Doctor of Education
Public Health Education

Total cost:

$23,914 View Tuition Details

Application due date for January 9, 2023 term: January 6

Estimated time to completion: 36 months

Take your career further.

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


in the nation for most Doctoral degrees conferred in Education*.

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Key Features of Our Online Doctorate Degree

  • Advanced Coursework You will learn how to conduct and interpret evidence-based research to create, implement and evaluate innovative programs and solutions for complex public health problems. Coursework covers policy and leadership in public health, integrating principles of cultural competence, equity, ethics and social justice to address public health concerns on a local, national and international scale.
  • Customizable Choose from Focus of Study options so you can tailor your program to your individual career goals.
  • Tailored Dissertation Approach Designed to provide support when doctoral students need it the most – during the dissertation. You’ll complete the dissertation in a structured, faculty-supported course sequence.
  • Accelerated Completion Students who have an Ed.S. degree or are all-but-dissertation (ABD) can complete their Ed.D. in 37 semester credits.

The Ed.D. in Public Health Education is not available in Arkansas or Kentucky.

A few of the classes you'll take.

  • RES6041 Scholarly Writing and Research Strategies 1 semester credit
  • LEAD6001 Introduction to Advanced Studies 1 semester credit
  • HLTH6413 Fundamentals in Health Education 3 semester credits
  • CI6113 Standards-Driven Learning 3 semester credits
Byron Barton, Ph.D.

Department Chair

Byron Barton, Ph.D.
Administrative Faculty and Chair,
Department of Healthcare
View All Faculty

A degree you can count on.

American College of Education is accredited by The Higher Learning Commission— a federally-recognized accrediting agency. The College’s accreditation includes approval to offer degree programs, in education, healthcare, nursing and business and leadership through distance education via the Internet. Accreditation ensures that an institution’s academic program meets or exceeds acceptable levels of quality and is the most recognized accreditation status for higher education entities. To receive and maintain HLC accreditation and affiliation approval, we must continuously undergo routine peer review cycles and provide proof that our programs meet or exceed HLC accreditation criteria and expectations of quality.

A Note About Licensure:

While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.

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Ed.D. in Public Health Education

Total Tuition

64 semester credits
x $306 per credit



$100 Application Fee

$2,880 Technology & Library Fee
($45 per credit)

$150 Program Conferral Fee

$1,200 Dissertation Fee


Total Program Cost*


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1This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours or program pathway credit hours, the pace and satisfactory completion of the selected program or program pathway credit hours, receipt of, or eligibility for, institutional or non-institutional scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment two dollars and fifty cents ($2.50) per one thousand dollars ($1,000) of institutional charges, rounded to the nearest thousand dollars, for the California Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

Admission Requirements

Ed.D. in Public Health Education

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, the enrollment agreement, and the payment agreement.
  • Submit the nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

Ed.D. in Public Health Education

  • Master's​ or doctoral level
  • Minimum grade point average 3.0 on a 4.0 scale for full admission
  • Provisional admission is not permitted
  • Submit a current curriculum vitae (preferred) or resume
  • Submit a goal statement, in response to department-specific prompts
  • Complete an interview​​
  • Applicants must achieve and maintain a 3.0 GPA throughout the program

International Transcript Requirements

All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

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

English as a Second Language Applicants

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

  1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.

  2. Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
    • The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening, and, Writing.

    • The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.

    • The testing agency must send test scores directly to American College of Education.
  3. Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading, and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C).


Ed.D. in Public Health Education

Explore the classes you'll take to fulfill this program's 64 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

Health Courses

(21 semester credits)

