Master of Health Administration Degree Online
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Advanced Degree Program
A.T. Still University (ATSU) Master of Health Administration program prepares students for leadership. The masters degree in health administration program integrates web-based instruction, directed readings, email, chat room interactions and face-to-face Residential Learning Institutes (RLI) between students and faculty. Students learn from expert faculty, many who are working professionals.Read More
Offered through ATSU’s School of Health Management (SHM), the Master of Health Administration online degree is a 66-credit-hour, 15-course program. Class work is primarily online, with four face-to-face RLIs required during matriculation. RLIs are offered four times a year; twice on ATSU's Kirksville, Mo., campus and twice on the Mesa, Ariz. campus. The RLI offers opportunities to work in person with health administration masters degree instructors and students, designing solutions to address real-world healthcare management issues.Close
Master of Health Administration Program Guide +
Click on the Master of Health Administration program guide to learn more about the program and the University. Read detailed course descriptions for this master's degree in health administration and view program concentrations for answers to many of your questions regarding application information and tuition.
The masters degree in health administration online program is designed to help you develop the management knowledge you’ll need to achieve your professional goals in the healthcare industry.
The master degree in health administration program features online courses taught by expert faculty and offers four Residential Learning Institutes providing educational and networking opportunities with faculty and peers. It is focused on addressing key topics critical for effective organizational leadership in the dynamic healthcare field. Health administration masters degree students represent clinical, administrative, technical and academic professions in healthcare, including:
- Healthcare administration
- Healthcare consultants
- Healthcare finance
- Healthcare human resources
- Healthcare management
- Medical technology
- Healthcare public policy
- Healthcare practice management
- Healthcare risk management
Master of Health Administration Degree Faculty
The Master of Health Administration program offers a challenging, interdisciplinary educational experience that enables intellectual and professional advancement for health administration masters degree students. ATSU School of Health Management (SHM) faculty and staff are dedicated to your success, and comprehensive student services are available, including advising, tutoring and technical support.
SHM instructors have diverse academic and working backgrounds in management and healthcare fields, and 85 percent hold doctoral degrees. Their academic areas of interest include healthcare law, the economics of medical care, organizational theory and its effect in the health industry, health policy, the financing of healthcare, effectiveness/cost-benefit analysis in the healthcare industry, health information systems, quantitative methods and management science.
Don Altman, DDS, DHSc, MPH, MBA, MA
Dr. Don Altman, is the interim Dean for SHM as well as Professor and Chair, Department of Public Health (SHM) 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 School of Health Management (SHM). She began teaching for the School of Health Management 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
- Letha D. Williams, PhD
Chair & Associate Professor
Dr. Williams has more than a decade of higher education experience in both teaching and administrative roles. She began with ATSU in 2010 as adjunct faculty, became a full time Associate Professor later that year, and became Chair of the MHA and MPH programs in 2012. Her professional experience includes more than 30 years in leadership positions in healthcare organizations, including the American Red Cross, as well as hospitals, long-term-care facilities, and a home care agency. Her expertise is in market strategy development, organizational change and crisis management, team building, and leadership development. Dr. Williams has championed many growth-oriented strategic plans and marketing programs, developed and led award-winning teams, and coached supervisors, peers, and students who are currently making positive contributions to their organizations and disciplines.
Dr. Williams holds a Ph.D. in Organization and Management with a specialization in Leadership, and maintains a research interest in leadership ethics. She also holds a Master degree in Public Administration with a healthcare emphasis earned at the University of Michigan, and a bachelor degree in journalism earned at Oakland University. She previously held appointments as department chair for the accelerated business programs at Baker College, and adjunct professor at Davenport University and Trident University International.
- Letha D. Williams, PhD
Lihua Dishman, MBA
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Ms. Dishman earned a Master of Business Administration in finance, business, and economics from Wayne State University in Detroit, Mich., and a Bachelor of Science in statistics and economics from Shanghai University of Finance & Economics in Shanghai, China.
Ms. Dishman has nearly 27 years teaching experience with traditional and non-traditional graduate and undergraduate degree programs in managerial finance, statistics, research methodology, and more. She has delivered courses in 100% online, residential, and hybrid modalities. In addition, she has nearly two decades of global financial management experience. Her expertise includes global corporate treasury, global capital markets, and more.
Ms. Dishman led the structure and issuance of multi-billion dollar asset-backed securities within a global treasury group. As lead auditor for a multinational corporation, she successfully completed high profile and strategically critical international assignments. She was a consultant for global corporate finance with a Fortune 10 company for nearly five years following more than six years in private investment banking and institutional asset consulting.
