Walden University's initial application to operate as an out-of-state institution in Maryland in accordance with COMAR 13B.02.01 OOSINITIAL
MARYLAND IDGHER EDUCATION COMMISSION Application for Initial Approval for Out-'of-State Degree-Granting Institutions to Operate in Maryland Please Note: A separate application form must be completed and submitted with all
supporting documentation for each proposed location in Maryland.
PROPOSED LOCATION IN MARYLAND.
Please provide the full mailing address.· If a specific facility is yetto be identified, please provide
as a minimum, the county or city in which you plan to operate.
Walden University 100 Avenue South Suite 900 Minneapolis, MN 55401 [If these programs/classes are to be offered at a military installation and the recruitment and enrollment of
students is limited to active duty personnel, their dependents, or civilians employed at the installation, and
if the institution waives its right to claim veterans' benefits for enrolled students, do not complete this
application. Complete an Application for Exemption to COMAR 13B.02.01 instead.]
PROPOSED START DATE. Proposed start date is contingent upon approval.
Applications should be submitted at least 5 months prior to the proposed start date.
INSITUTION APPLYING FOR APPROVAL.
Name of Institution:
Walden University_ Web Address:
www.waldenu.edu OPEID Code:
02504200 U.S. Department of Education Office ofPostsecondnn' Education ID Code- Title IV elioibi!ity.
Chief Executives Officer:
Mailing Address:
Cynthia G. Baum, PhD
100 Washington Ave South Suite 900 Minneapolis, MN 55401
Email:
Telephone: 612-312-2456
cynthia.baum@wald enu.edu
Institutional Liaison: Name and title of the individual who will serve as liaison to the Maryland Higher
Education Commission:
Name: Dr. John Sabatini
Title:
Divisional Vice President
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650 South Exeter Street Baltimore, MD 21202
Mailing Address:
Email:
Telephone: 410-843-8278
.john.sa batini@Jlaureate.net
********************************** CERTIFICATION ****************************
I hereby affrrm that the answers given in this application and its attachments are accurate
and complete and further agree to comply with the Annotated Code ofMmyland and
State regulations governing the operation of out-of-State degree-granting institutions
(COMAR 13B.02.01).
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Please Submit All Information To:
Maryland Higher Education Commission
Division of Planning and Academic Affairs
6 N. Liberty St., 10th Floor
Baltimore, Maryland 21201
acadprop@mhec.state.md.us
(410) 767-3268
A copy of these regulations can be found at the Maryland Higher Education Commission's web site www.mhec.state.md.us (under Academic Approval Process) along with an on-line app1ication form. **************************************************************************************
I. SUPPORTING DOCUMENTATION.
Only a complete application can be acted upon. While separate application forms mu&i be completed and submitted for each proposed location, the following Supporting Documentation needs to be included only once for the entire package of applications. CHECK EACH ITEM AS ATTACHED. 1Zl
Catalogs and Other Institutional Publications. COMAR 13B.02.01.20A(l)
Include one printed copy of the institution's home campus catalog or other publication (graduate and
undergraduate as applicable) that contains il;fonna~on on; academic progress standards, cunicular
content of the proposed programs, student services information, credit for prior learning as well as
credit for practica, clinical experience, internships, and cooperative work experiences. Please also
provide copies of the awards to be granted.
IZ!
Application Fee. COMAR 13B.02.01.07D(2)
The institution sHall submit a non-refundable application fee in the amount of (a) $7,500 for up to two
degree programs and (b) an additional $850 for each degree program over two programs. The
institution's check should be made,payable to: Maryland Higher Education Commission.
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1::8] Accreditation. COMAR 13B.02.01.07D(3)(g)
Provide a copy of the most recent letter of approval (notification) from an organization recognized as
an accrediting agency by the U.S. Department of Education. Along with your most recent notification
of institutional accreditation, please provide evidence that you are in compliance with that
organization's policies and procedures related to off-campus educational activities. If any of your
proposed programs require program accreditation provide evidence of that accreditation.
~ Registration as an Out-of-State Corporation. COMAR 13B.02.01.07D(3)(f)
To transact interstate business in Maryland, the institution must qualify with the State Department
of Assessments and Taxation by making the certification required in the Corporations and
Associations Article, §7-202, Annotated Code of Maryland. A public institution is not required to
qualify as a foreign corporation. However, a business entity affiliated with a public institution or
a private institution (profit or non-profit) must qualify as a foreign corporation. The Foreign
Corporation Qualification Form may be obtained from the Maryland Department of Assessments
and Taxation, Room 809, 301 West Preston Street, Baltimore, Maryland 21201 or on-line at:
www.dat.state.md.us. Once qualified, the institution must provide a copy of the certificate of
· good standing issued by the State Department of Assessments and Taxation.
1::8] Certificate of Compliance COMAR 13B.02.01.07D(3)(o)
Please provide a certificate for each location for which you are seeking approval, indicating that
the proposed facility has been inspected and is found in compliance with local and State
ordinances pertaining to fire and safety. If this is not presently available, it may be submitted no
later than 30 days prior to the start of classes.
1::8] Board ofTrustees Resolution ofFinancial Solvency COMAR 13B.02.01.07D(3)(e)
Please provide a resolution from your Board of Trustees addressed to the Secretary of Higher Education stating that your institution is financially solvent. 1::8] Advertisements
COMAR 13B.02.01.07D(3)(p) Please provide copies of any advertisements in print format related to the proposed programs. 1::8] Teach-out Plan
COMAR 13B.02.01.07D(3)(j)(iv) The institution must provide a copy of its teach-out plan allowing enrolled students to complete their programs if the institution decides to cease operation in Maryland. IT. APPLICATION OUESTIONAIRE
This questionnaire, properly completed with supporting documentation, shall serve as an application for approval to operate in Maryland under the Code ofMmyland Regulations (COMAR) 13B.02.01. It must be completed for each proposed location. -------------·-·-----------------·----------------------­
1
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1. Programs.
Please enter below, or create an attachment Oabeled "A-1: Programs") to this application with your
the
(a) Provide a list of the proposed programs (or individual courses) to be offered at this location. An
institution may apply to offer courses only ifthe full complement of courses comprise not more than 3
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f
courses (or 9 credit hours) of a degree program. [See COMAR 13B.02.01.07D(5)] For each
program/course provide the following information: (1) the full title of the program (or individual course);
(2) the degree or certificate to be awarded; (3) the mode of instructional delivery; (4) the number of credit
hours (semester or quarter); and (5) whether they are offered at the parent campus.
Degree
Program Title
MS.
Example: Organizational Management
E?=a,mple: BUS 101 Intra to Business Administration
Mode of
Instruction
Total
Credit
Hours
Classroom
Distance Ed.
36sem.
3 sem
Offered
on Main
Campus
Yes/No
Yes
Yes
The program information is attached as A-1:
Programs.
(b) !f the information does not appear in the catalog or publication you submitted, provide (1) a description
of the curriculum; (2) the objectives of each course; and (3) a course schedule for the proposed location.
A description of the curriculum and the objectives of each course are available in the Walden
University Catalog provided. A course schedule for the proposed loc~tion is not applicable as
Walden University, which is a distance education provider, educates in an online, not a physical,
classroom.
(c) Please provide a brief description of the student population to be served by the proposed program.
With a commitment to supporting a diverse community ofleamers, Walden University selects adults for its
programs who can benefit from online learning and who are most likely to make significant contributions
to their classes and their professions. The institution aclmowledges the needs of the adult learner, both
professional and personal, and therefore is committed to providing the resources and services needed to
meet those needs. Each admission decision is based on a careful, holistic review of the applicant's school
and work history. Walden considers for admission students who have the desire to create social change
using the knowledge they develop while attending the institution, combined with their personal background
and experience.
The Walden University Catalog, under each programs' detailed description, provides an explanation of the
student population being served by the program, and the opportunities for academic and profressional
achievement.
2. Educational Need. Before the Commission may evaluate the readiness of an out-of-State institution to
operate or award new degrees in the State, including the offerings of an instructional program or a degree
level not previously approved, the institution shall present evidence demonstrating the educational need to
establish operations, offer programs, and award the degrees in question in the State. In addition, the out-of­
State institution shall demonstrate that the proposed program, for which the institution is making
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application, meets a critical and compelling regional or Statewide need and is consistent with the Maryland
State Plan for Postsecondary Education. COMAR 13B.02.01.06A & C
------·---·-- ·-·-----·---- -·-----·----- ----·----·
~
1 INSTRUCTIONS. Please enter the requested information in the spaces provided below, or create an
I
attachment (labeled "A-2: Educational Need") to this application with your responses to the
I fo1!_o,win~_qu~-~~~sj~_r ~~~~.R!.!'_gr~m:
I
-·-·--------·--··---·--··----·-··--····----·-----·------------··-----·---··--··-··___]
(a) What critical and compelling Regional or Statewide (Maryland) need and demand do your
proposed programs meet? In responding to this question provide documentation as indicated
below:
(1) If the proposed programs serve occupational needs, present data on market demand and the
availability of openings in the job market to be served by the new programs for which the
institution is making application. This information may include workforce and employment
projections prepared by the federal and State governments, the availability of graduates in the
State or region, marketing studies done by the institution or others, and material from professional
and trade associations. COMAR 13B.02.01.06E
The programs which have been offered by Walden University to Maryland residents for many years meet a
critical and compelling need. These offerings are also consistent with programs identified in the 2009
Maryland Statewide Plan for Postsecondary Education. The Plan states on page six that the " ...O'Malley­
Brown administration is committed to supporting postsecondary education which benefits the State by
providing new knowledge and a well-trained workforce...including the production of more STEM
teachers...recruiting, preparing and retaining quality principals for preK-12 schools... in education, training
and research in recognition that our economic competition is not national but international."
The programs offered by Walden meet these goals for the State of Maryland. Moreover, prior to the
development of these programs, Walden University consulted many market research sources including the
Bureau of Labor Statistics. These data indicated that there was a substantial growth opportunity for ' graduates in these program areas. This is also evidenced by the enrollment and graduation of Maryland residents from these programs. The vast majority of Maryland residents enrolling in Walden's programs work full-time, part-time, or are self-employed. In contrast to traditional Maryland colleges these students are not seeking new job opportunities, they are already employed and seeking a promotion, advancement in their careers or enrolling in a higher degree. Moreover, in terms of meeting the state's diversity goals, Hispanic and African-American students make up more than 25% of the student body and women comprise more than 77% ofWalden's student body. (2) If the proposed programs serve societal needs (including the traditional liberal arts education),
provide a description of how the proposed programs will enhance higher ed1,1.cation in Maryland
and contribute to society in general.
The Walden University programs presented are not traditional liberal arts degrees, rather they are bachelor, master, and doctoral degrees in professional fields such as psychology, education, and health. Positive social change is at the heart ofWalden's mission. All programs are designed to provide a learning experience that encourages students to pursue and apply knowledge in the interest of serving societal needs for the greater good. (b) If similar programs already exist in the State ofMaryland, what are the similarities or differences in
your program in terms of the degrees to be awarded, the areas ofspecialization, and the specific academic
content of the programs?