This course examines culture, social norms, beliefs and values, ideology, and practices related to health choices. The students will research various diversity issues and how the issues will influence other areas of life. Through surveys and research, students will examine how choices are made regarding health and health-related behaviors including: perception and attitudes, awareness, prejudice, discrimination or aggression, social cognition, and relationships. This will provide a forum for determining action.
Students will research and explore interactions between health factors as they influence lifestyle choices including social, political, economic, and personal. With the focus on practical application, students will research and examine potential interventions and strategies for overcoming barriers and the ethical implications for professionals practicing in health education. They will research theoretical concepts, practices, and principles of health education.
As students study leadership in health education, they will utilize foundational approaches to guiding and educating individuals within the school and community settings. They will research and use data for decision making in their school and community. Relational skills are also evaluated as an example of how specific settings impact options and how a professional stance is established through ethical application of the laws governing healthcare practices.
As technology is an integral part of the public health care system, students will research ways to deliver, analyze, and interpret data, including informatics/bioinformatics, clinical research, consumer and public health statistics. They will then learn how to teach and train the staff to use the different technology, helping to develop protocols to be established within the organization. These protocols will relate to compliance issues as well as inform stakeholders of their importance. Through research and discussion, the students will be guided to provide the appropriate selection of technology with the targeted population in mind.
This course examines the role of finance and budgeting in public and private organizations and their impact on public health education programs.   Students will explore topics such as sources of revenue, fundraising, and fiscal allocation techniques.  The implications of public and private financial policies on public health education programs will be examined.
This course will employ a research-intensive approach to exploring public health and epidemiology topics such as health disparities, disease outbreaks, social determinants of health, and community health program evaluation. Methods in public health surveillance, study design, data collection and interpretation will be emphasized.  Students will apply a data-driven approach to assess public health needs within local, state, national, and international communities.
This course examines community health assessment and planning using evidence-based analysis to inform strategy and decision making.  Local, state, and national policy as well as the impact of health organizations on community health will be explored. Students will learn how to identify health assets and needs in a community using a variety of community health models.

Leadership Courses

(3 semester credits)

Students will undertake an examination of the rigors of advanced graduate study and reflect on personal strengths and challenges at the start of their program. Topics include: identity as scholar-practitioner, models of inquiry, self-assessment, and professional goals.
This leadership course will focus on defining what leadership really means and how to employ the college's innovative spirit. Students will reflect on theory and real-life application of the leadership journey, discover personal strengths, and discover ways to lead effectively. This course will also establish residency for states that require a face-to-face presence.
This first-year leadership seminar addresses an overview of the overall leadership experience and dissertation journey, focusing on growth, responsibilities, and expectations throughout the program. Students will also address the research process as they move forward, identifying individual concerns regarding methodology and the alignment of research components. Students consider how to think about the research elements in relation to successfully completing their concept paper and dissertation.  

Research Courses

(22 semester credits)

This course examines the importance of scholarly writing in your leadership practice, the foundation of how to write in a scholarly mode, and research strategies to support your doctoral writing. 
This course provides learners with the foundation and practical application of research methods and designs. Emphasis will be placed on evaluating research literature and aligning the components of qualitative and quantitative methods and designs. Students will explore theoretical frameworks for research studies and dissertations. Ethical practices in research will also be explored.
This course examines basic principles in applied statistics. Topics include data types, organizing data, graphing techniques, probability concepts, measures of central tendency, measures of dispersion, normal and skewed distributions, and understanding the area that covers normal distributions. Understanding, applying, and interpreting the principles to of simple hypothesis testing methods through a seven-step process is are also covered. The course is designed to provide an introduction to statistical applications that can be applied in real-world settings. along with providing an excellent foundation for entering into the more advanced statistical applications and analyses using SPSS.
This course provides students with an introduction to the nature of the quantitative methodology. The different types of quantitative designs and statistical techniques for collecting and analyzing quantitative data are discussed. Topics include the nature of research, sampling, hypothesis testing, variance (F-test), two samples t-test (independent and dependent), multiple samples test (ANOVA and repeated measures), assessment reliability and validity, and threats to validity, limitations, and delimitations in quantitative design studies supported with the practical application assignments.  
This course provides students with an overview of the qualitative methodology. Topics include the nature of qualitative research, designs, procedures, instrumentation, data collection techniques,  trustworthiness, ethics, and analysis in qualitative studies. The course is supported by assignments with practical application in mind.
Students develop the following components under supervision of the course faculty member: benchmark concept paper, doctoral pre-candidacy application, and doctoral pre-candidacy approval.
This course is designed for students to complete Chapter 2 of the dissertation proposal. Final approval of Chapter 2  by the course faculty member and the dissertation chair is required for successful completion.
This course is designed for students to complete Chapter 3 of the dissertation proposal. Final approval of Chapter 3 by the course faculty member and the dissertation chair is required for successful completion.
This course is designed for students to complete the Dissertation Proposal. In addition to completing Chapters 1-3, this course is designed to support students in obtaining DRR and IRB approval. Final approval of the Dissertation Proposal by both the course faculty member and dissertation chair is required for successful completion. 
This course is designed for candidates to complete Chapter 4 of the doctoral dissertation in which they conduct the IRB-approved research study and collect and analyze the data. Final acceptance of Chapter 4 by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion. 
This course is designed for candidates to complete Chapter 5 of the doctoral dissertation in which they interpret the data findings from their research study and draw conclusions based on the results. Candidates also submit a full draft of the dissertation. Final acceptance of Chapter 5 and the draft dissertation by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion.
Students prepare, defend, and deliver the final presentation of their dissertation. Final dissertation approval and final completion of their doctoral portfolio are also expected. 
This is a workspace for Ed.D. candidates to work on dissertation chapters collaboratively with their dissertation chair and committee members.