As a member of the CFA Institute and the CFA Society of Detroit, Ms. Dishman's research interests include financial impact of healthcare reform on healthcare providers, healthcare cost effectiveness of promoting health well-being at workplaces, and how to invest donor assets prudently in not-for-profit healthcare systems.
John W. Fick, EdD, FACHE
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Dr. Fick is an associate professor at ATSU's School of Health Management. He received his Ed.D. in educational leadership with a focus on higher education administration from Argosy University, Sarasota, Fla., in 2007, and an master of science degree with a specialization in community health services from the School of Medicine, Wayne State University in1983. Dr. Fick joined ATSU as an adjunct faculty member in 2007 and in 2009 became a full-time faculty member in the Health Administration program. At ATSU, he has served on the curriculum committee and currently serves on the new faculty hiring committee.
Dr. Fick's research interests include adult learners and online learning. He is board-certified in healthcare management and is a fellow in the American College of Healthcare Executives. He has served as a fellow of ACEHSA (now CAHME) and was recently awarded the 2010 Distinguished Faculty Award by ACHE Regent in Michigan, as well as nominated in 2010 for Faculty of the Year by students in the Master of Health Administration program at ATSU.
- Lihua Dishman, MBA
- Rita Dichele, PhD, MA, MHA
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Dr. Dichele is an adjunct professor who facilitates classes in health administration and geriatric health. Earning her doctoral degree from Capella University and attending the School of Public Service Leadership, Dr. Dichele has principally focused her research studies on the aging process. Her dissertation topic was senior center leadership and aging successfully. She also has a Master of Health Administration from A.T. Still University and a master's degree in counseling from St. Joseph College in West Hartford, Conn. She also has more than eight years professional experience as a human services administrator and counselor.
Dr. Dichele's work history includes more than 25 years in the human services field where she served in many capacities working with diversified individuals in non-profit agencies, municipality and state governments, and the insurance and healthcare industries. Currently she works in the area of geriatric health where she serves on three boards of directors: Council on Aging, Elder Services and the Cultural Council. She teaches several classes to older adults who attend senior centers on topics related to current events, women's studies and history. She is also a certified Medicare/Medicaid benefit counselor. Dr. Dichele writes professionally and is a featured blog writer for www.ecarediary.com, an educational website designed for the caregiver.
Her research interests include grief work, aging successfully, and geriatric mental health.
Steven J. Frank, MPP, ACC
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Mr. Frank is founder and Chief Motivational Officer of evolution360° personal & business coaching. He coaches his clients around goal setting, work-life balance, transition, leadership and team dynamics. Using his 22 years of combined marketing, branding and coaching experience working in both the public and private sectors, as well as lessons he learned from coaching athletes, and would be athletes, to complete 100+ mile bicycle rides for The Leukemia & Lymphoma Society, Mr. Frank helps his clients to create personal and professional successes while enjoying the biggest endurance event there is - Life. Believing that truly sustainable change is change that evolves, he works with his clients not only to help them get greater clarity around their goals—big and small—but also to achieve them, one revolution of "their wheel" at a time. As a motivational speaker, Mr. Frank has presented on personal branding, goal setting career transition and being the leader, not the manager, of your life.
Mr. Frank holds a Master in Public Policy from Harvard University and a Bachelor of Arts from Brandeis University where, legend has it, he was the first student to double major in Economics and Sociology. He completed his professional coach training at the International Coach Academy and has earned the designation of Associate Certified Coach through the International Coach Federation. Mr. Frank's research interests are in the areas of goal setting, emotional intelligence, leadership and transition.
Randy Kearns, DHA
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Dr. Kearns is the Program Director for the North Carolina Burn Surge Disaster Program and Coordinates the delivery of various medical disaster preparedness programs at the University of North Carolina at Chapel Hill. He began his career as an EMT, Paramedic, Rescue Technician and Firefighter and later served in various leadership roles in Emergency Management, EMS and Hospital Administration. Dr. Kearns has 35+ years of experience in emergency services including response to 16 disasters where a Federal Disaster Declaration was in place.
Dr. Kearns continues to assume active disaster roles, with several of the more recent being a FEMA Reservist in response to the 2004 Florida Hurricanes in the Mitigation Division, Field Hospital Incident Command for an EMAC Deployment to Mississippi following Hurricane Katrina in 2005, and later with FEMA Individual Assistance in response to Hurricanes Katrina and Rita. Most recently, Dr. Kearns served as a Reservist for FEMA Operations following the 2011 Georgia Tornadoes and with North Carolina State Medical Response System Operations in support of the Democratic National Convention 2012.
