Graduates of this online distance learning degree program will have met the legal education requirements of the Committee of Bar Examiners, State Bar of California, and may apply for admission to the State Bar of California.
- Executive Juris DoctorSM (EJD) The online EJD program, pioneered by Concord Law School, is designed for individuals who have an interest in the law or whose careers would benefit from a legal education. It is a three-year, part-time program that provides a core of required courses, then offers students the freedom to choose a course of study tailored to their needs. EJD graduates use their online degree to advance their careers, expand their employment opportunities, or increase their personal knowledge without having to meet the regulatory requirements associated with becoming members of the bar.
Online Doctor of Business Administration - Columbia Southern University
Online PhD Program - Doctor of Business Administration - Columbia Southern University
Covering a range of subjects such as business theories, practices, and issues, our Doctor of Business Administration (DBA) program is designed to provide students with opportunities to explore and master business administration.
The DBA program consists of 61 semester hours including:
Covering a range of subjects such as business theories, practices, and issues, our Doctor of Business Administration (DBA) program is designed to provide students with opportunities to explore and master business administration.
The DBA program consists of 61 semester hours including:
- 45 hours of required DBA courses
- 12 hours of dissertation courses
- 3 hours of comprehensive exam and dissertation defense
- 1 hour student orientation course
All program requirements must be completed through CSU within ten years of your initial course enrollment.
Graduates will successfully complete 61 credit hours outlined below
Required DBA Courses - 61 Credit Hours
Course No - Title
Credit Hours
DBA 7000 - Student Orientation 1
DBA 7035 - Business, Government and Society 3
DBA 7180 - Managerial Economics and Business Theory 3
DBA 7240 - Doctoral Writing and Inquiry into Research 3
DBA 7310 - Statistics for Business Decisions and Research 3
DBA 7420 - Organizational Behavior and Comparative Management 3
DBA 7553 - Human Resource Management 3
DBA 7632 - Business Ethics and Corporate Responsibility 3
DBA 8149 - Business Research Methods 3
DBA 8230 - Marketing Research and Competitive Strategy 3
DBA 8341 - Corporate Finance 3
DBA 8475 - Operations and Supply Chain Management 3
DBA 8552 - Management Accounting and Control Systems 3
DBA 8671 - Technology and Innovation Management 3
DBA 8710 - International Business and Global Strategy 3
DBA 8758 - Negotiations and Business Strategy 3
DBA 9101 - Comprehensive Exams 2
DBA 9306 A - Dissertation - Concept Paper 3
DBA 9306 B - Dissertation - Methodology / Ethics 3
DBA 9306 C - Dissertation - Proposal 3
DBA 9306 D - Dissertation - Manuscript 3
DBA 9410 - Dissertation - Defense 1
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