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Please find a description of the similarities and differences between Walden University's programs and
those which already exist in the State of Maryland attached as A-2: Educational Need. Additionally, there
are 7 programs which are not duplicative of any other programs in the State according to the Active
Programs by Classification of Instructional Programs. These unique program offerings are as follows: MS
Forensic Psychology, MS Career Counseling, MS Health Informatics, MS Clinical Research
Administration, Ed.S. Educational Leadership and Administration- Principal Preparation Program, Special
\
Education Endorsement Program, and BS Interdisciplinary Studies.
(c) Is a Maryland employer sponsoring/supporting the application for the program(s) to be offered at this location? DYes ~No COMAR 02.01.07D(3)(q) If yes, please attach a letter of support from the employer addressed to the Assistant Secretary,·
Planning and Academic Affairs. The letter should outline the employer's reasons for selecting the
institution and its programs and state the benefits to the employees who participate in the program
(d) Will the programs/classes at this location be closed? [That is, only available to employees or members of the host site and not open to the general public]. D Yes I8J No If yes, please supply a·copy of a memorandum ofunderstanding from the Maryland entity
sponsoring your institution. The memorandum shall specify the institution is operating a closed­
site and that the courses are offered solely for its own employees. COMAR 13B.02.01.07D(6)
(e) Will these programs/classes be offered in affiliation with a Maryland Regional Higher Education
Center? DYes ~No If yes, please identify the Maryland Regional Higher Education Center and provide a copy of the
COMAR 13B.02.01.22
Memorandum ofUnderstanding or agreement.
3. Administrative Staff. The out-of-State institution shall provide for an on-site administrative staff responsible for overall administrative operation of educational activities including counseling, advising, testing orientation, fmancial aid services, and maintenance of academic records. In addition to being responsible for the administration of the policies and procedures of the parent institution, the designated administrators are responsible for meeting the expectations set forth in this chapter [of the Regulatory Standards of the State of Maryland for Out-of-State Institutions]. The duties and size of the staff shall be adequate for the size of educational activities offered. COMAR 13B. 02.01.15 --·----------·--··-·-------·----·----·----INSTRUCTIONS: Please enter the requested information in the spaces provided. below, or create an
attachment (labeled "A.:3: Administrative Staff') to this application with your responses to the
following questions. ______________________
~
'
(a) How are you are planning to meet the above standard on Administrative Staff?
Walden University's unique distance education design provides students with access to administrative
support throughout their online experience.
Walden University's Academic Advising area, led by the Director of Academic Advising, collaborates with
students, faculty, and staffto foster an optimal student experience. Academic advisors work as a team to
ensure an inspiring and enriching experience for all students, providing counseling and advising support.
Advisors ensure that new students are able to successfully acclimate to Walden's environment, ensuring
completion of the Student Readiness Orientation, and that continuing students are consistently engaged as
active scholar-practitioners. The academic advising teams serve students with a total staff of 120 from
several locations including; Baltimore and Columbia, Maryland, and Minneapolis, Minnesota.
Academic advisors collaborate with academic leadership, student support teams, and operational groups
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within the university to manage student expectations, facilitate student issues, and ensure that students are
successfully completing their programs. Additionally, they assist students with academic planning, clarify
academic and university policies, and monitor each student's degree progress. Academic advisors work
closely with faculty to support the satisfactory progress of students and to assist in resolving academic
issues for students and faculty.
Walden's Financial Aid Office is located in Columbia, Maryland, under the leadership of the Director of
Financial Aid, with 41 full-time employees who process all federal aid within the deparment. Additionally,
there are 16 Student Support Team Financial Aid Representatives who field basic fmancial aid questions by
phone and email. Walden's online financial aid system, myFinAid, allows students to view missing
documents, messages regarding their status, award amounts, disbursement dates and award status 24/7.
Students also accept award offers; complete the Federal Direct Loan Master Promissory Note, and student
loan entrance counseling online. The Financial Aid team also provides proactive outreach to students to
.
allow for a great student experience relatillg to fmancial aid.
In addition to processing federal aid, Financial Aid Counselors answer more.complicated phone calls and
emails and attend residencies to counsel students in person. Other Walden student facing teams including
Enrollment Advisors, Student Supp01t Services, and Bursar's Office staff are trained to assist students with
basic fmancial aid application procedures.
The Registrar's Office serves as custodian for University student records. The Baltimore-based office
operates under the direction of the Registrar, who reports directly to the Chief Academic Officer of
Walden, Eric Riedel.
The office is divided into several teams who work with students throughout their lifecycles with the
University. The teams include Registration and Scheduling, Student Records, Degree Audit, Graduation,
Transcripts, and the Office ofVeteran's Administration.
(b) Who will be assigned to carry-out each of these duties? Please include a curriculum vitae/resume for
each administrator in the attachment to this application
Dr. Eric Riedel, Chief Academic Officer; Teresa Drzewiecki, Director ofFinancial Aid; Eve Dauer,
Registrar; Ron Blanl<enship, Director of Academic Advising. Please find curriculum vitae/resumes for
each administrator attached as A-3: Administrative Staff.
4. Facultv.
---------------------------------------------------------]
STRUCTIONS: Please enter the requested information in the spaces provided below, or create an
tachment to this application (labeled "A-4: Faculty") :with your responses to the following
.~,:_;;r;~~:d==;::~~!_~:~:·;.;~~'~":_ (a) List all faculty that are to teach in the first year (or cycle) of the proposed programs at this location. For each faculty member provide the following information: COMAR 13B.02.01.07D(3)(m) · (1) the course(s) the faculty might soon teach;
(2) the degrees the individual holds;
(3) the degrees areas of specialization; and
(4) whether or not the faculty member is full-time or part-time (adjunct) at your parent institution.
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The faculty data requested above is provided as A-4: Faculty.
(b) Please include a curriculum vitae/resume for each potential faculty member. For those faculty who are
yet to be hired iriclude a job description and minimal qualifications.
(c) Full-time faculty member is defmed as an employee: "(a) whose primary professional responsibility is
instruction, research, scholarship, or service; (b) who performs those functions normally expected of a full­
time faculty member at an institution of higher education, including curriculum development, student
advising, and institutional service; (c) who is employed on an annual or renewable contract of at least 9
months long that stipulates an annual salary; and (d) who is not employed full-time by another employer."
COMAR 13B.02.01.03(10)
Will more than 1/3rd of the classes offered be taught by f~ll-time faculty of the parent institution? DYes ~No Full-time Faculty Waiver. (See COMAR 13B.02.01.16E) If 1/3rd or less ofthe classes are taught
by full-time faculty of the parent institution you will have to apply for a full-time faculty waiver.
In order to obtain a waiver under the Regulations, please respond to the following:
(1) Demonstrate that the unique role, scope, and mission of the institution require a waiver in
order for the institution to operate.
The following statement demonstrates that the unique role, scope, and mission of the university requires a
waiver in order for the institution to operate.
Walden University was founded over 40 years ago with a mission to effect positive social change and to
provide greater access to higher education. As a national university, Walden enrolls students from all 50
states and more than 145 different countries. Walden University provides a diverse community of career
· professionals with the opportunity to transform themselves as scholar-practitioners so they can effect
positive.social change. Walden's students, alumni, and faculty help bring the university's mission to life
through participation in and leadership of research, conferences~ and special projects.
Contributing faculty members, who serve less than a traditional full-time faculty workload, compose the
majority of the Walden University faculty. Many contributing faculty members have appointments at other
academic institutions or, consistent with the University's mission, are active scholar-practitioners. Walden
faculty members are scholars, researchers, and distinguished leaders who are selected for their academic,
teaching, and industry credentials. Thus, Walden ensures a mix of scholar-researchers as well as
scholar-practitioners to meet the diverse professional needs of its undergraduate and graduate students.
Contributing faculty members typically have responsibility for research mentoring, teaching, and university
committee service.
It is on this basis, the unique role, scope and mission of Walden University that a faculty waiver is required
in order to operate in Maryland.
(2) After making this demonstration the institution shall then provide the following:
(i.) Designate by name the faculty members whose primary responsibility is instruction,
scholarship, research or service who will perform the duties normally required of full­
time faculty.
· (ii.) Document that these designated faculty members substantially participate in the
development or implementation of one or more of the following activities at the
institution requesting the waiver: (A) Academic programs, (B) Professional Programs,
(C) Research Programs, (D) Service Programs, (E) Admission or Admission policies, (F)
Academic Advising, (G) Faculty Appointments, or (H) institutional governance.
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(iii.) Document that the full time faculty, as a group, participate in all of the activities
listed in (2)(ii.) above.
(-­
(iv.) Document that the designated faculty shall perform the requirements of full-time
faculty under Section C of the regulations- i.e., at least one-third of the classes offered
shall be taught by full-time faculty of the parent institution.
In response to the above questions, please see attached CD "Walden MD Faculty Waiver" with
evidence to support questions #4(2)(i.), 4.(2)(ii.), 4.(2)(iii.), 4.(2)(iv.) and 4.(3);
4.(2)(i.) & 4.(2)(ii.) provides evidence that 100 of Walden's part time faculty possess full time
assignments as a result of responsibilities for teaching and the activities.This demonstrates that
100 faculty designated as part time either retain a full time teaching load or serve on a committee
in support of academic policy or student achievement. Further, this demonstrates that 159 or
61% of these faculty members serve on multiple committees in support of academic policy,
accreditation, and/or other various university committees with academic authority.
4.(2)(iii.) maps Walden faculty assignments to the terminology used to describe responsibilities in
the MD Application. Each faculty activity identified in the MD Application is matched to a Walden
faculty assignment. This demonstrates the extensive and pervasive participation of part time
faculty in essential university activities with academic authority (e.g. dissertation and theses
chairs, academic mentors, admissions committees, and academic and policy committees).
4.(2)(iv.) ·provides evidence of the number of courses each faculty member taught during the
Spring 2012 term. The summary data in green highlighted cell demonstrates that 49% of
Walden's courses are taught by faculty Walden considers to be full-time.
4.(3) provides a table that shows the number of part-time faculty serving on specific university
committees. This demonstrates the widespread participation of part time faculty in academic
policy and planning for each of Walden's colleges, various accreditation efforts, and a variety of
other critical university committees with academic authority.
In conclusion, the attached provides data to support that Walden's part time faculty consistently
and actively participate in academic policy and planning, accreditation efforts, and various other
university committees.
(3) Documentation includes, but is not limited to: (i) minutes of meetings; (ii) contractual
obligations; or (iii) job descriptions.
(4) Your request will be considered at a regularly scheduled meeting of the Maryland Higher
Education Commission.
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5. Library Resources. Out-of-State Institutions offering programs or courses, or both, in Maryland, shall
provide adequate and appropriate library resources within State boundaries and within reasonabie distance
of the instructional site. Usage statistics shall be kept to determine to what extent these resources are
available and accessible. CQMAR 13B.02.01.17A
INSTRUCTIONS: Please enter the requested inform~tl;~I;;th-;-;p~c;~ provid;d below~ or create·;;--]
1
attachment (labeled "A-5: Library Resources") to this application with your responses to the
followin~ questions.
--------------·------~---------~
(a) How are you planning to meet this standard on Library Resources? Briefly describe the types of
materials and titles that you will make available to your students and how they will access them. Will there
be provision for bibliographic instruction and/or library orientation?