Dr. Kearns' research, presentations and publications include efforts related to medical disaster preparedness, burn care and burn injury management, EMS response and operations, and general disaster preparedness for healthcare systems.
Dr. Kearns holds a bachelor's degree in Human Services with a concentration in Disaster Management from Thomas Edison State College, a master's degree in Administration with a Certificate in Healthcare Administration from Central Michigan University and a Doctorate of Health Administration from the Medical University of South Carolina. Dr. Kearns is a Certified Emergency Manager through the International Association of Emergency Managers since the program began in 1993 and held a paramedic credential for 25+ years before retiring in 2006.
Larry E. Leaming, DHA, FACHE
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Dr. Leaming is an experienced rural hospital administrator, educator, and researcher. He has more than 35 years of healthcare expertise, which extends from the front lines of patient care as a registered respiratory therapist and various management positions to chief executive officer for five small rural hospitals in Nebraska, Colorado, and New Mexico. He is recognized for his dedication to rural health and for contributions in strategic planning, marketing, leadership development, and performance improvement.
Dr. Leaming is a board certified healthcare executive and fellow in the American College of Healthcare Executives. He holds a master's degree in healthcare administration from Central Michigan University and a Doctor of Health Administration from the Medical University of South Carolina. His research interests include rural health leadership, hospital governance and telemedicine.
Don MacLean, MBA
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Mr. MacLean began his professional career in 1965 at Columbia Presbyterian Medical Center in New York working in respiratory therapy. In 1975, he completed his associate's degree in respiratory therapy and also holds a bachelor's degree in health administration and a master's degree in business administration. Mr. MacLean has worked in the IT field since 1998. He began adjunct teaching in the late 1990s and taught his first online courses while working on a second master's degree in 2002. He currently works in a community hospital IT department, teaches online undergrad economics and UOP, and the healthcare information systems course at ATSU.
Mary Mantei, BS, MA
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Ms. Mantei's 32 years of combined experience as a teacher leader, mentor, athletic coach and consultant provide a natural and sound foundation for her current work as an Executive Educational Leadership and Life Coach. She earned her bachelor's degree in Education from Oakland University in Rochester MI, her master's degree in education from Saginaw Valley State University in University Center, Mich., and her coach training from Breakthrough Enterprises, Rapid City, SD. She earned her designation as Professional Certified Coach through the International Coach Federation
After teaching middle school students for 18 years, Ms. Mantei consulted with school districts across the United States and with American International Schools to create developmentally responsive schools for young adolescents. She then worked with the Michigan Coalition of Essential Schools as the program director for Real Reading in the Middle, an integrated Language Arts/Social Studies literacy program for middle school students. She also served as a Leadership Coach for Michigan Schools in the Middle, guiding leadership teams and school leaders in their school improvement initiatives.
Ms. Mantei's research interests are in the area of communication, specifically regarding how we manage the polarities of face-to-face communication and digital communication and the impact it has on our personal and professional lives both locally and globally.
Nancy P. Mathias, MS, ACC
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Ms. Mathias founded Focus Leadership Development, LLC, in 2006 and Community Catalyst Group in 2010, each dedicated to building human and community capacity through coaching and organizational development programs and serves, strategic visioning, and planning consultation. She is also an adjunct professor with ATSU's School of Health Management and a Wayne State University career coach for WSU Executive and Professional Development projects.
Ms. Mathias is an Associate Certified Coach through the International Coach Federation, received the Leadership Development Certificate from the University of Michigan, Ross School of Business; trained as a co-active coach through the Coaches Training Institute; received her master's degree in physiology from Eastern Michigan University; and her bachelor's degree in microbiology from University of Michigan. She is a member and director on the Board for the Professional Coaches Association of Michigan; member of INFORUM, a professional women's alliance in Michigan; leader of the INFORUM Birmingham Affinity Group; and member of Birmingham Bloomfield Chamber of Commerce.
Susan Miedzianowski, MSA, BSN
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Ms. Miedzianowski holds a Bachelor of Science in Nursing from the University of Detroit, a Master of Science in Administration with a focus in healthcare from Central Michigan University and is currently a doctoral candidate in human services at Capella University with a specialization in gerontology.
Ms. Miedzianowski has worked in healthcare for more than 40 years in various positions including hands on nursing, chemotherapy administration, reimbursement, receivables management, a consultant and business manager at Karmanos Cancer Institute. She has spent the last 10 years teaching the business of healthcare to those who will assume leadership positions in the future.
