Doctor of Health Sciences Degree Online
Leadership and Organizational Behavior Certificate
Through A.T. Still University’s (ATSU) Arizona School of Health Sciences (ASHS), the elite Doctor of Health Sciences program offers a post-graduate certificate in Leadership and Organizational Behavior. The purpose of this health science certificate is to provide additional, specialized knowledge; advance critical thinking; and promote theory application in the area of healthcare administration. Understanding leadership theory through real-world application is the focus of the course work and underscores ATSU’s defining mission of leadership, innovation, serving underserved communities and meeting the needs of the whole person body, mind, and spirit.
Analysis of leadership and organizational behavior principles and policy development also are key components of the coursework. As organizational behavior skills are growing in importance in today’s complex healthcare environment, your specialized leadership skills will help you understand the intricacies of human behavior in the workplace. As a result, ATSU-ASHS’s Doctor of Health Sciences certificate may be used for career advancement in leadership positions in public or private healthcare organizations or academic institutions.
The Doctor of Health Sciences Leadership and Organizational Behavior Certificate is earned following completion of four courses (12 quarter credit hours) offered during each semester in an online learning format through the Blackboard Learning Management System. Each certificate will consist of the three classes in the content area plus one class from another certificate area. For example, if completing the Leadership and Organizational Behavior certificate, all three courses in Leadership and Organizational Behavior would be completed, plus one additional course from the Global Health or Fundamentals of Education Certificates. All course work will be taken with online health science degree students who include health professionals from academia, administration, research, and clinical practice; and represent a wide variety of health disciplines. This inter-professional approach to learning has been shown to enhance the development of analytical skills and theory application in healthcare. All courses require active participation through the use of current technology. This collegial engagement with other healthcare professionals is considered the cornerstone of the course work and learning environment for this health science certificate.
The health science certificate can be earned:
- Independent of your Doctor of Health Sciences degree
- Can be applied toward your Doctor of Health Sciences required course work if you wish to pursue your online health Science degree at a later date
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: 312.263.7492, Email: email@example.com, ncahlc.org.
Degree-granting authority for ASHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.
Current professional positions held by Doctor of Health Sciences degree students include:
- Academic Educator
- Athletic Trainer
- Dental Hygienist
- Health Specialist
- Healthcare Administrator
- Healthcare Consultant
- Pharmaceutical Researcher
- Medical Technician
- Registered Nurse
- Occupational Therapist
- Physical Therapist
- Physician Assistant
- Public Health Administrator
- Respiratory Therapist
- Social Worker
- Speech Pathologist
Doctor of Health Sciences Degree Faculty
Six full-time and many adjunct faculty provide expert instruction within the health science online degree program. This structure provides students exposure to a variety of teaching styles and learning opportunities by a faculty with diverse healthcare-related backgrounds and experiences.
Don Altman, DDS, DHSc, MPH, MBA, MA
Dr. Don Altman, is the Dean for CGHS as well as Professor and Chair, Department of Public Health (CGHS) and Director, Public Health & Research at the Arizona School of Dentistry & Oral Health. He has been with the University since October 2006.
Dr. Altman graduated from The University of Texas Dental Branch (DDS) in 1983. He completed his Master of Public Health degree at The University of Texas School of Public Health in 1989 and became Board Certified in Dental Public Health in 1999. Dr. Altman completed his MBA at The University of Phoenix (2002) and a MA in Bioethics from Midwestern University (2004). He graduated with a Doctor in Health Science (DHSc) degree in March 2012 from the Arizona School of Health Sciences at A.T. Still University.
Dr. Altman has worked for The City of Houston, the State of Texas, the State of Arizona, as well as The Principal Financial Group. Dr. Altman’s public health experience includes: serving as President of the Arizona State Board Dental Examiners; serving as President of the Arizona Public Health Association; volunteering with Health Volunteers Overseas (Cambodia and Vietnam); Director of the National Oral Health Leadership Institute; and serving as the Consumer Representative to the Dental Products Panel for the Food and Drug Administration. On May 1, 2012 he was appointed as a Director to The American Board of Dental Public Health.
Dr. Altman’s research interests are currently centered on public health and higher education. He has published articles in the Journal of Dental Education, Journal of the American Dental Association, Public Health Reports, Special Care in Dentistry, and Community Dentistry and Oral Epidemiology.