The Walden University Library includes a full complement of online books, journals and a staff of
reference libr;;trians who live in various parts of the country in order to maximize reference
services coverage for Walden's student population. The Walden University Library has
established service standards including 24 hour response via e-mail and within 1 hour for
telephone contacts. The library is fully online, with over 142,722 eBooks, 53,605 full-text journals,
and 2.7 million dissertations available to its students 24 hours per day. Document delivery service
is available to students working on their doctoral capstone projects, when the Walden Library
does not own an article or book needed for research. The library has agreements with various
publishers and university libraries to supply these materials at no cost to students. In addition,
the library provides course guides that contain links to required library readings for all courses.
Information literacy is an important goal for Walden University and the library devotes one full
time librarian to managing instruction activities. Librarians conduct face-to-face information
literacy workshops at all academic residencies, where students often bring their more complex
questions. Walden students can attend monthly webinars that provide tutorials on basic and
advanced library skills, updates on online resources, and program specific research topics.
These webinars are archived for any student who cannot attend the live session and are available
on the.library website 24 hours per day. In addition, the library offers one-on-one phone
appointments with capstone-level students to discuss literature review. The library communic.ates
new services and acquisitions to students via emails and notices on the student's MyWalden
page via news blog. The library also maintains a Facebook page to provide students with regular
updates.
(b) Library Waiver. In extraordinary circumstances, an out-of-State institution may request a waiver of the library requirement. Are you requesting such a waiver? D Yes [81 No If Yes, this request shall be considered at a regularly scheduled mee~ing of the Maryland Higher
Education Commission. The waiver may be granted if justified by the institution demonstrating in
this application the following:
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(i.) the s ecialized or technical nature of the institution's curriculum; or
(ii.) an executed contract or contracts with another library or libraries ensuring students
adequate access to another appropriate collection either through location or through
information technology.
6. Student Services. COMAR 13B.02.01.18 concerns student services and activities. These shall realistically reflect the stated objectives, purposes, and philosophy of the out-of-State institution. Further, an out-of-State institution shall ensure that all students have access to a well developed program of counseling, testing, advisement, orientation, financial aid, career development, and placement. The institution may determine the specific organization of services, as well as the resources and staffing provided, as long as provision for these services are made. Student activities that complement the instructional program are particularly encouraged. COMAR Section .18 also requires that the out-of-State credits, transcript~, graduates, and other essentials in accordance with standard practice. This includes the physical security and confidentiality of such records. The Section requires as well, a published statement of student nghts, privileges, and responsibilities an~ the school's adherence to its student grievance procedures. _..
---·--·
INSTRUCTIONS: Please enter the requested information in the spaces provided below, or create an
attachment (labeled ''A-6: Student Services") to this application with your responses to the following
_,________________________________,_________________
_!}Ue~ons_.-----·--------------- ---·
___________
(a) How do you plan to implement the requirements for Student Services cited above?
Walden University demonstrates a commitment to student services through various student centered
resources. The Student Experience Team, including members from academic advising, student support,
student communications, and fmancial aid support, assists students in a seamless way by helping remove
obstacles to success and facilitate a successful online learning experience.
Support programs are available to all Walden students through their online student portal, providing access
to orientation, scheduling services for academic advisors, fmancial aid services, and the career center. The
Student Readiness Orientation is a comprehensive introduction to our online learning tools, offering a
hands-on experience with the basics of learning online. The interactive self-paced presentation guides
students through everything they need to know to participate in an online classroom, including how to
participate in classroom discussions. Serving as personal guides through the orientation, the Student
Support Team members are experts in the online environment.
Academic Advisors collaborate with academic leaders and faculty, student support teams, and operational
groups within the university to facilitate solutions to issues impacting academic success and ensure that
students are successfully completing their programs.
Through their student portal students have access to academic support in the Walden Writing Center, which
includes individualized tutoring services. The Writing Center provides services such as individual tutoring,
dissertation and other doctoral capstone reviews, Grammarly for feedback on writing mechanics, in-person
workshops during doctoral academic residencies, and tutorials, webinars, and handouts on a variety of
writing topics that are archived for future retrieval.
The·Career Services Center assists Walden University students and alumni with proactively managing their
own careers and professional development. As of May 2012, there are four full-time staffmembers: the
director and three career services advisors. The staff is located in the academic offices in Miimeapolis.
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The Career Services staff offers students and alumni individual advising via telephone and e-mail and career-related webinars via the Internet. They offer in-person advising and career-related workshops at academic residencies. A complete description ofWalden University's student services is provided in the attached institutional handbook, on pages 226-300, as well as in the attached copy of Standards for Good Practice in Distance· Education. (b) Regarding student records describe the security measures the institution takes to ensure the confidentiality, physical, and electronic security of your record-keeping system. All Walden academic records are maintained by the registrar's office in accordance with the
guidelines of the Arperican Association of Collegiate Registrars and Admissions Officers
(MCRAO), as well as the rights afforded to students through the Family Educational Rights and
Privacy Act (FERPA). The university maintains official student records primarily in electronic
form. All portions of the electronic student academic record needed to produce official transcripts
are maintained on a permanent basis. Other information in electronic and paper form is retained
or disposed of according to the schedules recommended by AACRAO.
Students are notified oftheir FERPA rights on pages 316-317 of the attached Walden University
Student Handbook.
(c) Does the institution have a published statement of rights, privileges, and responsibilities of students?
1:81 Yes D No How will it make this available to its students at the proposed instructional site?- - - ­
If this statement is in the Catalog you submitted with the application, please indicate the page number:_ _
If not in the Catalog you submitted, please provide us with a copy of the statement.
(d) Does the institution have a published student grievance procedure? 1:81 Yes D No If this procedure is . Ifnot in the in the Catalog you submitted with the application, please indicate the page number
Catalog you submitted, please provide us with a copy of the grievance procedure. ---·]
7. Facilities. (See COMAR 13B.02.01.19).
---------·------------------·- -----------·---..
STRUCTIONS: Please enter the requested information in the spaces .provided below, or create an
achment (labeled "A-7: Facilities") to this application with your responses to the following
_que~tion.._~----·---·-----~·-·--------·-------·--·-----·------··----···----·-----.---·-----(a) Has a specific facility been identified? DYes
1:81 No
(b) Has the proposed facility been inspected and approved for use as classroom/laboratory space and been found in compliance with local and State ordinances pertaining to fire and safety? DYes 1:81 No (1) Ifyes, please provide a copy of the Certificate of Compliance.
(2) If no, the Certificate of Compliance must be submitted at least 30 days prior to the start of
classes.
(c) Describe any special instructional facilities and equipment (computers, audio-visual equipment, etc.) that will be used and available to students in this location. OOS Initial2012
12
IINot applicable.
(d) Describe what provisions are being made for periodic repair and maintenance of buildings and grounds.
What measures are being taken for campus security and frre protection? If dangerous or toxic materials are
being handled, what provisions are being made for safe storage, handling and disposal?
II Not applicable.
e Describe the office and conference s ace available to full and art-time faculty and administrators.
8. Distance Education. "Distance education" means course work for academic credit delivered by telecommunicated instruction to a physical space specifically reserved for the purpose of receiving the instruction, for example, a teleclassroom, and requires the payment of tuition or fees for the instruction. "Distance education" does not include telecommunicated instruction at the student's initiation via an individual personal computer. COMAR 13B.02.01.03(8). An institution operating in Maryland and delivering instruction in Maryland by distance education shall provide evidence to the Secretary of compliance with the standards of good practice found in COMAR 13B.02.01.21. ~
STRUCTIONS. Is the institution providing distance ;du~~tion as defm~d~bove? -~ Ye-;-ONo]
If yes, please contact the staff at the Maryland Higher Education Commission for a copy of the Standards
fGood Practice and provide evidence of compliance as an attachment (labeled "A-8: Distance
ducat~~=) to this ap~~ation. ---------------··-----------·------------------- -·------­
I'
\
OOS Initial2012
13
Accreditation Page 1 of2
The Higher Learning Commission of the North Central Association @: Site §
Documents
Home
Currently or Previously Affiliated Institutions· 09125/2012
HLC Home
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Information provided on the Statement ofAffiliation Status reflects the most recent actions of the Commission. The
Commission has a multl·level decision process. Any Institutional changes that are currently under review are not made
public until nnal action has been taken.
Walden University
• HLC Events
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Feedback on the Web Site
Site Map
100 Washington Ave. South
Suite 900
Minneapolis, MN 55401
(612) 338-7224 (Main Phone)
http:Uwww.waldenu edu
Statement of Affiliation Status
Oick here ror definitions•••
ChiefExecutive Officer: Dr. Cynthia Baum, President
HLC lnsYiutlon ID: 1574
Current Accreditation Status: Accredited
Candidacy Date(s): 1987
AccredilaUon Date(s): (1990· .)
Year ofLast PEAQ Comprehensive Evaluation: 2005- 2006
Year ofNext PEAQ Comprehensive Evaluation: 2012 • 2013
Last AcUon: 03/21/2011
Control: Private FP
Degrees Awarded (details below): Bachelor's, Master's, Specialist, Doctoral
SUpulaUons on Affitlallon Status:
Accreditation at the doctoral level Is limited to the PhD In Management; Counselor Education and
Supervision, Education; Health Services; Human Services; Psychology; Public Health; and Public Polley and
Administration; the Doctor of Education degree, the Doctorate of Business Administration and the Doctor of
Nursing Practice. Accreditation at the specialist level Is limited to the Education Specialist degree. No
Commission approval Is required to offer degree programs at the bachelor's and master's levels In the
disciplines of social, behavioral, and health sciences; education; business; public policy and administration,
Including Interdisciplinary programs, and to courses In other disciplines that support these programs.
Approval ofNew Degree Locations:
Prior Commission approval required.
Approval ofDistance and COffespondence Courses and Programs:
The Institution has been approved under Commission policy to offer up to 100% of Its total degree programs
through distance education. The processes for expanding distance education are defined In other
Commission documents.
Reports Required:
None.
Other VIsits Scheduled:
Change Visit: 2012 • 2013; Request to offer the Doctor of Information Technology (D.I.T.) program.
Organizational Profile
)
aick here ror definitions ..
Enrollment Headcount (last updated: 04130/2012)
Full-Time
Part-Time
http://www.ncahlc.org/component/co m_directory/Action,ShowBasic/ltemid,/instid,1574/
9/25/2012
Page2 of2
The Higher Learning Commission of theNorth Central Association
Undergraduate:
Graduate:
Dual enrollment (high school) programs:
7883 10218 858
30023
0
Degree Programs (last updated: 04/30/2012)
Degrees Awarded In Last Reported Year
Programs Offered
0
18
33
6
11
Associate Degrees
Bachelors Degrees
Masters Degrees
Specialist Degrees
Doctoral Degrees
0
657
7419
249
619
Certificate Programs (last updated: 04/30/2012)
Programs Offered
34
Cerlificates
Cerlificates Awarded In Last Reported Year
216
Off-Campus Activities (last updated: 04/30/2012)
In-State:
Out-or-state:
Out-of-U.S.:
Campuses:
None
Additional Locations:
None
Campuses:
None
Additional Locations:
None
Campuses:
None
Addltlonal Locations:
None
Higher Learning Comrnlsslon • 230 South laSaUe Street, SUite 7-500 • Chicago, ll60604
~ • ioqulry@hlcoromjsslon peg • 800.621.7440
@ 2011 HLC. All rights reserved.
http://www.ncahlc.org/component/com_directory/Action,ShowBasic/ltemid,/instid,1574/
9/25/2012
Dr. Cynthia Baum Walden University Page 1 May 15,2012
Dr. Cynthia Baum
President
Walden University
100 Washington Avenue South
Suite 900
Minneapolis, MN 55401
Dear Dr. Baum:
Let me begin by thanking you for your commitment to high quality educator preparation as exemplified by
your participation in the NCATE national accreditation process. I am writing to inform you that at its April
21-24,2012 meeting in San Antonio, Texas, the Unit Accreditation Board of the National Council for
Accreditation of Teacher Education (NCATE) considered the request for accreditation of the Richard W.