Keith Y. Shah, PhD, MBA, MHRD.
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As a team member and corporate executive for BlueCross BlueShield of South Carolina for the past twelve years, Dr. Shah leads a department dedicated to performance-related consulting and strategic planning with a focus on new business and executive development. Previously, he was a business analyst for Greenville Hospital Systems.
Dr. Shah has taught graduate courses in economics, accounting, finance, human resources and strategic planning for A.T. Still Health Sciences University, for the College of Health and Human Services at Clemson University, and for both the Moore School of Business and the School of Public Health at the University of South Carolina.
Dr. Shah has a B.A. in Operations Management from Drexel University, an M.H.R.D. and an M.B.A. from Clemson University, and a Ph.D. in Health Services Policy and Management from the University of South Carolina. His research on international health care trends was influential in the development of a business model for successful global access of health care services.
JoNeil Smith, RN, BSN, MBA, DM
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Along with being an adjunct faculty member at ATSU, Dr. Smith is a Senior Director and Faculty member with the Advisory Board Company Talent Development Division. She delivers workshops and research presentations at leading hospitals and health care organizations across the United States. In addition to teaching, she provides guidance to executive teams on curriculum planning, accountability for learning application, and leadership culture.
Dr. Smith works with a diverse range of audiences – large and small groups of every level from executives to frontline staff and across all disciplines from nursing to IT – to build leadership capacity and achieve measurable outcomes on critical performance objectives. She specializes in helping organizations unleash the potential of frontline staff by empowering them to identify and lead improvement initiatives.
Dr. Smith brings more than 30 years of clinical and leadership experience. Her areas of expertise include leadership, coaching, surgical and emergency services, recruitment and retention, union-management relations, and managing disruptive behavior, with her doctoral research focusing on horizontal violence in the workplace.
Prior to joining the Advisory Board Company in 2006, Dr. Smith served in a number of clinical and management positions in hospital settings, including McLaren Regional Medical Center in McLaren, Mich. Dr. Smith holds a Doctorate in Organizational Leadership from the University of Phoenix, a Master of Business Administration from Baker College, and a Bachelor of Science in Nursing from the University of Michigan. She received her Diploma of Nursing from Hurley School of Nursing in Flint, Mich.
Dr. Smith lives in a small town north of Detroit and is an avid gardener. As a 21-year survivor of breast cancer, Dr. Smith is active in the Relay for Life and speaks at cancer survivor celebrations. She works with young women in the International Order of Job's Daughters and chairs a Long Range Planning Committee for Job's Daughters International.
Cande Tschetter, PhD, APR
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Dr. Tschetter is an executive, educator, and veteran communicator experienced in business, academia, and client management. She is known for producing results-driven and award-winning campaigns utilizing a diverse background in market research, planning, and execution. As a highly-skilled project manager, she is an innovative problem-solver, motivational leader, and respected adjunct professor at A.T. Still University, Central Michigan University and Baker College.
With additional areas of expertise in change management and career transition, Dr. Tschetter has conducted research into women's career development and transition among mid-life women to careers considered to hold more purpose by the individuals. She now coaches individuals who seek career transformation and business leaders challenged to transform organizations to meet the demands of the 21st century.
Accredited by the Public Relations Society of America, Dr. Tschetter earned a doctorate in business, concentrating on organization and management. She also holds a master's degree in administration, and a bachelor's degree in community development and public administration from Central Michigan University.
Shannon Wills, PhD
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Dr. Wills earned her bachelor's degree at St. Mary's College in Orchard Lake, Mich., in the social sciences and continued on to Wayne State University in Detroit, Mich., for her doctorate in molecular biology and genetics with a minor in community medicine. MASTERS? (jumps from bachelor's to doctorate) After graduating with her doctorate, she worked as a clinical research associate at William Beaumont Hospital, in Royal Oak, Mich., with the Hematology/Oncology Fellowship Program and the Cancer Clinical Trials Office.
Dr. Wills' post-doctoral research began and continues with breast cancer survivorship in the clinical setting, and she is currently conducting a clinical trial for patients with stage IIIB and IV NSCLC and cancer or treatment related weight loss, as well as working on a project to elucidate the clinical factors that lead to malignant transformation in the esophagus in patients with Barrett's esophagus. She has worked in a clinical research setting for more than 10 years, including her pre-doctoral work, and has instructed the Hematology/Oncology fellows in their research for five years at William Beaumont Hospital.