- Don Altman, DDS, DHSc, MPH, MBA, MA
Associate Dean +
Katherine M. Adler, DHA, FACHE
Associate Dean of Academic Success and Assessment
Dr. Adler is the Associate Dean for Assessment and Student Success at the College of Graduate Health Studies (CGHS). She began teaching for the College of Graduate Health Studies in 2006, became the Program Chair for Health Administration in 2009, and became the Associate Dean in 2012.
Dr. Adler holds a Doctorate in Healthcare Administration and Leadership from the Medical University of South Carolina. She has more than 25 years of varied experience in the not-for-profit health care industry, spending the bulk of her career working at safety-net hospitals in urban Detroit.
During her tenure in administrative roles, Dr. Adler worked closely with physicians in medicine and surgery, having direct oversight of those departments and subspecialties, and gained extensive knowledge in public health, epidemiology, social and behavioral sciences, and environmental health sciences. Through her formal training and work, Dr. Adler has a strong background in health services administration as well as public health. She is a patient advocate, understands the plight of the underserved and underinsured, and has worked to incorporate patient-centered care into the curriculum with the understanding that prevention and whole person healthcare are the keys to a healthy community and society.
- Katherine M. Adler, DHA, FACHE
Kathleen DiCaprio, PhD
Kathleen DiCaprio, PhD, has been named chair for the Doctor of Health Sciences (DHSc) program in the ATSU College of Graduate Health Studies. She previously served as an assistant professor of microbiology and immunology at Touro College of Osteopathic Medicine in New York, as well as the director of content development and education at Oceania University of Medicine. In addition, she served as an instructor and curriculum consultant for Kaplan Medical.
Dr. DiCaprio has a history of teaching undergraduate, graduate, and medical courses in areas related to infectious diseases and infection control, immunology, public health, and emergency preparedness. She comes to ATSU with an impressive history as a faculty member and administrator in higher education of the medicine and the health sciences.
Dr. DiCaprio earned her BS in biochemistry from The College of Saint Rose and her PhD in pathology from Uniformed Services University of the Health Sciences. Her prior research focused on studying pathogenesis of maximum containment (Biosafety-level 4) viruses such as Ebola and Marburg in non-human primate models. Her research efforts contributed to the development of potential vaccines and therapeutics against these deadly viruses, and her work has been profiled in numerous publications and press releases.
- Kathleen DiCaprio, PhD
Jeff Alexander, PhD
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Dr. Alexander completed his doctor of philosophy degree at Arizona State University (2003) in curriculum and instruction with an emphasis in exercise and wellness. He earned his Master of Science in exercise physiology from Brigham Young University and his bachelor’s degree in health promotion.
In addition to his academic preparation, Dr. Alexander holds numerous health and fitness professional certifications; namely, Clinical Exercise Specialist® from the American College of Sports Medicine (ACSM) and Certified Personal Trainer and Corrective Exercise Specialist from the National Academy of Sports Medicine (NASM). Consequently, Dr. Alexander has served as a personal and group fitness trainer primarily working closely with the older adult population.
Kathleen DiCaprio, PhD
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Joan Leafman, PhD
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Dr. Leafman has a Ph.D. from Northwestern University and is a professor emeritus of Northeastern Illinois University. In that capacity she has served on executive committees and co-chaired two statewide coalitions, Illinois Action for Healthy Kids and CLOCC (Consortium to Lower Obesity in Chicago Children). In addition, Joan has recently published “The Big Desk Is Yours”.
Recent grant work includes Entertainment Industry Foundation (EIF) & Action for Healthy Kids funding resulting in sustainable changes in physical activities in the Decatur Illinois School District, Lt. Governor’s Office, Walk Across Illinois and USDA Team Nutrition in partnership with IL-NET – Move and Crunch planning development, and implementation. Upon relocating to Arizona, Joan now serves on the steering committee of Arizona Action for Healthy Kids.
Kathleen Mathieson, PhD, CIP
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Dr. Mathieson completed her Ph.D. in sociology at Arizona State University, with a focus in the areas of statistics and sociology of health. Before coming to ATSU, she spent five years as a research analyst and biostatistician at Maricopa Medical Center, a 449-bed teaching hospital in Phoenix.