Riley College of Education and Leadership at Walden University. We have been most impressed with the
cooperation received from the faculty, staff, and administration at your institution. I am pleased to inform
you of the Unit Accreditation Board's decision to grant accreditation to the Richard W. Riley College of
Education and Leadership at Walden University at the initial teacher preparation and advanced preparation
levels. This accreditation decision indicates that the unit and its programs meet rigorous standards set forth
by the professional education community. A certificate that acknowledges the unit's accomplishment is
enclosed with the copy of this letter that has been sent to the head of your professional education unit.
Details of the Unit Accreditation Board's fmdings are provided and any areas for improvement are listed in
the enclosed accreditation action report. You may use the information provided in the Board of Examiners
·
report at your discretion.
The next NCATE visit is scheduled for Fall2018. In partnership states, the· actual date of the visit must be
determined jointly by the state and NCATE. As you know, all institutions are asked to complete the NCATE
annual report each year during the accreditation period. You are required to report specifically on progress
toward correcting areas for improvement cited in the action report. In addition, we ask that you provide us
with information on your unit's efforts to assure that you continue to meet expectations of the unit standards.
Also, for your information enclosed is a copy ofNCATE's Policies on Dissemination of Information, which
describe the terms and dates by which your current accreditation action becomes a matter of public record.
This document also indicates organizations that will be notified of accreditation action. If your state has a
partnership agreement with NCATE, the state agency with program approval authority has access to these
documents in NCATE's Accreditation Information Management System (AIMS).
To celebrate your accreditation, I encourage you to use the online press packet on NCATE's website. From
the homepage, click on "Accreditation," then "After the Visit," "Celebrating Accreditation," and then "Press
Packet." The packet includes a sample press release announcing a school of education's accreditation status
to the media, as well as samples of announcements that can be sent to P-12 schools, foundations, businesses,
policymakers, and other stakeholders in your area. Other strategies are also included for garnering media
attention throughout the year. In addition, because your education unit is professionally accredited, we
ACCREDITATION COUNCIL FOR ACBSP BUSINESS SCHOOLS AND PROGRAMS GLOBAL BUSINESS
ACCREDITATION Bringing Together Those Dedicated to Teaching Excellence
December 21, 2011
Mr. Jonathan Kaplan
President
·
Walden University
155 Fifth Avenue South, Suite 100
Minneapolis, Minnesota
55401
Dear President Kaplan:
The Baccalaureate/Graduate Degree Board of Commissioners met on November 17-18,
2011 and reviewed your request to add the Doctor of Business Administration program.
After review, the board voted to add the Doctor of Business Administration program to your
accreditation and provided the following comments:
The DBA program is subject to the conditions and notes which were set out in the letter
of initial accreditation.
Your progress toward the removal of notes and conditions must be reported in each Quality
Assurance Report until they are removed. The existing conditions must be removed by
2/28/2015. Your next Quality Assurance Report will be due in 2/28/2013. Please work with
Dr. Ron DeYoung, Executive Liaison to the Baccalaureate/Graduate Degree Board of
Commissioners toward the removal of the Notes and Conditions. Dr. DeYoung can be
reached at 816-695-9585 or via email at: rdeyoung1@kc.rr.com.
We hope to see you at the 2012 Annual Conference which is being held in Baltimore,
Maryland from June 15-18th. Additional information is available on our website at
www.acbsp.org.
ACBSP is looking forward to our continued relationship with Walden University. Thank you
for providing quality business programs for your students. We are happy to have you as
one of our valued members.
Sincerely,
Steve Parscale
Director of Accreditation
c: Mr. Paul Thomas, Vice President, College of Management and Technology
Mr. Jim Wilson, Director, Regulatory Affairs
11520 West 1191h Street• Overland Park, Kansas 66213 913-339-9356 • Fax 913-339-6226 • info@acbsp.org • www.acbsp.org ~t.._
ACCREDITATION COUNCIL FOR
BUSINESS SCHOOLS AND PROGRAMS
ACBSP
GLOBAL BUSINESS
ACCREDITATION
Bringing Together Those Dedicated To Teaching Excellence
May 3, 2011
Mr. Jonathan Kaplan President Walden University 155 Fifth Avenue South, Suite 100 Minneapolis, Minnesota 55401
Dear President Kaplan:
Congratulations! The Board of Commissioners of the Baccalaureate/Graduate Degree
Commission met on April 17-19, 2011, and ·granted conditional accreditation to Walden
University with four conditions/ four notes, and two opportunities for Improvement for your
business programs.
Conditions and notes should be viewed as opportunities for improvement that would move
your program to a higher level of excellence. tt would be extremely rare that a school ·
receive accreditation without these conditions or notes given ACBSP's Core Value of
Continuous Improvement and Organizational Learning 1 that "Business schools and
programs should pursue regular cycles of planning, execution and evaluation of every
process and system. Ongoing improvement of these processes and systems leads to ever
higher quality and student/stakeholder satlsfactlon. 11 The conditions, notes and
opportunities for Improvement placed on your programs are:
CONDITIONS:
Standard Three, Criterion 3.d: While the business unit has methods to determine
educational processes, please provide evidence that stakeholder feedback Is used to
develop and Improve programs and processes.
Standard Four, Ctiteriott 4.3: The use of external outcome data are not yet fully­
deployed. The proposed use of the ETS exam could yield comparative Information
and data both over tlrne and with respect to benchmarks for setting targets or
Improving student performance.
Stahdard Five, Criteria 5.5.1b and 5.5.1c: Develop and deploy a quality
Improvement process which defines and assesses scholarship and community
service requirements for faculty,
Standard Five, Criterion 5.8.1: Complete Table 5.6 to detail faculty scholarly
activity In each major field. Inclusion of Information In the Curriculum Vita is not
sufficient.
11520 West 119th Street • Overland Park, Kansas 66213 USA
(913) 339-9356 Phone • (913) 339·6226 Fax • info@acbsp.org • www.acbsp.org
Walden University
May 3, 2011
Page Two
NOTES:
Standard Two, Criterion 2.2.a: Walden should provide Information to document
short- and long-term objectives and action plans.
Standard Four, Criterion 4.1: Provide evidence of the deployment of the planned
expanded assessment program with documentation that the results are being used
for the development and Improvement of programs.
Standard Five, Criterion 5.2.1: Provide data to support hiring plans by
demonstrating how the composition of the faculty matches program objectives In
breadth and depth.
Standard Six, Criterion 6.1.6: Graduate programs require at least 30 semester
credit hours or 45 quarter hours of graduate level work In business beyond the basic
undergraduate Common Professional Component (CPC). The CPC (excluding the
comprehensive or Integrating experience) may be determined through a competency
based evaluation or by completing undergraduate courses. The 30 semester credit
hours (45 quarter hours) of graduate-level work beyond the CPC should be In
courses reserved for graduate students.
OPPORTUNITIES FOR IMPROVEMENT:
Standard Two, Criterion 2.1: Provide evidence that the faculty members actively
contribute Input into the planning process and are delegated responsibility for
accomplishing action plans.
Standard Four, Criterion 4.1: Walden University's School of Management
(WUSOM) could significantly benefit from segmented data related specifically to the
WUSOM rather than aggregated at the university lev!31.
The conditions must be removed by 2/28/2015. You are encouraged to work with
Commissioner, Dr. Paul Schneiderman on the removal of the notes and conditions. Dr.
Schneiderman may be contacted by phone ati 603-644-3134 or through his e-mail address
at; p.schneiderman@snhu.edu,
ACBSP will inform the public of decisions on accreditation status made by the Boards of
Commissioners by posting the accreditation decisions on the ACBSP Gateway. The decisions
on accreditation status can be accessed from the Accreditation Decisions link, and Will
appear as the following:
Walden University
Initial Accreditation with Improvement opportunities In the following standards:
Standard #2 Strategic Planning
Standard #3 Student and Stakeholder Focus
Standard #4 Measurement and Analysis of Student Learning and Performance
Standard #5 Faculty and Staff Focus
Standard #6 Educational and Business Process Management
Walden University
May 3, 2011
Page Three
If you have any comments concerning this notification please let me know.
Your first Quality Assurance Report will be due on 2/28/2013, and every two years after
that. Your ten-year reaffirmation will be due in 2021.
ACBSP encourages you to publicly announce that your business programs are accredited.
Next week, we will be sending you, via e-mail, a sample ACBSP Press Release and ACBSP
Logo files for publicizing your accreditation. As you prepare these materlals 1 the following
Is your official ACBSP statement:
Walden University is accredited by the Accreditation Council for Business Schools
and Programs to offer the foilowing business degrees:
Business Administration - B.S. Master of Business Administration Ph.D. in Management Please take this opportunity to review the institution name as It will appear on your
Certificate of Accreditation. If this Is not correct, please notify Diana Hallerud via email at
dianahallerud@acbsp.org and provide the correction by May 16, 2011.
Name of institution as It will appear on the certificate: Walden University Minneapolis, Minnesota Please mark your calendar to join us in Indianapolis, Indlana 1 where we will honor you and
all other schools receiving Initial or reaffirmation of accreditation during the 2010-2011
membership year. You are encouraged to attend along with your Chief Academic Officer
and Dean or Head of the Business School or Program. Many Institutions Invite many of the·
faculty to this prestigious celebration. Your Institution will also be announced during the
Baccalaureate/Graduate Degree Institution meeting held on saturday. June 25. 2011 at 3:45
pm. There Is a breakfast on Sunday morning June 26, 2011, at 7:45a.m. for those
Institutions that are receiving accreditation.
The purpose of the breakfast Is to more personally congratulate the institutional
representatives and to outline the procedures that will be followed at the accreditation
banquet. At least one institutional representative should attend the breakfast.
In addition to the breakfast 1 a professional photographer will be available on sunday, June
26, 2011 to photograph all Institutional representatives along with the ACBSP Director of
Accreditation 1 Executive Liaison to the Board of Commlssloners 1 and the Chair of the
Baccalaureate/Graduate Degree Board of Commissioners. Baccalaureate/Graduate
Degree Institutions beginning with A- L will be photographed from 5:50 to 6:10p.m.,
followed by Baccalaureate/Graduate Degree Institutions beginning with M - z
from 6:10 to 6:30 p.m. Appropriate dress for the photo session and banquet is
business professional.
' .