Susan Young, DHA, MSA, RN
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Dr. Young holds a doctorate in healthcare administration and leadership from the Medical University of South Carolina and a Master of Health Administration from Central Michigan University. With more than 30 years in the healthcare industry, she has extensive experience in clinical nursing, hospital administration, disease management, healthcare IT system development, and quality management and regulatory guidance for the Hawaii Healthcare Association.
Dr. Young's research interest is in cultural differences and the effect on delivering and perception of healthcare. In addition, she has incorporated the cultural perceptions of healthcare when delivering testimony on healthcare issues for the state of Hawaii.
Jackie Trepanier, MBA, ACC
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Ms. Trepanier is an adjunct professor for ATSU's School of Health Management and a leading coach and voice of today's accomplished professionals. As an executive coach, she works one on one with those ready to develop a plan for the next chapter of their businesses, careers, and lives.
She believes coaching to be a powerful tool that allows individuals to boost their existing talents, access untapped reservoirs of potential, and create breakthroughs for themselves and their organizations. Ms. Trepanier has honed the development of countless leaders and emerging professionals. Seeing others reach their full potential soon became a passion - and ultimately her life's mission - with Cultivated Coaching, founded in 2009. Her career spans Project Management, Human Resources, and Business Operations. Ms. Trepanier holds a Bachelor of Arts in Economics from the University of Michigan and an Master of Business Administration, with emphasis in Management, from Wayne State University.
She trained as a Co-Active Coach through the Coaches Training Institute and also is an Associate Certified Coach with the International Coaching Federation. She is also a member of the Professional Coaches Association of Michigan.
Ms. Trepanier's research interests are in the areas of emotional intelligence and change.
Dan Leask, BSc, MBA, ACC
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Mr. Leask is an adjunct professor for ATSU's School of Health Management. He coaches business professionals, to identify and develop their strengths, through alignment with their true purpose, passion and skills. His company, Emerald Compass, assists clients in transforming themselves through career enhancement in strategic directions. Mr. Leask utilizes personality assessments and mind-mapping to create a foundation for both individuals and groups and assist in their professional development.
His career includes 26 years experience in Engineering, Purchasing and Employee Development in both the United States and Canada. He holds a bachelor's degree in Mechanical Engineering from Kettering University and an Master in Business Administration with focus on Strategic Management from Davenport University. Mr. Leask is an Associate Certified Coach with the International Coaching Federation and is certified in the Myers Briggs Type Indicator. He serves on the Board for the Professional Coaches Association of Michigan and works as a career development coach with Wayne State University.
- Rita Dichele, PhD, MA, MHA
Master of Health Administration Degree Admission
Application requirements for the Master of Health Administration program include:
Bachelor's degree, or higher, from an accredited university recognized by the Council for Higher Education Accreditation. Applicants who graduated from a university outside the United States must provide a degree equivalency evaluation.Completed admissions applicationOfficial transcript from degree-granting institutionNon-refundable application fee submitted with applicationMinimum Cumulative Grade Point Average (CGPA) of 3.0 (4.0 scale)Completion of essay, submission of two professional references, and completion of required online orientationTest of English as a Foreign Language (TOEFL) for applicants when English is not their first language. 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:
Applicants are selected by an admission committee.
- CBT - minimum total score of 213
- Min. 22/Reading Skills section | Min. 26/Writing Skills section
- iBT - minimum total score of 80
- Min. 22/Reading Skills section | Min. 24/Writing Skills section
- PBT - minimum total score of 550
- Min. 57/Reading Skills section | Min. 61/Writing Skills section
- Application requirements for the Master of Health Administration program include:
ATSU's Master of Health Administration program is a participant of the Healthcare Administration, Management, & Policy Centralized Application Service (HAMPCAS). HAMPCAS is the national centralized application service that provides applicants with the capability to apply to health management, administration, and policy programs across different colleges and universities throughout the United States by way of a single, web-based application.
Applications are now being accepted through HAMPCAS. Create a new account and take advantage of the many benefits HAMPCAS and AUPHA offer.Apply Now
Important Note: If you would like to apply only to A.T. Still University’s M.H.A. program it will be more cost effective to apply directly to ATSU, if you are applying to more than one university it is advantageous to utilize the HAMPCAS application service. Apply directly to ATSU here
For additional information contact an Enrollment Counselor:
877.626.5577 or email@example.com
- ATSU's Master of Health Administration program is a participant of the Healthcare Administration, Management, & Policy Centralized Application Service (HAMPCAS). HAMPCAS is the national centralized application service that provides applicants with the capability to apply to health management, administration, and policy programs across different colleges and universities throughout the United States by way of a single, web-based application.
