Online PhD, Leadership: Gerontology
Next Start Dates: 3/8/2021 and 5/10/2021
Course Length: 8 Weeks
Delivery Format: 100% Online
Application Deadline: Rolling
GRE/MAT Testing Requirement Waived for Spring 2021 Starts
Cost Per Credit Hour: $726
Technology Fee: $16 (per credit hour)
Books & Materials: $1625 (approx.)
Estimated Tuition & Fees: click here to learn about costs
The PhD program in leadership with a specialization in gerontology provides a multidisciplinary framework from which to respond to existing age-related questions, and intensive, in-depth training for those who want unique preparation for leadership roles for addressing issues related to aging. The doctoral candidate’s knowledge base of research methods and theoretical perspectives encompasses various social and basic science disciplines rather than relying on a single disciplinary approach to aging and leadership.
This PhD program in leadership and gerontology produces highly qualified and trained social scientists that have training in research methodology and its application in an aging society. [Source: AGHE Standards and Guidelines for Gerontology and Geriatric Programs, 2008]
The longevity revolution and growing numbers of people associated with an aging population is creating the need for advanced multidisciplinary study in gerontology. This doctoral program in gerontology reflects the need for expanding the knowledge base in the field and training in the profession.
Graduates of our program will be armed with specialized training and will be well-positioned to assume leadership roles as a gerontologist in government, healthcare or academic settings.
Additional Program Information
Additional Program Information
- 100% online
- Asynchronous (you don’t have to log-on at a certain time)
- 3-year tract or 4-year tract available
- 3-year is 2 classes per term allowing you to finish your course work in 2-years with a year for your dissertation
- 4-year is 1 class per term allowing you to finish your course work in 3-years with a year for your dissertation
Doctoral Specialization: Gerontology Courses 30 Credit Hours
| Course Number | Course | Credits |
|---|---|---|
| GERO 7560 |
Sociocultural Aspects of Aging
Presents a socio‐cultural perspective on the aging process. This course examines social and cultural factors that influence aging and the nature of the integration of older adults into society, as well as the way in which population aging affects the larger society.
|
3 |
| GERO 7505 |
The Psychological Aspects of Aging
Examines psychological development and change across the adult lifespan. Using frameworks of developmental psychology, this course reviews and explores adult development in the broad domains of cognition, personality and socio‐emotional functioning. Issues related to normative and optimal adult development and aging are considered.
|
3 |
| GERO 7805 |
Issues in Aging Policy
Explores the development, implementation and analysis of social policy in the United States on major issues affecting older people. Considers the determinants of aging policy. The policymaking process and development of legislation are analyzed as factors related to the making of policy for older adults.
|
3 |
| GERO 7000 |
Gerontological Theory
Reviews major types of gerontological theory within the context of theoretical paradigms. This course explores the differences and commonalities within the various theoretical strands of knowledge
construction within gerontology. |
3 |
| GERO 7500 |
The Physiology of Aging
Presents an in‐depth analysis of the biology of aging, building up from changes occurring at the molecular and cellular level and analyzing the consequences at the organism level. Examines the influence of these age‐related changes in what are commonly considered a disease of aging.
|
3 |
| GERO 7800 |
Demography and Epidemiology of Aging
Explores fertility, mortality and global aging; distribution of health and illness within a population; age‐based migration and its impact on locations of origin and destination; variations in health and mortality by gender, race, ethnicity and social class; impact of health and mortality patterns for individuals, society and public policy.
|
3 |
| GERO 7810 |
Foundations of Teaching and Learning in Gerontology
Exploration and application of teaching and learning strategies for communicating gerontological knowledge. This course addresses teaching gerontology in classroom settings as well as in public settings to a variety of audiences in applied and policy settings.
|
3 |
| GERO 7820 |
Leadership, Applied Ethics, Aging & Global Change
Examines the ethical dilemmas of leadership, the foundations and context of moral choice, and the moral implications of decision‐making as they relate to gerontological leadership. Considers the ethical challenges and decision criteria facing leaders, the role of politics and power in organizations and the leader’s ability to promote and infuse organizational ethics and integrity in an aging and globalized world.
|
3 |
| GERO 7900 |
Diversity in Aging Societies
Explores how ethnicity, race and gender structure the lives of individuals throughout the life course and how other factors such as age, cohort and class intersect with these realities. This course considers how the lives of people differ across diverse strata and how social policies shape individuals’ lives
|
3 |
| GERO 7905 |
Professional Seminar in Gerontology
Applies and integrates knowledge gained in earlier courses and strengthens skills necessary to claim identity as a gerontologist. Through applications in gerontology‐related areas such as advocacy, professionalism, and/or family and workplace issues, candidates will hone skills needed in the profession (i.e., CV/Resume development, job acquisition tools, communication skills, etc.).
