Doctor of Education in
Public Health Education

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.

Total cost at ACE

$23,914

(tuition + fees)

Applications due May 15 for May 18, 2020 Term

Estimated Time to Completion:
3.5+ years

View Tuition Details

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.

For more information about this program, view the College Catalog. You can also ask questions anytime via chat.


The Ed.D. in Public Health Education is not available in Florida, Georgia or Kentucky.


Department Chair

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

Dr. Byron Barton graduated from Butler University in Indianapolis with a bachelor's in biology and later received his doctorate from the University of Vermont, where he studied insect flight muscle using a classical and molecular genetics approach. 

Since then, Dr. Barton has focused on helping students achieve their academic and career goals through higher education.


A Degree You Can Count On

We are, and have always been, regionally accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education. This accreditation guarantees our programs meet certain levels of quality standards.   


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.

Tuition

Ed.D. in Public Health Education

Total Tuition

64 semester credits x $306 per credit

$19,584

Fees

$100 Application Fee

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

$150 Program Conferral Fee

$1,200 Dissertation Fee

$4,330

Total Program Cost*

$23,914

*This 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, the pace and satisfactory completion of the selected program credit hours, receipt of 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 for the 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.

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, including the enrollment agreement, and 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
  • Submit a current curriculum vitae (preferred) or resume
  • Submit a goal statement, demonstrating a clear expression of purpose and anticipated personal and professional goals. The statement needs to be two pages in length excluding the title and reference pages
  • Complete an interview​​


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 scores from the Internet-Based (IBT) TOEFL. An overall score of 80, and a score of 26 on the speaking section is required.

Admissions Appeal Process

Applicants have the right to appeal admissions decisions. Begin the process by filling out the admissions appeal here.

Courses

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.

Research Courses

(21 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. 
Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of education research and reporting.
Students will examine 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 simple hypothesis testing methods through a seven-step process is 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 different types of quantitative research methods and statistical techniques for collecting and analyzing quantitative data. 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, threats to validity, and components of a concept paper (prospectus), proposal, and dissertation. The course concludes with a comprehensive overview, including answers students need to know and be able to explain in a proposal or dissertation defense.
Students will compare qualitative research designs and application to real-world issues. Topics include data collection and analysis, as well as ethical issues in qualitative research.
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 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 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 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 students to complete Chapters 4 and 5 of the dissertation. Final approval of Chapters 4 and 5 by the course faculty member and the dissertation chair 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. Completion of RES6551
This is a workspace for Ed.D. candidates to work on dissertation chapters collaboratively with their dissertation chair and committee members.

Leadership Courses

(4 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.  
This third-year leadership seminar focuses on the final stages of the leadership journey and dissertation process for Ed.D. students. This seminar empowers students to represent themselves as experts and leaders. Students will identify ways to present the findings of a research project to a dissertation committee and how to complete the steps required to publish and present the material in future conferences. 

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.

Focus of Study

Adult and Continuing Education

This course examines the theory and research of andragogy, with an emphasis on the historical influences, practical applications, and critical analysis. Topics include fields of practice, schools of thought, clarification of concepts, and emerging issues and challenges.
This course examines a variety of learning and teaching strategies to enhance adult learning. Students analyze methods suited for adult learning in different settings, apply knowledge of adult learning theories, and explore ways in which adults learn critical thinking.
This course focuses on theories and processes of measuring student learning in post-secondary educational settings to evaluate the effectiveness of academic programs. Students explore accreditation procedures and standards, instructional approaches, engagement strategies, and management of instructional environments.
This course provides an introduction to the historical developments, theoretical perspectives, fundamental approaches, and real-world practices of evaluating adult learners. Students learn to apply a variety of methods to assess learning outcomes effectively and to analyze assessment data to improve teaching and learning.
This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues 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 adult 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. 

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.
This course prepares students to implement a school-wide and district-based leadership initiatives to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice, so teachers and administrators can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.
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. 

Educational and Community Organizations

Students will analyze theories of collaboration, especially as applied to educational and community organizations. Students will propose partnership models for an educational or community organization.
Students will design, implement, and assess examples of programs that apply emerging technology. The course will focus on issues associated with the interface of technology and people.
This course provides a comprehensive view of advocacy strategies including polling, research, lobbying, and communicating with the media and stakeholders. Students will evaluate communication and best practices for nonprofit and education advocates working in the public policy process.
Students will analyze funding sources and the process of applying for funds from an organization or agency. Students will develop and critique requests for proposals.
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 educational and community organizations. 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 on study on the professional field. 
Students will analyze specific current and future public policies and conduct policy impact analyses. Students will evaluate best practices for working with local school councils, volunteer boards, advisory councils, and external stakeholders.

Leadership

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.

Online Education

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.
Students will design, implement, and assess examples of programs that apply emerging technology. The course will focus on issues associated with the interface of technology and people.
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. 

General Track

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

Notes

  • This program is neither designed nor approved (as of the publication date of this Catalog) to prepare students for licensure, certification, or endorsement in any state. 
  • Check availability in your state on the Programs by State section of the ACE website.