Tuition and Financial Services +
Application Fee: $70
Tuition: $437.50 per credit hour (2012-2013 school year)
Note: All fees and tuition are subject to change.
Most courses are four credit hours. Each Residential Learning Institute is two credit hours. There are additional fees for books, reference materials, Residential Learning Institute travel and accommodations.
Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU's Financial Services department online or contact them at 866.626.2878 or by email at firstname.lastname@example.org
- Application Fee: $70
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Financial Aid +
Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.
Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each block. Financial Aid also is available to students who are dual enrolled at KCOM and ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for further information. All students receiving financial aid, whether through ATSU's Student Financial Services or at other institutions, must notify our office of their status.
- required steps
- satisfactory academic policy
- student budget determination
- special conditions
- financial planning
THE 9 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 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 the Financial Assistance Office.Student Financial Services performs verification and then sends an electronic award letter to the student's ATSU email address, along with instructions for completing the loan applications and other required forms.The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.Student Financial Services looks over the required forms and transmits the loan data to Sallie MaeThe 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 refund will be directly deposited to the student's bank account if so desired by the student and proper documentation is on file.
Eligibility for Financial Assistance
Eligibility or unmet financial need is determined by subtracting a student's expected contribution from the student budget. The student's expected contribution is listed on the Student Aid Report (SAR) and is based on the student's financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student's budget is $9,000 and the expected contribution is $5,000, the student's unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student's need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.
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 of Health Sciences
2.0 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 appeal is 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 by submitting a completed Appeal form. They will be notified if additional supporting documentation is required.
The Appeal packet is presented to the SAP Committee for consideration. Students are notified via ATSU 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 A.T. Still University of Health Sciences 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.
Enrollment Status Policy
Full-time enrollment definition
Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.
Full-time enrollment requires enrollment in a minimum of nine (9) quarter credit hours, or six (6) semester hours.
Half-time enrollment definition
Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.
Enrollment Status Definitions
1 Quarter Credit = .67 semester credit
Minimum # of Credit Hours
Minimum # of Credit Hours
Osteopathic Medicine and Dental
Enrollment is always full-time
All other programs
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 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 health professions 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 an APA, MI, HM or AOT student, for example, your long-term goal might be to set up a private practice in your home town. 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.
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
Master of Health Administration Degree Curriculum Overview
The Master of Health Administration program prepares students for leadership in the healthcare field. Graduates earn their health administration masters degree online and enter a fast growing segment of the U.S. labor market. The U.S. Department of Labor forecasts that employment of medical and health services managers is expected to grow by 22 percent from 2010 to 2020. The masters degree in health administration program integrates web-based instruction, directed readings, email, chat room inter-actions, and in-person Residential Learning Institutes joining students and faculty.
- Healthcare law
- The economics of medical care
- Organizational theory and its effect in the health industry
- Health policy
- The financing of healthcare
- Effectiveness/cost-benefit analysis in the healthcare industry
- Health information systems
- Quantitative methods
- Management science
Introduction to Graduate Scholarship (2 Credits) +
This course provides the student with a grounding in the basics of scholarship including writing style, citations, and referencing using the APA Publication Manual. At the conclusion of this course student will have achieved a basic mastery of APA style and be better prepared to write at the graduate level.
Health Services in the U.S., A Lifespan Approach (4 Credits)+
This course provides a comprehensive introduction to the U.S. healthcare system. Healthcare terminology, concepts, critical issues, and a description of existing delivery systems are presented. This course includes the mission of public health, models of health promotion and disease prevention, and determinants of health and health services utilization. The organization, delivery, financing, payment, and staffing of the U.S. healthcare system are described. Issues of competition, regulation, technology, access, quality, primary care, long-term care, mental health, and bioethics are discussed.
Fundamentals of Research in Health Administration (4 Credits) +
- This course provides students with a background in the research process relevant to practice and management as a health professional. The research literature is critically evaluated for application to professional practice or management, determining client/patient population needs, and understanding how to evaluate outcomes. Using evidenced-based research outlined in the text, students develop a scholarly paper of professional interest to them relevant to healthcare practice or management. APA format will be strictly adhered to in this course.
Administration of Healthcare Organizations (4 Credits)+
- This course focuses on health service managers, the management process, descriptions of management functions, managerial roles, organizational culture and philosophy, leadership, motivation, and communication. Quality management is featured, as well as a practical approach to service, process, function, roles, culture, philosophy, leadership, motivation, and communication.