'
Walden University
May 3, 2011
Page Four
The 2011 conference will be June 24-27 in Indianapolis and our host hotel will be the new
JW Marriott. A conference brochure Is enclosed. Updated Information Is always available· by
going to ACBSP Gateway, www.acbsp.org. During the 2011 conference we will be asking
you to "rediscover" ACBSP. Three Pre-Conference Workshops will be offered on June 23rd
and 24th. Chuck Wall will conduct a Pre-Conference Workshop on Thursday, June 23, 1:00
p.m. - 4:30 p.m. The workshop will look at how his "Random Acts of Kindness"
movement can be applied to the delivery of business education. On Friday, June 24, from
8:00a.m. untll11:30 a.m., two Pre-Conference Workshops will be held concurrently- one
focusing on Building a Rubric and one focusing on Finance Trading Labs.
Online registration Is now available at http://www.cvent.com/events/acbsp-2011-annual­
conference/ event-sum mary-662559 3c78b 14de78a8a 1713aec8d2d l.aspx.
Congratulations on maintaining such a high quality business program.
Sincerely,
g__LhRonald DeYoung Executive Liaison to the Board of Commissioners 816-695-9585 deyoung@nwmlssourl.edu Enclosures
c: Mr. Paul Thomas, VIce President Dr. David Clinefelter, Chief Academic Officer Dr. Paul Schneiderman, Baccalaureate/Graduate Degree commissioner CACREP Council for Accreditation of Counseling and Related Educational Programs
1001 North Faitfax Street, Suite 510 • Alexandria, VA 22314 • (703) 535-5990 • fax (703) 739-6209 • www.cacrep.org
CACREP is a corporate affiliate ofthe American Counseling Association (ACA).
January 24, 2011
Jonathan Kaplan, J.D.
Office of the President
Walden University
155 5th Avenue South, Suite 100
Minneapolis, Minnesota 55401
Dear Dr. Kaplan:
The Council for Accreditation of Counseling and Related Educational Programs (CACREP) Board of
Directors met January 13-15, 2011, for the purpose of rendering accreditation decisions. At this meeting,
the Board reviewed an Interim Report submitted by the College of Social and Behavioral Sciences at
Walden University to support its request for removal ofthe two-year conditional status placed on the
Mental Health Counseling (M.S. degree) program.
Based on the Board's review of the report and supporting documentation, the Board decided to remove the
conditions and to extend the accredited status of this program through the remainder of the eight-year
cycle ending March 31,2017.
Once again, the Board extends its thanks to you and your administration for the suppmi given to this
faculty in maintaining the accredited status of this program.
Carol L. Bobby, Ph.D.,
President and CEO
Enclosure
cc: Dr. John A. Sabatini, Divisional Vice President, Institutional Oversight and Academic Integrity
Dr. Savitri V. Dixon"Saxon, Dean, College of Social and Behavioral Sciences
Dr. Matthew Buckley, Chair, Department of Mental Health Counseling
..,
November 15, 2010
Commission on
Collegiate Nursing
Education
Serving the
Public lnt.;rest
Through Quality
Accreditation
One Dupont Circle, NW
Suite 530
Washington, DC
20036-1120
202·887-6791 fax 202-887·8476
www.aacn.nche.edu
Sara Torres, EdD
Associate Dean
School of Nursing
Walden University
155 Fifth Avenue South, Suite 100
Minneapolis, MN 55401-2597
Dear Dr. Torres:
On behalf of the Commission on Collegiate Nursing Education (CCNE), I am pleased to advise you that the CCNE Board of Commissioners acted at its
meeting on October 14-16, 2010, to gr~nt accreditation of the baccalaureate
ng
degree program in nursing at Walden University for the term of 5 years, extendi
the
of
tation
accredi
grant
to
acted
also
Board
to December 31,2015. The
master's degree program in nursing for the term of 10 years, extending to
December 31,2020. These accreditation actions are effective as of April19, 2010,
which was the first day of the programs' recent CCNE on-site evaluation.
You should plan for the next on-site evaluation of the baccalaureate program to
of
take place in the spring of 2015. You should plan for the next on-site evaluation
the master's program to take place in the spring of 2020.
At its meeting, the Board determined that the programs met all four accreditation
·standards. The Board additionally determined that there are no compliance ··.concerns with respect to the key elements.
.As is required for all accredited programs, the Board requested that each program
the
submit a Continuous Improvement Progress Report (CIPR) at-the mid-point of
d
continue
'.s
program
nursing
·..accreditation term: The CIPR should address the
compliance with .§ll accreditatron standards.
The deadline for the baccalaureate-program to submit the progress report to CCNE
is December 1, 2013. The Report Review Committee, and then the Board of
Commissioners, will review the progress rep.ort in the spring of 2014.
The deadline for the master's program to submit the progress report to CCNE is
December 1, 2015. The Report Review Committee, and then the Board of
Commissioners, will review the progress· report in the spr!ng of 2016.
Please note that the aforementioned CIPRs will need to address the CCNE
standards that are in effect at the time of submission. In the reminder letter sent
approximately 5 months prior to the CIPR due date, CCNE will inform the program
of
of the specific standards to be used and will provide guidance for the preparation
the report. For more information about CIPR!S, please. refer to the CCNE
Procedures for.Accreditation of Baccalaureate and Graduate Degree Nursing
s,pdf.
Programs, available at http://IN'I'{Yl.aacn.l).che.edu/Accreditation/pdf/Procedure
A c;opy of the accreditation report that was sent to you earlie(, along. with your
.the
response to it, is being trarrsm.itted·to the institution's chief executive officer as
of
results
the
both
that
hope
We
ity.
Commission's official report to Walden Univers
d
continue
the
to
useful
be
will
report
tation
your self-study process and the accredi
growth and development of the nursing programs. Certificates of accreditation are
enclo~ed.
As a reminder, programs are expected to continue to comply with the CCNE
standards and procedures throughout the period of accreditation. This includes
advising CCNE In the event of any substantive change in your nursing programs or
of any major organizational changes that may affect the programs' administration,
scope, or quality. Substantive change notifications must be submitted to CCNE no
earlier than 90 days prior to implementation or occurrence of the change, but no
later than 90 after implementation or occurrence of the change. These reporting
requirements are discussed further in the CCNE Procedures.
We appreciate the many courtesies and the helpfulness extended to the CCNE
evaluation team in the spring of 2010. The Commissioners join me in expressing·
our best wishes as you proceed with tasks important to the future of your nursing
programs.
Sincerely,
Carol Ledbetter, PhD, FNP, BC, FAAN
Chair, Board of Commissioners
cc: President Jonathan A Kaplan
CCNE Board of Commissioners
CCNE Accreditation Review Committee
CCNE Evaluation Team
I
IFI
)J'
1%.1
··.
si'iig
Ba cca Iaureate ·oeg·ree P;fogfr,~'fltt{-J.p::i:\~·-~-f.
....
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at
Walden Uni)(§£$,it¥\}8;,
Apr il19 , 2010
Effective Date of Accre ditatio n
Direc tor
-as a nationally recognized accr-~c.i,:t,~P"9'::~9;P~Y­
rhis
certif icate is valid for
the
durat ion of
the ;J~Ji~~ii·~~~;ecfitation.
~....
.
....
~---~
IFI ..
in accor(hinc.e'.with its accreditationLsta.rid~::u:ds and procedures, the
.·.:.-·.:
rsing Education
Master's Degree Prog
at
WaIde n uni.ve..rsi.ty::~~;.:/\,
..
.. ···· · ...
:.·.: :"
................
_.·: _.
.....
April19, 2010
Effective Date of Accreditation
The Commission on Collegiate Nursing Education is
1;~-~~~~~-:&~i,Secretary of Education
anationally recogni~ed acci~.d.iii.ii9f~g~~cy.
This certificate is valid for the duration of the :~JlS:Q)~~~reditation.
as
.
Educational need application, meets a critical and compelling regional or Statewide need and is consistent with the Maryland
State Plan for Postsecondary Education. COMAR 13B.02.01.06A & C
-----------
------·--~--·~-·------------
.----
or create an
1 INSTRUCTIONS. Please enter the requested informatio n in the spaces proVided below,
u;:~n:u~~~;~;;~~~~~-~~~~~;~:~-~ee~:-~~-~~--~~~-~-~-~~~-wi~~-~=:~:~~~:.,~:.:~_ _:_~"-· · · ~- -'(a) What criticaland compelling Regional or Statewide (Maryland) need and demand do your
proposed programs meet? In responding to this question provide documentation as indicated
below:
(1) Ifthe proposed programs serve occupational needs, present data on market demand and the
availability of openings in the job market to be served by the new programs for which the
institution is making application. This information may include workforce and employment
projections prepared by the federal and State governments, the availability of graduates in the
State or region, marketing studies done by the institution or others, and material from professional
and trade associations. COMAR l3B.02.01.06E
The programs which have been offered by Walden University to Maryland residents for many years meet a
critical and compelling need. These offerings are also consistent with programs identified in the 2009
Maryland Statewide Plan for Postsecondary Education. The Plan states on page six that the"... O'Malley­
Brown administration is committed to supporting postsecondary education which benefits the State by
providing new knowledge and a well-trained workforce. ..including the production of more STEM
teachers...recruiting, preparing and retaining quality principals for preK-12 schools...in education, training
and research in recognition that our economic compet~tion is not national but international."
The programs offered by Walden meet these goals for the State ofMaryland. Moreover, prior to the
development of these programs, Walden University consulted many market research sources including the
Bureau of Labor Statistics. These data indicated that there was a substantial growth opportunity for ' graduates in these program areas. This is also evidenced by the enrollment and graduation ofMaryland ·residents from these programs. The vast majority ofMaryland residents enrolling in Walden's programs work full-time, part-time, or are
self-employed. In contrast to traditional Maryland colleges these students are not seeking new job
opportunities, they are already employed and seeking a promotion, advancement in their careers or
enrolling in a higher degree. Moreover, in terms of meeting the state's diversity goals, Hispanic and,
African-American students make up more than 25% of the student body and women comprise more than
·77% ofWalden's student body.
(2) If the proposed programs serve societal needs (including the traditional liberal arts education),
provide a description ofhow the proposed programs will enhance higher ed1,wation in Maryland
·
and contribute to society in general.
The Walden University programs presented are not traditional liberal arts degrees, rather they are bachelor, master, and doctoral degrees in professional fields such as psychology, education, and health. Positive social change is at the heart ofWalden's mission. All programs are designed to provide a learning experience that encourages students to pursue and apply knowledge in the interest of serving societal needs for the greater good. (b) If similar programs already exist in the State ofMaryland, what are the similarities or differences in
your program in terms of the degrees to be awarded, the areas ofspecialization, and the specific academic
content of the programs?
OOS Initial2012 5
Please find a description ofthe similarities and differences between Walden University's programs and
those which already exist in the State ofMaryland attached as A-2: Educational Need. Additionally, there
are 7 programs which are not duplicative of any other programs in th,e State according to the Active
Programs by Classification of Instructional Programs. These unique program offerings are as follows: MS
Forensic Psychology, MS Career Counseling, MS Health Informatics, MS Clinical Research
Administration, Ed.S. Educational Leadership and Administration- Principal Preparation Program, Special
\
Education Endorsement Program, and BS Interdisciplinary Studies.