While at Maricopa Medical Center, Dr. Mathieson taught research and statistics courses to medical residents in various specialties, and co-authored research articles with faculty and residents in areas such as obstetrics and gynecology, emergency medicine, pediatrics, family practice, and public health. Since coming to ATSU, Dr. Mathieson has collaborated on both quantitative and qualitative research projects in various programs, and has begun her own research in the area of teaching and learning. She is also interested in research ethics and is the vice-chair of the ATSU-Arizona Institutional Review Board. Dr. Mathieson enjoys working with students, particularly in the process of mentoring them through research projects.
Eric Matthews, PhD
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Dr. Matthews completed his Ph.D. in education at Southern Illinois University with an emphasis in adult and vocational/technical education (workforce education and development). He also holds graduate degrees in education (administration and supervision) and museum studies. His professional medical preparation is in the field of diagnostic imaging. Dr. Matthews is certified in diagnostic radiography, cardiovascular-interventional technology, and magnetic resonance imaging by the American Registry of Radiologic Technologists. Prior to coming to ATSU, he was the program director of the radiography program at Southern Illinois University.
Dr. Matthews has taught numerous courses on medical and educational history, his primary research interest. He enjoys qualitative-historical research and has served as a subject matter expert for several state and national organizations and museums on the topic of 19th century American medicine.
Helen Salisbury, PhD
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Dr. Salisbury earned her Ph.D. in Biopsychology from the State University of New York at Stony Brook, where she completed some of her coursework and her externship with psychiatric residents from the University Medical Center’s Medical School. While at Stony Brook, she taught Research Methods and Statistics, and worked as the project director and statistician/database manager for a large NIMH grant.
Dr. Salisbury worked at Banner Good Samaritan Medical Center, as part of the Clinical Neurobiology and Bioengineering Research group, and then as the research coordinator for trauma and general surgery, where she mentored trauma surgical residents in proposing, designing, analyzing, writing, and submitting required clinical research studies for publication. Additionally, Dr. Salisbury has worked for Scottsdale Healthcare Osborn, where she was the coordinator for trauma clinical research and served on the hospital’s Scientific Review Committee. Currently, she is also on the research faculty of an online university where she reviews doctoral dissertations for appropriate research design and analyses, and is a strong proponent of distance education.
- Jeff Alexander, PhD
Catherine Belden, DHSc, MSN, RN, HACP, CIC
Paul Kadetz, DPhil, MPH, MSN, MSOM, MSc, APRN-BC, LAc
Eric Carver, DHSc, MABMHM, MPA
Mary Beth Kaylor, PhD, MPH
Lynn Chevalier, DHSc, MPH., MS, CPH, CPC
Tracy Matthews, PhD, MA
Suzanne Coleman, DHSc, RNC-OB, CRCP
Patty Miner, DHSc, MSN, RN, PNP-BC
Denice Curtis, DHSc, DDS, MPH
Joseph Ronzio, DHSc, MBA
Thomas DiDonna, DHSc, MS, RN
Philip Stephens, DHSc, MPAS, PA-C
Matthias Goldstein, DHSc, MPAS, PA-C
Melanie Tidman, DHSc, MA, OTR/L
Attila Hertelendy, PhD, MHSM, MS, NREMT-P
James Townsend, DHSc, MBA/HCM, MIS
Mark Johannsson, DHSc, MPH, FRIPH
Lisa Wallace, PhD, MHR
Patrick Palmieri, DHSc, EdS, MSc(c), MBA, MSN
Michael Whitehead, DHSc, MPAS, PA-C, DFAAPA
- Catherine Belden, DHSc, MSN, RN, HACP, CIC
Doctor of Health Sciences Degree Admissions
Candidates accepted for admission to the Doctor of Health Sciences’ Leadership and Organizational Behavior Certificate program must demonstrate and/or submit the following prior to enrollment:Earned a masters or doctorate degree from a regionally accredited university, or from a foreign university based on a transcript evaluation completed by an agency from the NACES website, (www.naces.org)Candidates with a GPA below 3.0 may apply by completing an additional essay during the application process to explain factors that precipitated a student’s low GPA and how and why a student will be successful in a program. Students who did not attend an institution where a GPA system was used are required to petition the program chair.Qualifying degree transcripts prior to matriculation*Proof as a licensed or credentialed healthcare professional and/or have two years recent experience as a practitioner, administrator, educator, or researcher in healthcareA current resume or curriculum vitae detailing personal, educational, and professional achievementsTwo letters of recommendation
A completed application form and the nonrefundable application fee
*Not required of DHSc alumni with transcripts on file from prior matriculation
All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.