Healthcare Information Systems (4 Credits) +
- This course examines the knowledge and skills needed by healthcare executives to manage information and information systems in a modern healthcare organization. The course begins with a primer on healthcare information including a description of patient care processes and the information that is created during these processes. This course then provides a description of healthcare information systems, their evolution, and the major clinical and administrative applications in use today with a focus on electronic medical record systems. Basic information technology concepts that support information systems are then covered. The final topic is Senior Management IT Challenges: what it takes to effectively manage, budget, govern, and evaluate information technology services in a healthcare organization.
Ethics and Leadership (4 Credits) +
- This course provides students with an in-depth understanding of healthcare administration ethics and leadership in the context of the United States healthcare system. Healthcare administrators are frequently confronted with ethical dilemmas. This course provides an overview of these ethical dilemmas as well as real world examples for discussion. Codes of conduct and ethical policy statements are also reviewed from the American College of Healthcare Executives and the American Hospital Association.
Healthcare Finance (4 Credits) +
- This course introduces the essential and practical elements of finance for business to students who are non-financial managers. It places an emphasis on the key financial management concepts and applications of those concepts that are critical to making business decisions in the healthcare environment. It integrates finance, economics, financial, and managerial accounting principles. It provides real world examples to guide students through topics in financial statement analysis, benchmarking, budgeting, and financial planning and forecasting, working capital management, capital budgeting, and long-term financing. Microsoft Excel® is a course requirement.
Health Administration Law and Ethics (4 Credits)+
- Non-legal professionals develop a concrete foundation in healthcare law and ethics, as well as practical approaches to improving the excellence and delivery of healthcare. Critical thinking skills are honed as students review issues such as Sarbanes-Oxley, privacy of medical information, and other current case law issues.
Organizational Behavior (4 Credits)+
- Learners develop an understanding of how individual and team performance and behaviors, leadership, negotiation, power, and politics all have on the organization's effectiveness. From understanding these concepts to applying skills through actual case studies provides the learner with the ability to more effectively lead an organization and its human assets.
Managerial Accounting in Health Administration (4 Credits) +
- This course examines accounting concepts used to assist managers in healthcare organizations. It focuses on accounting information and analysis to be used in decision-making processes to plan, measure, and control operations. Basic accounting skills relative to health administration are developed. Learners develop the skills necessary to understand a budget and to ask pertinent questions to revise and develop new budgets. Microsoft Excel® is a course requirement.
Human Resource Management (4 Credits)+
- This course provides an overview of human resource management practices in healthcare organizations. The critical role that leaders play in the hiring, supervision, motivation, evaluation, and overall management of staff members within their organizations is the focus of this course. Students are introduced to the functions of the human resource department, while more in-depth emphasis is placed on understanding how managers in general can foster creative problem solving, collaboration, conflict resolution, empowerment, and teamwork, while maintaining a fair and productive working environment.
Practicum (4 Credits) +
- The cornerstone of professional education for a career in leadership is a learning process that effectively couples the classroom didactic and field experience components of the educational program. Through a practicum experience, faculty and experienced leaders pool their expertise for the benefit of students who are preparing for future leadership positions in the industry. The structured exposure to the field of practice is the real distinction between an academic and a professional degree. It is the means by which inexperienced graduate students may become adequately prepared to competently fill management positions upon graduation. The student is responsible for finding a place to complete the practicum; however, the School of Health Management will work to assist placing students in a community health center if they are unable to find a suitable practicum site.
Residential Learning Institutes +
- MHA students are required to attend four Residential Learning Institutes (RLI) during
matriculation. RLIs promote face-to-face collaboration with healthcare providers/
professionals at all points of service. RLIs are offered four times a year; twice on
ATSU's Kirksville, Mo., campus and twice on the Mesa, Ariz., campus. Students may
choose topics that are pertinent to their career focus and/or area of special interest.
MHA 811 Residential Learning Institute (2 Credits)
MHA 812 Residential Learning Institute (2 Credits)
MHA 813 Residential Learning Institute (2 Credits)
MHA 815 Residential Learning Institute (2 Credits)
- MHA students are required to attend four Residential Learning Institutes (RLI) during matriculation. RLIs promote face-to-face collaboration with healthcare providers/ professionals at all points of service. RLIs are offered four times a year; twice on ATSU's Kirksville, Mo., campus and twice on the Mesa, Ariz., campus. Students may choose topics that are pertinent to their career focus and/or area of special interest.