(c) Is a Maryland employer sponsoring/supporting the application for the program(s) to be offered at this location? 0 Yes ~No COMAR 02.01.07D(3)(q) If yes, please attach a letter of support from the employer addressed to the Assistant Secretary,·
Planning and Academic Affairs. The letter should outline the employer's reasons for selecting the
institution and its programs and state the benefits to the employees who participate in the program
(d) Will the programs/classes at this location be closed? [That is, only available to employees or members of the host site and not open to the general public]. 0 Yes [gJ No Ifyes, please supply a·copy of a memorandum ofunderstanding from the Maryland entity
sponsoring your institution. The memorandum shall specify the institution is operating a closed­
site and that the courses are offered solely.for its own employees. COMAR 13B.02.01.07D(6)
(e) Will these programs/classes be offered in affiliation with a Maryland Regional Higher Education
Center? DYes ~No If yes, please identify the Maryland Regional Higher Education Center and provide a copy of the
COMAR 13B.02.01.22
Memorandum of Understanding or agreement.
3. Administrative Staff. The out-of-State institution shall provide for an on-site administrative staff responsible for overall administrative operation of educational activities including counseling, advising, testing orientation, financial aid services, and maintenance of academic records. In addition to being responsible for the administration ofthe policies and pro.cedures of the parent institution, the designated administrators are responsible for meeting the expectations set forth in this chapter [ofthe Regulatory Standards of the State of Maryland for Out-of-State Institutions]. The duties and size ofthe staff shall be adequate for the size of educational activities offered. COMAR 13B.02.01.15 ----·---------- ------·--·----·--"-""·-------·---·---..
---:J J.N~~RIJCTION~: Ple~se enter. t~e re~uested IDform!l.ti~n in. the. spf!C~s pro.vided ~e.'l.ow~ or c.r~ate ail
atfaphiJlent (labeled "A-3: Adllllillstrative Staff'') to this application mt)l your responses to the
. · ..
--------------·~-------f!}U,1rwi:ng questi,oi1s~
'
(a) How are you are planning to meet the above standard on Administrative Staff?
Walden University's unique distance education design provides students with access to administrative
support throughout their online experience.
Walden University's Academic Advising area, led by the Director of Academic Advising, collaborates with
students, faculty, and staff to foster an optimal student experience. Academic advisors work as a team to
ensure an inspiring and enriching experience for all students, providing counseling and advising support.
Advisors ensure that new students are able to successfully acclimate to Walden's environment, ensuring
completion of the Student Readiness Orientation, and that continuing students are consistently engaged as
active scholar-practitioners. The academic advising teams serve students with a total staff of 120 from
several locations including; Baltimore and Columbia, Maryland, and Minneapolis, Minnesota.
Academic advisors collaborate with academic leadership, student support teams, and operational groups
OOS Initial2012
6
A-2: Educational Need
Walden University offers educational programs taught primarily through an asynchronous format that is
provided through a distance learning platform. Each program is aligned with Walden's mission of
preparing career professionals as scholar-practitioners and agents of social change. While educational
institutions in the state of Maryland offer programs that are similar to some of those offered at Walden
University, the demand for educational programs is so significant that the market necessitates a
sufficient number of programs to support the large influx of students in pursuit of higher education. In
addition, Walden has already been offering and enrolling Maryland students in these programs across
the state to date, demonstrating that negligible impact would be anticipated for programs offered by
other institutions upon approval of Walden's programs. Below please find an institution by institution,
program by program inventory of program differences between Walden University and other
institutions offering similar programs.
Walden University MS in Clinical Psychology and Loyola University, Maryland- MS in Clinical
Psychology
Walden University and Loyola University, Maryland (Loyola) both offer MS in Clinical Psychology
degrees. However, the programs are structured with significant differences. For example, Loyola offers
a MS Clinical Psychology through 2 tracks (thesis and practitioner) while Walden University offers one
track in which students can complete a thesis or capstone. Loyola's MS in Clinical Psychology program
does not offer options without a specialization. Walden's MS in Clinical Psychology offers a
specialization in Counseling Psychology. Walden University offers the MS in Clinical Psychology with a
practicum requirement for all students while Loyola does not. Further, there are learning outcome
differences. For example, Walden University emphasizes multicultural issues, positive social change,
evidence-based practice, and professional demeanor, which are not reflected in Loyola's learning
outcomes for the program. Loyola's outcomes have more emphasis on understanding and use of
psychological assessment instruments. Additionally with respect to course content comparisons,
Walden University's MS in Clinical Psychology is generally more prescriptive than Loyola's.. Walden
University has prescribed courses in Lifespan Development; Group Process; Marriage, Couple, and
Family Therapy; Substance Abuse Counseling; Career Counseling; Intra to Mental Health Counseling,
which Loyola does not have. Further, Loyola has courses in assessment practice and more electives
than Walden University's program.
Walden University Master's degree in Mental Health Counseling and Bowie State University- Master's
degree in Mental Health Counseling
Walden University and Bowie State University both offer Master's degrees in Mental Health Counseling
but Walden University offers a Master of Science degree while Bowie State University offers a Master of
Arts degree. Additionally, the programs are structured with significant differences. For example,
Walden University's MS in Mental Health Counseling program content meets CACREP standards and is
accredited by CACREP, while Bowie State University's program is not. Further, Walden University's MS
in Mental Health Counseling is offered to students with an option to specialize in either Forensic
Counseling or Trauma and Crisis Counseling while Bowie State University's MAin Mental Health
Counseling does not offer specialization options. Finally, Walden University students receive specific
instruction around Prevention, Intervention, and Consultation and they participate in two academic
residencies for a total of 12 days of intensive clinical training, supervision, and practice with program
faculty. The Bowie State program does not offer intensive clinical training, supervision, and practice
with program faculty. In keeping with the 2009 CACREP standards for clinical mental health counseling,
Walden University's program only requires students to complete at least 700 hours of clinical training.
Bowie State's program requires 1000 hours.
Walden University- Master of Science degree in Addiction Counseling
Walden University offers a Master of Science degree in Addiction Counseling. According to the State's
Inventory of Programs, there is no similar program offered by any Maryland public or private degree
granting institution.
Walden University MS in Marriage, Couple, and Family Counseling and University of Maryland College
Park- MS in Marriage, Couple, and Family Counseling
Walden University and the University of Maryland College Park both offer a MS in Marriage, Couple, and
Family Counseling degrees, however, the programs are structured with significant differences. For
example, the University of Maryland College Park offers a MS in Marriage, Couple, and Family
Counseling through two tracks {thesis and non-thesis). Unlike College Park's program, Walden
University offers the MS in Marriage, Couple, and Family Counseling with an internship requirement for
all students and students are required to complete 700 hours of clinical practice, 280 of which must be
in providing direct service. Further, Walden University's MS in Marriage, Couple, and Family Counseling
is offered to students with an option to specialize in either Forensic Counseling or Trauma and Crisis
Counseling while the University of Maryland College Park's MS in Marriage, Couple, and Family
Counseling does not offer specialization options.
Walden University Ph.D. in Counselor Education and Supervision and The University of Maryland
College Park- Ph.D. in Counselor Education and Supervision
Walden University and The University of Maryland College Park both offer a Ph.D. in Counselor
Education and Supervision; however, the programs are structured with significant differences. ·For
example, Walden University's Ph.D. in Counselor Education and Supervision is offered to students with
an option to specialize in one of five specializations including, Consultation; Counseling and Social
Change; Forensic Mental Health Counseling; Nonprofit Management and Leadership; or Trauma and
Crisis, while The University of Maryland College Park's Ph.D. in Counselor Education and Supervision
does not offer specialization options. Unlike students in The University of Maryland College Park's
program, Walden University students are able to work full time and are not required to complete one
year in-residence at the university. Walden University's 93-98 quarter credit program is comparable in
many ways to The University of Maryland College Park's program with regard to the academic
curriculum, because our program has been designed to meet the standards of the national accrediting
body for counseling programs. Walden University doctoral students are required to complete a
dissertation at the end of the academic program. Similar to The University of Maryland College Park's
program, the program at Walden University includes study around professional orientation; advanced
theories; consultation and evaluation; social change and leadership; clinical supervision; higher
education teaching; and research. However, students at Walden University also receive instruction
designed to prepare them for their professional service and involvement roles and their roles as crisis
managers.
Walden University- Doctor of Nursing Practice and Johns Hopkins University- Doctor of Nursing
Practice
Walden University and Johns Hopkins University both offer Doctor of Nursing practice programs with
similar curricular structures and program outcomes due to CCNE accreditation standards. The demand
for highly credentialed nurses is so high that the market necessitates enough programs to support the
large influx of nursing students pursuing doctoral study. Additionally, there is an acute shortage of
master's and doctorally-prepared faculty who are needed to educate nurses at the baccalaureate level
and above
1
.
Walden University- Doctor of Nursing Practice and Salisbury University- Doctor of Nurse Practice
Walden University and Salisbury University both offer Doctor of Nurse Practice degrees, however, the
programs are structured with significant differences. For example, Walden University's Doctor of Nurse
..... !
Practice program content is developed to meet CCNE standards and is accredited by CCNE, while
Salisbury University's program is not. Further, Salisbury University's Doctor of Nurse Practice degree is
offered to students through a cohort model with student intake in the fall of 2012 and the beginning of
2015. Walden University does not offer its Doctor of Nursing Practice through a cohort model and
accepts new students quarterly. Additionally the demand for highly credentialed nurses is so high that
the market necessitates enough programs to support the large influx of nursing students pursuing
doctoral study. As a result, there is an acute shortage of master's and doctorally-prepared faculty who
1
are needed to educate nurses at the baccalaureate level and above .
Walden University- Master of Science in Nursing and Bowie State University- Master of Science in
Nursing
Walden University and Bowie State University both offer Master of Science in Nursing degrees, however,
the programs are structured with significant differences. For example, Walden University's Master of
Science in Nursing program content is developed to meet CCNE standards and is accredited by CCNE,
while Bowie State University's program is accredited by NLNAC. Further, Bowie State University's
Master of Science in Nursing degree is offered to students through two roles/tracks; 1. Primary Care
Family Nurse Practitioner and 2. Nurse Educator. Walden University's Master of Science in Nursing
1
According to a 2007 American Association of Colleges of Nursing (AACN} study, in 2006, nursing schools
had to turn away 125,000 applicants because they did not have enough faculty to teach them.
offers students five specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse
Practitioner, 3. Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics.
Additionally the demand for highly credentialed nurses is so high that the market necessitates enough
programs to support the large influx of nursing students pursuing graduate study. As a result, there is an
acute shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
2
•
Walden University- Master of Science in Nursing and Johns Hopkins University- Master of Science in
Nursing
Walden University and Johns Hopkins University both offer Master of Science in Nursing (MSN)
programs with similar curricular structures and program outcomes due to CCNE accreditation standards.
The demand for highly credentialed nurses is so high that the market necessitates enough programs to
support the large influx of nursing student pursuing advanced studies. Additionally, there is an acute
shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above 2 •
Walden University- Master of Science in Nursing and Morgan State University- Master of Science in
Nursing
Walden University and Morgan State University both offer Master of Science in Nursing degrees,
however, the programs are structured with significant differences. For example, Walden University's
-)
Master of Science in Nursing program content is developed to meet CCNE standards and is accredited by
CCNE, while Morgan State University's program is not. Further, Morgan State University's Master of
Science in Nursing degree is offered to ·students through two areas of practice; 1. Nurse Administrator
and 2. Nurse Educator. Walden University's Master of Science in Nursing offers students five
specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse Practitioner, 3.
Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics. Additionally the
demand for highly credentialed nurses is so high that the market necessitates enough programs to
support the large influx of nursing students pursuing graduate study. As a result, there is an acute
shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
2
•
Walden University- Master of Science in Nursing and Notre Dame of Maryland University- Master of
Science in Nursing
Walden University and Notre Dame of Maryland University both offer Master of Science in Nursing
degrees however the programs are structured with significant differences. For example, Walden
University's Master of Science in Nursing program content is developed to meet CCNE standards and is
2
According to a 2007 American Association of Colleges of Nursing (AACN) study, in 2006, nursing schools
had to turn away 125,000 applicants because they did not have enough faculty to teach them.
accredited by CCNE, while Notre Dame of Maryland University's program is not. Further, Notre Dame of
Maryland University's Master of Science in Nursing degree is offered to students through two areas of
concentration; 1. Leadership in Nursing Education and 2. Leadership in Nursing Administration. Walden
University's Master of Science in Nursing offers students five specialization options; 1. Adult­
Gerontology Nurse Practitioner, 2. Family Nurse Practitioner, 3. Leadership and Management, 4. Nursing
Education, and 5. Nursing Informatics. Additionally the demand for highly credentialed nurses is so high
that the market necessitates enough programs to support the large influx of nursing students pursuing
graduate study. As a result, there is an acute shortage of master's and doctorally-prepared faculty who
are needed to educate nurses at the
baccala~reate level and
above
3
.
Walden University- Master of Science in Nursing and Salisbury University- Master's degree in
Nursing
Walden University and Salisbury University both offer Master's degrees in Nursing however, Salisbury
University offers a M.S. in Nursing while Walden University offers a Master of Science in Nursing (MSN).
Walden University and Salisbury University's programs are structured with significant differences. For
example, Salisbury University's M.S. in Nursing is offered to students through two tracks; 1. Clinical
Nurse Educator or 2. Health Care Leadership. Walden University's Master of Science in Nursing offers
students five specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse
Practitioner, 3. Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics.
Additionally the demand for highly credentialed nurses is so high that the market necessitates enough
- --) programs to support the large influx of nursing students pursuing graduate study. As a result, there is an
acute shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
3
•
Walden University- Master of Science in Nursing and Stevenson University- Master's degree in
Nursing
Walden University and Stevenson University both offer Master's degrees in Nursing however, Stevenson
University offers a M.S. in Nursing while Walden University offers a Master of Science in Nursing (MSN).
Walden University and Stevenson University's programs are structured with significant differences. For
example, Walden University's Master of Science in Nursing program content is developed to meet CCNE
standards and is accredited by CCNE, while Stevenson University's program is not. Further, Stevenson
University's M.S. in Nursing degree is offered to students through two areas of concentration; 1.
Education and 2. Leadership and Management. Walden University's Master of Science in Nursing offers
students five specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse
Practitioner, 3. Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics.
Additionally the demand for highly credentialed nurses is so high that the market necessitates enough
programs to support the large influx of nursing students pursuing graduate study. As a result, there is an
3
According to a 2007 American Association of Colleges of Nursing (AACN) study, in 2006, nursing schools
had to turn away 125,000 applicants because they did not have enough faculty to teach them.
acute shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
4
•
Walden University- Master of Science in Nursing and Towson University- Master's degree in Nursing
Walden University and Towson University both offer Master's degrees in Nursing however, Towson
University offers a Nursing M.S., while Walden University offers a Master of Science in Nursing (MSN}.
Walden University and Towson University's programs are structured with significant differences. For
example, Towson University's Nursing M.S. is offered to students through two areas of concentration; 1.
Nursing Education and 2. Clinician-Administrator Transition. Walden University's Master of Science in
Nursing offers students five specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family
Nurse Practitioner, 3. Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics.
Additionally the demand for highly credentialed nurses is so high that the market necessitates enough
programs to support the large influx of nursing students pursuing graduate study. As a result, there is an
acute shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
4
•
Walden University- Master of Science in Nursing and Washington Adventist University- Master's
degree in Nursing
Walden University and Washington Adventist University both offer Master's degrees in Nursing
however, Washington Adventist University offers a Master of Science in Nursing Education {MSN-Ed}
and a Master of Science in Nursing & Business Leadership (MSNBL}, while Walden University offers a
Master of Science in Nursing (MSN}. Walden University and Washington Adventist's programs are
structured with significant differences. For example, Washington Adventist University's Master of
Science in Nursing & Business Leadership (MSNBL) provides a Master of Sci,ence in Nursing with an
emphasis in business leadership, while Walden University's Master of Science in Nursing offers students
five nursing specific specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse
Practitioner, 3. Leadership and Management, 4. Nursing Education, and 5: Nursing Informatics. Further,
Walden University's Master of Science in Nursing program content is developed to meet CCNE standards
and is accredited by CCNE, while Washington Adventist University's program is not. Additionally the
demand for highly credentialed nurses is so high that the market necessitates enough programs to
support the large influx of nursing students pursuing graduate study. As a result, there is an acute
shortage of master's and doctorally-prepared faculty who are needed to educate nurses at the
baccalaureate level and above
4
4
•
According to a 2007 American Association of Colleges of Nursing (AACN} study, in 2006, nursing schools
had to turn away 125,00~ applicants because they did not have enough faculty to teach them.
Walden University- Master of Science in Nursing and Coppin State University- Master of Science in
Nursing
Walden University and Coppin State University both offer Master of Science in Nursing degrees
however, Walden University and Coppin State University's programs are structured with significant
differences. For example, Walden University's Master of Science in Nursing offers students five
specialization options; 1. Adult-Gerontology Nurse Practitioner, 2. Family Nurse Practitioner, 3.
Leadership and Management, 4. Nursing Education, and 5. Nursing Informatics while Coppin State
University does not offer specialization options for students. Additionally the demand for highly
credentialed nurses is so high that the market necessitates enough programs to support the large influx
of nursing students pursuing graduate study. As a result, there is an acute shortage of master's and
doctorally-prepared faculty who are needed to educate nurses at the baccalaureate level and above
5
•
Walden University- BSN completion program and Bowie State University- BSN completion program
Walden University and Bowie State University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University's BSN completion
program content is developed to meet CCNE standards and is accredited by CCNE, while Bowie State
University's program is accredited by NLNAC. Additionally, Walden University offers students an option
to pursue an undergraduate minor while Bowie State's BSN completion program does not. Further,
Bowie State University's BSN completion program requires students to be licensed RN's in the state of
Maryland while Walden University does not.
I
Walden University-- BSN completion program and Coppin State University- BSN completion
program
Walden University and Coppin State University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an undergraduate minor while Coppin State University's BSN completion program does
not.
Walden University- BSN completion program and Frostburg State University- BSN completion
program
Walden University and Frostburg State University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an Ur]dergraduate minor while Frostburg State University's BSN completion program
offers students an option to take one elective course without the option to pursue a minor.
5
According to a 2007 American Association of Colleges of Nursing (AACN} study, in 2006, nursing schools
had to turn away 125,000 applicants because they did not have enough faculty to teach them.
Walden University- BSN completion program and Hood College- BSN completion program
Walden University and Hood College both offer BSN completion programs, however, the programs are
structured with significant differences. For example, Walden University offers students an option to
pursue an undergraduate minor while Hood College's BSN completion program does not. Additionally,
Walden University's BSN completion program content is developed to meet CCNE standards and is
accredited by CCNE, while Hood College's BSN completion program is not accredited by CCNE. Further,
Hood College's BSN Completion program is offered to students through a cohort model in which groups
of students work through the curriculum from start to finish. Walden University does not offer its BSN
completion programs through a cohort model thus permitting students to vary the number of courses
per term throughout the life oftheir program.
Walden University-- BSN completion program and Johns Hopkins University- BSN completion
program
Walden University and Johns Hopkins University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an undergraduate minor while Johns Hopkins University's BSN completion program
does not. Additionally, Walden University's program offers students an RN to BSN program option while
Johns Hopkins University's program does not.
Walden University- BSN completion program and Morgan State University- BSN completion program
Walden University and Morgan State University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an undergraduate minor while Morgan State University's BSN completion program
does not. Additionally, Walden University's BSN completion program content is developed to meet
CCNE standards and is accredited by CCNE, while Morgan State University's BSN completion program is
not accredited by CCNE. Further, Walden University's program offers students an RN to BSN program
option while Morgan State University's program does not.
Walden University- BSN completion program and Notre Dame of Maryland University- BSN
completion program
Walden University and Notre Dame of Maryland University both offer BSN completion programs,
however, the programs are structured with significant differences. For example, the undergraduate
college at Notre Dame of Maryland University is limited tci women while Walden University
undergraduate prog·rams are co-educational. Additionally, Walden University offers students an option
to pursue an undergraduate minor while Notre Dame of Maryland University's BSN completion program
does not. Additionally, Walden University's BSN completion program content is developed to meet
CCNE standards and is accredited by CCNE, while Notre Dame of Maryland University's BSN completion
program is not accredited by CCNE. Further, Walden University's program offers students an RN to BSN
program option while Notre Dame of Maryland University's program does not.
Walden University- BSN completion program and Salisbury University- BSN completion program
Walden University and Salisbury University both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an undergraduate minor while Salisbury University's BSN completion program does
not. Additionally, Salisbury University's program requires students to hold a MD RN license, while
Walden University's program does not.
Walden University- BSN completion program and Sojourner-Douglass College- BSN completion
program
Walden University and Sojourner-Douglass College both offer BSN completion programs, however, the
programs are structured with significant differences. For example, Walden University offers students an
option to pursue an undergraduate minor while Sojourner-Douglass College's BSN completion program
does not. Additionally, Walden University's BSN completion program cont~nt is developed to meet
CCNE standards and is accredited by CCNE, while Sojourner-Douglass College's BSN completion program
is not accredited by CCNE.
Walden University- BSN completion program and Stevenson University- BSN completion program
Walden University and Stevenson University both offer BSN completion programs, however the
programs are structured with significant differences. For example, Walden University offers students an
- ) option to pursue an undergraduate minor while Stevenson University's BSN completion program does
not.
Walden University- BSN completion program and Towson University- BSN completion program
Walden University and Towson University both offer BSN completion programs, however, the programs
are structured with significant differences. For example, Walden University offers students an option to
pursue an undergraduate minor while Towson University's BSN completion program does not.
Additionally, Towson University's program requires students to hold a MD RN license, while Walden
University's program does not.
Walden University- BSN completion program and University of Maryland Baltimore City- BSN
completion program
Walden University and University of Maryland Baltimore City both offer BSN completion programs,
however, the programs are structured with significant differences. For example, Walden University
offers students an option to pursue an undergraduate minor while University of Maryland Baltimore
City's BSN completion program does not. Additionally, University of Maryland Baltimore City's program
requires students to hold a MD RN license, while Walden University's program does not.