Focus of Study

Curriculum and Instruction

This course assists educators in the development of rigorous, appropriate, curriculum and instruction, with a focus on diverse-learner groups. Multi-model instructional strategies, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, graduate students in this course will plan, evaluate, and adapt curricula experiences to build successful learning environments for all learners. 
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
Educational assessments provide useful information on what students know and can accomplish. This course examines the purpose of various categories of assessment and tools of assessment, given at different organizational levels. Growth in assessment literacy will be developed while investigating appropriate feedback methods based on assessment data.
In this course, students will analyze strategies crucial to the design and implementation of a school-wide or district-wide leadership initiative to support literacy development. Students will explore methods to improve a comprehensive range of literacy skills guided by research and current best practices. Specific principles and theories of reading instruction are compared and evaluated to identify best methods to support diverse learning needs. Students explore the scientific research base underlying different models of reading instruction, technology, integration and assessment.
This course prepares educational leaders to serve as role models for creating, promoting, and conducting effective professional development for their staffs. Learners evaluate the merits of offsite professional development opportunities with goal-structured, job-embedded professional learning. Educational leaders utilize effective strategies, programs, and services based on data, student needs, and consideration of other stakeholders including teachers, parents, administrators, elected officials, and community members. Emphasis is placed on the impact of relevant, high-quality, differentiated, technology-integrated professional learning opportunities aligned to school or district goals. This course also prepares leaders to serve as advocates for staff to have the proper time and support to work collaboratively in job-embedded professional learning.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in curriculum and instruction. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field. 

Instructional Technology

Students will compare theories of teaching and learning with applications to digital instruction. Content includes emerging technology and use of Open Educational Resources.
Students will critique research on social presence and best practices for connecting through using technology with students or colleagues, as well as best practices for social media use within education organizations.
Students will implement and assess the concepts of Universal Design for Learning (UDL) for accessible online courses and compare models of instructional design.
Students will analyze effective online teaching and assessment; evaluate and recommend Learning Management Systems; and advocate for professional organizations, which provide continuing development for online educators.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in online education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field. 
Students will explore the various realms of social media, streaming, virtual reality, handheld devices, and apps that help the field of Instructional Technology.


The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in leadership. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
The course focus is on theory, research, and practices related to ethical administration. Students will assess ethical decision making and implications for policy.
Students will examine principles and concepts of finance at local, state, federal, and international levels; strategies for maximizing and obtaining financial resources and economic issues of the third sector.
Students will evaluate and compare different leadership and coaching models, analyze the relationship between leadership effectiveness and leadership coaching and determine appropriate-ness of each type of leadership and coaching for diverse settings.
Students will design, develop, and implement models of strategic planning that exhibit innovation.
This course examines how structure, values, and behavior impact an organization and its culture. Students analyze how leadership theories can be integrated and applied into advanced leadership roles.

General Track

Any six courses selected from above, ACE graduate level courses, or doctoral courses transferred in.