A.T. Still University's School of Health Management requires students to complete their program of study by selecting three elective courses that are of interest to them or meet their career needs. Electives are grouped by areas of focus. Students may choose to take all courses from within the same focus grouping, or may choose to further customize their learning experience by selecting courses from varying focus groups.
Health Program Planning
Community Health Improvement Planning+
- This course will focus on evidence-based decision making in health improvement planning. The Guide to Community Preventive Services and the Community Health Resources database will be integral to the course. Students will learn how to identify the current health policies and systems in place in the community; how to develop a community action plan to improve the policies and environment to form safe and healthy communities; and how to identify and involve stakeholders in the process.
Identifying Community Health Needs+
- This course focuses on the community health needs assessment process. Students will learn the various methods and tools currently used to identify the health status indicators and available assets to be used to respond to important health problems and risks at the community level. As part of this course, students will have hands-on experience collecting primary and secondary data, and then analyzing and evaluating it.
Evaluation of Community Health Services+
- Evaluation of health promotion programs in a variety of settings serve as a guide for the development and evaluation of health promotion programs that give students an opportunity for practical application in their work environment. Analysis and evaluation of a health program and its success after implementation are the focus of this course.
Public Health Finance and Policy +
- This course is an application of policy analysis to the financing of public health in the United States. It examines healthcare from a public policy perspective to understand the underlying social and economic issues that frame the political finance debates.
International Health Policy +
- This course provides an overview of international public health issues with an emphasis on economically less developed countries in the areas of diseases, programs, health systems, and health policies and the various approaches nations adopt to deal with them. It explores the public health problems facing low- and middle-income countries today and identifies their three greatest global challenges: reproductive health, infectious disease, and nutrition.
Public Health History+
- This course examines the health of human populations from a historical perspective and will investigate the science of improving human health. Case studies are provided that will focus on the roots of contemporary public health knowledge and health policy. Topics include responses to epidemics, racial and economic disparities in healthcare services, the development of policy infrastructures, and global health.
Community Based Healthcare +
- The development and maintenance of a community based healthcare model are the focus of this course. Administering programs to sustain and promote a state of healthy well-being in the community and activate community resources are discussed as well as the impact of emerging models of community-based healthcare programs.
Cultural Change in Geriatrics +
- Cultural changes have affected the perceptions of aging and its impact on intergenerational relationships. This course examines the impact those cultural changes may have on the future direction of the healthcare industry.
Death and Dying, Life and Living +
- Learners review death, dying, and bereavement. During the exploration of these topics, this course also covers the developmental perspective, legal and moral issues, and current events.
Leadership Development and the Role of Coaching
An Introduction to Professional Coaching +
- Skills, Knowledge, and Ethics for Managers: Students learn what coaching is and is not, the construct of an effective coaching alliance, the use of intuition, listening and powerful inquiry in moving through resistance to engendering goal attainment and accountability. Students also learn the ethics of coaching. In addition to traditional discussion forums and papers, coaching practice as part of exercises is expected, and a live oral coaching experience with the instructor is also required. The objective is for students to have coach-like skills to use in management situations to improve collaboration, connection, and community within or outside a public health organization.
Leadership Coaching and Interpersonal Communication Skills +
- TThis course provides the student with an understanding of personal behavioral and communication styles and how to apply the principles of leadership and management coaching in a public health organization. The skills learned improve active listening and dialogue that is effective in any situation. Students have the opportunity to review real-life coaching situations in leadership, develop a life purpose journal, and their own coaching journal.
Global Health Issues +
- Global healthcare is an emerging priority for organizations and governments worldwide because of the impact on international economic stability. Technology, research, and the advancement of healthcare interventions have produced improvements in health outcomes for many. Unfortunately, these advancements have also led to inequalities in health status within and between countries. The world is faced with new challenges such as the potential for pandemics, an aging population, a diminishing healthcare workforce, and the stresses of determining resource allocation. This course explores the many facets of global health to expose the student to the complexity of the concepts that impact healthcare in developing and developed countries.
Community Health and Social Media+
- In this course, students will learn about the history and use of multiple types of social media in community health at the local, state, and federal levels. The ethics of using social media, current accepted standards, and best practices in using social media in a community health setting will be covered. Students will practice using multiple forms of social media and create a community health social media campaign.
Public Health Informatics+
- The course will introduce students to the field of health informatics and its application to public health. Students will learn fundamental principles of computer science and computer information technology. They will apply these principles to understanding proper use of healthcare data and its inherent pitfalls concerning privacy, security, ethics, and data interoperability. The course will also provide an overview of the use of networking technology in the collection and distribution of health information, with emphasis on electronic and personal health records.
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.