Walden University- BSN completion program and Washington Adventist University- BSN completion
program
Walden University and Washington Adventist University both offer BSN completion programs, however,
the programs are structured with significant differences. For example, Walden University's BSN
completion program content is developed to meet CCNE standards and is accredited by CCNE, while
Washington Adventist University's program is accredited by NLNAC. Additionally, Walden University
offers students an option to pursue an undergraduate minor while Washington Adventist University's
BSN completion program does not. Further, Walden University's program offers students an RN to BSN
program option while Washington Adventist University's program does not.
Walden University Master of Public Health (MPH) degree and Johns Hopkins University- Master of
Public Health (MPH) degree
Walden University and Johns Hopkins University both offer Master of Public Health (MPH) degrees,
however, the programs are structured with significant differences. For example, Walden University's
MPH program curriculum is prescriptive. In contrast, although students must complete core coursework
at John's Hopkins University, they choose from many courses from each of the core areas of
biostatistics, environmental health, management sciences, policy/problem solving, public health biology,
and social and behavioral sciences.
Walden University Master of Public Health (MPH) degree and Morgan State University- Master of
Public Health (MPH) degree
Walden University and Morgan State University both offer Master of Public Health (MPH) degrees,
however, the programs are structured with significant differences. For example, Morgan State's MPH
degree requires all students who seek to earn their MPH to complete a total of 48 graduate credit hours
including an Internship and Master's Capstone experience. In addition, upon completion of core course
requirements, students must successfully pass the School's core competency exam and departmental
comprehensive examination in partial fulfillment of graduation. Walden University does not require a
core competency exam or departmental comprehensive examination.
Walden University Master of Public Health (MPH) degree and The University of Maryland- Master of
Public Health (MPH) degree
Walden University and The University of Maryland both offer Master of Public Health (MPH) degrees,
however, the programs are structured with significant differences. For example, Walden University's
MPH program curriculum is prescriptive. In contrast, although students must complete core coursework
at The University of Maryland, they may elect to specialize in Biostatistics, Behavioral and Community
Health, Environmental Health Sciences, or Epidemiology.
Walden University Master of Healthcare Administration (MHA) degree and Johns Hopkins University­
Master of Healthcare Administration (MHA) degree
Walden University and Johns Hopkins University both offer Master of Healthcare Administration (MHA)
degrees; however the programs are structured with significant differences. For example, Johns Hopkins
University's MHA program curriculum requires students to enroll in a full time, on campus program with
a rigorous and comprehensive academic experience with an on-site residency, while Walden University,s
MHA program offers students the option to take classes as a full time or part time student. Additionally,
recognizing that not all students require a base level introduction to healthcare systems, Walden
University does not require students to participate in a practicum experience. Students in the Walden
University M.H.A. program may elect to earn a practicum experience by adding an optional course to
their program of study, while all students attending the John,s Hopkins MHA program are required to
participate in a eleven-month full-time residency.
Walden University Master of Healthcare Administration (MHA) degree and Mount St. Mary's
University- Master of Healthcare Administration(MHA) degree
Walden University and Mount St. Mary's University both offer Master of Healthcare
Administration(MHA) degrees, however, the programs are structured with significant differences. For
example, Mount St. Mary's University,s MHA program curriculum requires the study and application of
Lean Six Sigma methodologies while Walden Universitis program does not. Additionally, Mount St.
Mary's University requires students to follow a cohort model and pursue courses concurrently while
Walden University does not offer its MHA program through a cohort model and accepts new students 6
times per year to enhance options for students.
Walden University Master's degree in Health and Stevenson University- Master's degree in Health
Walden University and Stevenson University both offer Master,s degrees in health, however, Stevenson
University offers a MS in Healthcare Management, while Walden University offers a Master of Health
Administration (MHA). Walden University and Stevenson University's programs are structured with
significant differences. For example, Stevenson University offers a MS in Healthcare Management
structured around two areas of concentration: (1) Quality management arid Patient Safety and (2)
Project Management, while Walden Universitis MHA focuses on the latest theories, strategies, and
technology in the workplace; understanding the laws, regulations, court decisions, and health policies
that impact health service providers; and best practices in financial management, strategic planning,
economic analysis, and quality assessment and improvement as they apply to the healthcare field.
Additionally, Stevenson Universitis MS in Healthcare l\llanagement curriculum includes integrative
experiences that require students to draw upon, apply, and synthesize knowledge and skills covered
throughout the program using the case study method, while the Walden University MHA program does
not utilize a case study model.
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Frostburg State University- TPP/MAT- Teacher Preparation Program with a Master of Arts in
Teaching
Walden University and Frostburg State University both offer Teacher Preparation Program with a Master
of Arts in Teaching programs with similar curricular structures and program outcomes due to NCATE
accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the demand
for highly credentialed and licensed teachers is so high that the market ne~essitates enough programs to
support the large influx of education students pursuing advanced studies
6
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Goucher College- TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching
Walden University and Goucher College both offer Teacher Preparation Program with a Master of Arts in
Teaching programs with similar curricular structures and program outcomes due to NCATE accreditation
standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the demand for highly
credentialed and licensed teachers is so high that the market necessitates enough programs to support
the large influx of education students pursuing advanced studies
6
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Johns Hopkins- TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching
Walden University and Johns Hopkins University both offer Teacher Preparation Program with a Master
of Arts in Teaching programs with similar curricular structures and program outcomes due to NCATE
accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the demand
for highly credentialed and licensed teachers is so high that the market necessitates enough programs to
support the large influx of education students pursuingadvanced studies
6
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Notre Dame of Maryland University- TPP/MAT- Teacher Preparation Program with a Master of Arts
in Teaching
Walden University and Notre Dame of Maryland University both offer Teacher Preparation Program
with a Master of Arts in Teaching programs with similar curricular structures and program outcomes due
to NCATE accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014,
the demand for highly credentialed and licensed teachers is so high that the market necessitates enough
programs to support the large influx of education students pursuing advanced studies
6
Maryland Teacher Staffing Report 2012-2014
http://www.marylandpublicschools.org/NR/rdonlyres/F3FSD904-0FSE-4FC7-87CE­
464FC17DABBS/33624/MarylandTeacherReport20122014.pdf
Table 2 Certification Areas by Extent of Staffing Need- September, 2012 (pg. 18)
6
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Salisbury University- TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching
Walden University and Salisbury University both offer Teacher Preparation Program with a Master of
Arts in Teaching programs with similar curricular structures and program outcomes due to NCATE
accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the demand
for highly credentialed and licensed teachers is so high that the market necessitates enough programs to
support the large influx of education students pursuing advanced studies
7
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and St.
Mary's College of Maryland- TPP/MAT- Teacher Preparation Program with a Master of Arts in
Teaching
Walden University and St. Mary's College of Maryland both offer Teacher Preparation Program with a
Master of Arts in Teaching programs with similar curricular structures and program outcomes due to
NCATE accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the
demand for highly credentialed and licensed teachers is so high that the market necessitates enough
programs to support the large influx of education students pursuing advanced studies
7
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
Towson University- TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching
Walden University and Towson University both offer Teacher Preparation Program with a Master of Arts
in Teaching programs with similar curricular strljctures and program outcomes due to NCATE
accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014, the demand
for highly credentialed and licensed teachers is so high that the market necessitates enough programs to
support the large influx of education students pursuing advanced studies
7
•
Walden University TPP/MAT- Teacher Preparation Program with a Master of Arts in Teaching and
University of MD Baltimore County- TPP/MAT- Teacher Preparation Program with a Master of Arts in
Teaching
Walden University and the University of MD Baltimore County both offer Teacher Preparation Program
with a Master of Arts in Teaching programs with similar curricular structures and program outcomes due
to NCATE accreditation standards. As evidenced in the Maryland Teacher Staffing Report 2012-2014,
the demand for highly credentialed and licensed teachers is so high that the market necessitates enough
programs to support the large influx of education students pursuing advanced studies
7
Maryland Teacher Staffing Report 2012-2014
http://www.marylandpublicschools.org/NR/rdonlyres/F3FSD904-0FSE-4FC7-87CE­
464FC17DABBS/33624/MarylandTeacherReport20122014.pdf
Table 2 Certification Areas by Extent ofStaffing Need- September, 2012 (pg. 18)
7
•
Walden University- Master of Social Work (MSW) program and Morgan State University- Master of
Social Work (MSW)
Walden University and Morgan State University both offer Master of Social Work (MSW) degrees
however, Walden University and Morgan State University's programs are structured with significant
differences. For example, Walden's MSW offers students 6 elective clusters in key areas of social work;
1. Military, 2. Crisis and Trauma, 3. Addictions, 4. Children, Family, and Couples, 5. Forensic Populations
and Settings, and 6. Medical Social Work. Morgan offers 4 concentration areas; 1. Urban Children,
Youth, and Families, 2. Gerontology, 3. School Social Work, and 4. Public Health Social Work. The 2
program's concentration areas possess minimal overlap. Additionally, the demand for master's
prepared Social Workers is increasing so rapidly that the market necessitates enough programs to
support the growing need for health care and social services. In 2008 there were over 600,000 social
workers in the U.S., and the Bureau of Labor and Statistics (BLS) projects employment to grow 25
percent from 2010 to 2020, faster than the average for all occupations8 •
Walden University- Master of Social Work (MSW) and Salisbury University- Master of Social Work
(MSW)
Walden University and Salisbury University both offer Master of Social Work (MSW) degrees however,
Walden and Salisbury's programs are structured with significant differences. For example, Walden's
MSW offers students 6 elective clusters in key areas of social work; 1. Military, 2. Crisis and Trauma, 3.
Addictions, 4. Children, Family, and Couples, 5. Forensic Populations and Settings, and 6. Medical Social
Work, while the concentration curriculum at Salisbury is comprised of courses that focus on
community-based direct practice. Additionally, the demand for master's prepared Social Workers is
increasing so rapidly that the market necessitates enough programs to support the growing need for
health care and social services. In 2008 there were over 600,000 social workers in the U.S., and the
Bureau of Labor and Statistics (BLS) projects employment to grow 25 percent from 2010 to 2020, faster
8
than the average for all occupations •
8
BLS Occupational Outlook Handbook- Social Work http://www.bls.gov/ooh/Community-and-Sociai­
Service/Social-workers.htm
Walden University- Master of Social Work (MSW) and. University of Maryland Baltimore City· Master
of Social Work (MSW)
Walden University and University of Maryland Baltimore City both offer Master of Social Work (MSW)
degrees however, Walden and the University of Maryland's programs are structured with significant
differences. For example, Walden's MSW offers students 6 elective clusters in key areas of social work;
1. Military, 2. Crisis and Trauma, 3. Addictions, 4. Children, Family, and Couples, 5. Forensic Populations
and Settings, and 6. Medical Social Work. The University of Maryland offers 6 specializations in areas
with minimal overlap to Walden's program; 1. Clinical, 2. Aging, 3. Families and Children, 4. Health, 5.
Mental Health, and 6. Social Action & Community Development. Additionally, the demand for master's
prepared Social Workers is increasing so rapidly that the market necessitates enough programs to
support the growing need for health care and social services. In 2008 there were over 600,000 social
workers in the U.S., and the Bureau of Labor and Statistics (BLS) projects employment to grow 25
percent from 2010 to 2020, faster than the average for all occupations 9•
9
BLS Occupational Outlook Handbook- Social Work http://www.bls.gov/ooh/Com munity-and-Social­
Service/Social-workers.htm