Foreign Credential Evaluation
Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.S. degree/course equivalency. All coursework 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 phone: 212. 966.6311 fax: 212.739.6139 firstname.lastname@example.org www.wes.org
- 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 www.aacrao.org
- FCCPT - Foreign Credentialing Commission on Physical Therapy (PT Applicants only) p: 703.684.8406 www.fccpt.org
- Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami FL 33173 p: 305.273.1616 f: 305.273.1338 email@example.com www.jsilny.com
- ICD - International Consultants of Delaware (General) p: 215.222.8454 www.icdeval.com
Tuition and Financial Services+
Application Fee: $70
Tuition: $491 per credit hour (2015-2016 school year)
Technology Fee: $150 per quarter
Note: All fees and tuition are subject to change.
DHSc Certificate courses are three credit hours. There are additional fees for books and reference materials.
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- required steps
- satisfactory academic policy
- student budget determination
- special conditions
- financial planning
THE 10 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:
The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.
The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.
ATSU receives the same information electronically (ISIR) within three to five business days.
The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts Student Financial Services.
Student Financial Services reviews the required forms, performs verification as necessary, and transmits the loan data to Sallie Mae.
The student accepts, refuses, or modifies the award letter and submits all required forms to Student Financial Services.
Student Financial Services looks over the required forms, performs verification if necessary, and transmits the loan data to Sallie Mae.
The lender sends a copy of the Stafford Loan application to ASA for guarantee.
The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.
If by EFT, all funds will be applied to the student’s account. The funds will be directly deposited to the student’s checking account if so desired by the student and proper documentation is on file.
Satisfactory Academic Progress for Federal Financial Aid
According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.
The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:
Minimum Cumulative Grade Point Average at A.T. Still University 2.00 for all programs on 4.0 scale 70% for all programs on 100% scale
Maximum Time Frame
Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).
Pace of Progression
Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).
Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.
Financial Aid Warning
Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.
Financial Aid Probation
If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.
Financial Aid Suspension
Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.
Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:
- Death of an immediate family member
- Severe injury or illness of the student or an immediate family member
- Emergency situations such as fire or flood
- Legal separation from spouse or divorce
- Military reassignment or required job transfers or shift changes
Students whose appeals are denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.
Students who have extenuating circumstances may appeal using the following procedure:
- Submit a completed Appeal form. Student will be notified if additional supporting documentation is required.
- Appeal packet is presented to the SAP Committee for consideration.
- Student is notified via email of the SAP Committee’s decision and recommendations.
Federal financial aid may be reinstated when one of the following conditions has been met:
The student completes courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard.
- OR -
The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.
Student Budget Determination
The student expense budget is determined each year by the Director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the Director of Student Financial Services determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount due to the private loans being based on creditworthiness.
Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.
ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.
Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.
Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.
Financing your education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.
A simple financial plan begins with the establishment of a long-term goal. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.
A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:Have a written planSet realistic goalsEstablish prioritiesKeep expenditures below incomeStick to your game plan
It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.
For online programs, tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.
Electronic Funds Transfer (EFT) Policy
The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.
Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.
The ATSU Family and Culture
Doctor of Health Sciences Curriculum Overview
The Leadership and Organizational Behavior Certificate curriculum consists of the three Certificate courses plus one course from either the Global Health Certificate or Fundamentals of Education Certificate classes.
Leadership and Organizational Behavior Certificate
Trends and Issues in Leadership+
This course examines the historical and current theoretical models of leadership and will address the contemporary thought on leadership, the leader’s role, and explore applications of that role. Topics will include the current context for leadership and personal leadership styles in the healthcare arena. Students will examine moral frameworks for leadership and decision-making as well as leadership domains and the synthesis of leadership development. Case studies will explore leadership in practice in both the public and private sectors as it relates to healthcare management.
Health Policy Development and Analysis+
This course provides an in-depth discussion of the key political and administrative decision-making processes of the American health system. Particular emphasis is placed on the health policy development process. The goal of the course is to expand knowledge on the definition of public policy, health policy development process, and funding solutions to complete policy issues. Students will examine the variety of social, economic, and political influences on health policy making and will discover that there are a variety of “policy instruments” available to decision makers to solve policy problems at the policy formulation stage.
This course examines how the personal characteristics of organizational members influence the effectiveness and productivity of organizations and the job satisfaction of its members. It is believed that organizations are comprised of three levels: the individual, the group or department, and the organization itself. This course will focus on the problems and challenges leaders face in dealing with the individual and the small groups in the organization. Special attention will be given to the role of teams in organizations, the stages of team development, and actions that can support the development of effective teams. The realities of interpersonal processes are considered through examination of the roles of power, politics, and conflict in organizations. The human side of organizational change is then explored with a focus on understanding how and why people react to organizational change and identifying opportunities for enhancing the effective implementation of change.
Fundamentals of Education Certificate
Theoretical Foundations of Learning+
The purpose of this course is to review the research on learning theory to provide the foundation for understanding learning styles and their applicability to adult learners, and how best to motivate and engage adult learners. The course is designed to examine evidence related to adult learning and will explore the neuroscience, behavioral, cognitive, psychological, and social factors inherent in adult learning. Topics will include reviewing the historical foundations for the scientific study of learning. The student will engage in a critical analysis and examination of numerous scientific theories and processes that are thought to influence learning. Some of the main theories that will be explored include: behaviorism, social cognition, information processing, constructivism, cognitive learning, and motivation.
Contemporary Teaching and Learning Concepts+
This course is an overview of some of the current models and theories that are becoming popular in higher education. Much research has focused on academia over the past few years to determine how best to educate students in a cost effective, productive manner. Some of the more prominent theories include: learner-centered teaching, student-centered learning, inter-professional learning, and distance education. The purpose of this course is to explore the research and practical application of contemporary models of education. Students will examine various models and philosophies of delivering and managing course content, promoting knowledge transfer, and determining best practices for effective teaching. Each model will be evaluated for strengths and limitations.
Curriculum and Course Design+
The purpose of this course is to expand knowledge and understanding of curriculum and course development. The course will focus on developing a course syllabus, selection of teaching methods, determination of course materials, and organization of content. In addition, to affect positive learning; lesson planning and presentation, with analyzing effective instruction will be addressed. The course is designed to engage students in developing course syllabus, assignments and grading rubrics, lesson plans, and a course outline.
Global Health Certificate
Global Health Issues+
This global health certificate course provides an introduction to important global health issues, including determinants of health, key areas of disease burden, and the role that new health technologies can play in solving these problems. The goal of the course is to expand students’ understanding of the impact of infectious and chronic diseases on the world’s population with particular attention paid to the health status of women, children, and the poor. Students will examine case studies of successful global health interventions to understand features of successful programs.
Globalization and World Politics+
This global health certificate course introduces the theoretical and practical issues associated with the radical global processes that are now affecting human life locally and globally. The course emphasizes the political-economic, cultural, institutional, technological, and ecological implications of globalization and allows students to evaluate whether these processes pose opportunities or challenges to individuals, societies, and the global community.
Global Health Ethics+
This global health certificate course provides an introduction to the principles and theory of ethics as applied to global health. The course will examine some of the primary theories and principles in healthcare ethics including virtue, deontology, utilitarian, autonomy, justice, beneficence, and nonmaleficence. The course will explore many prominent global health issues and exemplify how greater knowledge and understanding of global ethics is vital to effective and sound decision-making. Topics that will be discussed in the course include ethical issues related to: pandemic preparedness, end of life, human organ transplantation, clinical research in developing countries, human rights, resource allocation, and the effects of globalization on world health.
Community Health Center
As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.
From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.
When you give to A.T. Still University, you're not only supporting whole person healthcare education, you're also helping deliver it to where the care is needed most. Through our legacy program, we send students to underserved communities nationwide and conduct healthcare clinics at the university on occasion. Find out more.
Whole person healthcare takes an integrated approach that addresses body, mind and spirit as one. Students are encouraged to participate in wellness programs and study areas including nutrition and psychology to gain a more comprehensive understanding. Find out more.
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Let your light shine at A.T. Still University. Combining leading-edge whole person healthcare with a commitment to serving those communities where needs are greatest, we provide students the opportunity to truly excel as doctors, dentists, healthcare providers and healthcare leaders. Apply now; click here.