|
3 |
Leadership Courses 12 Credit Hours
| Course Number | Course | Credits |
|---|---|---|
| EDL 7120 |
Research‐Based Decision Making
The analysis of the methodological and statistical components of existing research data to enhance and facilitate the educational decision‐making process is the topic of this course. Particular attention is given to application of research to issues of educational policy and reform.
|
3 |
| EDL 7141 |
Organizational Change (non-K12)
This course is designed to address the importance of organizational changes at it relates to school Administration. The need for change, planning for change, implementing change, and evaluating change will be discussed from a variety of theoretical and practical perspectives.
|
3 |
| FPR 7300 |
The Philosophy of Scientific Knowledge
This course provides an orientation to the nature, uses and limitations of science with the aim of achieving and understanding of the variety of approaches to research design and developing conceptual frameworks. With regard to the metatheory of knowledge, particular attention will be paid to the following topics: the relationship between theory and observations, the role of the researcher’s values in knowledge generation, how the research conceptualizes the relationship between researcher and subjects, the standards that are used to appraise theories, the theory of reality (ontology) and of how to know that reality (epistemology) that underlies critical theories, and how different methods of data gathering and data analysis influence the generation of scientific knowledge.
|
3 |
| EDL 7210 |
Policy Analysis (non-K12)
This course is designed for doctoral students seeking a degree program specializing in higher education leadership, organizational leadership, sports management leadership, health and human performance, and gerontology. Students examine the policy process of analysis, formation and implementation, and the ways in which politics shape these processes.
|
3 |
Research Courses 16 Credit Hours
| Course Number | Course | Credits |
|---|---|---|
| RES 7900 |
Research Design
Principles of research theory, methods, inquiry, problem formulation, data collection, literature searches and ethical considerations. Emphasis on how to design a doctoral‐level research study.
|
4 |
| RES 7800 |
Mixed Methods Research
This course explores the theory and practice of mixed methods research in program evaluation and applied research.
|
3 |
| RES 7605 |
Quantitative Analysis
An introduction to the quantitative analysis of data; including data coding and entry of data. SPSS will be used to explore descriptive and inferential statistics: using both non‐parametric and initial parametric techniques.
|
3 |
| RES 7700 |
Qualitative Research
An examination of qualitative research approaches with a focus on research design, the role of the researcher, data collection and analysis, and writing from a qualitative perspective.
|
3 |
|
Choose One Course Below
|
||
| RES 7710 |
Advanced Qualitative Research
This course provides advanced introductions to a representative range of qualitative methods. It is designed to familiarize doctoral and advanced master’s students with the commonly used qualitative research methods. The course will prepare them to further understand philosophies and concepts of qualitative methods, to utilize these methods in their own research, or to evaluate the qualitative work that others have done. This course also teaches how to use qualitative software as an analytic tool to analyze qualitative data.
|
3 |
| RES 7620 |
Advanced Topics in Statistics
An introduction to advanced statistical concepts including multivariate analysis, linear models, hierarchical linear models, factor analysis and data management will be covered in this course. Students will use
published software packages and will learn to write basic syntax for custom analysis. |
3 |
Dissertation/Comprehensive Exam (10 – minimum of 9 dissertation Credit Hours)
| Course Number | Course | Credits |
|---|---|---|
| COMP 7000 |
Comprehensive Exam
The comprehensive exam is a written exam in two parts that is administered in Blackboard. The purpose of the exam is to evaluate a) your content knowledge and your ability to apply that knowledge to address a problem in the field, and b) your ability to formulate a scholarly argument based on a literature review on a topic of your choice.
|
|
| DISS 7010, 7020, 7030 |
Dissertation
|
9 |
| DISS 8000 |
Dissertation Supervision
|
9 |
The faculty at Concordia University Chicago can be found hard at work in the fields they teach and specialize in. At Concordia, we realize that a top-flight education in only possible with best-in-class instructors with real-world experience. We recruit passionate professionals from around the globe who are committed to helping you achieve your academic and professional goals. Read more about the gerontology faculty:
Mixon Ware, PhD
Mary Frances De Rose, MA
Marcus B. Wolfe, SR. MSW
Julie Bates, MSG
Kathy Bonnar, EdD
John K. Holton, PhD
Victoria Russo, PhD
Our tuition is reasonable and will not change while you are enrolled in our program.
Concordia University Chicago is committed to providing students with a high-quality education at a reasonable cost. And for graduates, the benefits of obtaining a Master of Art degree can be very valuable. According to the National Center for Education Statistics, in 2011, the median of earnings for adults ages 25-34 working full-time, year-round, with a master’s degree or higher was $59,200, compared to just $44,970 for individuals with a bachelor’s degree.
| PhD Gerontology | COST |
|---|---|
| Tuition (Per Credit Hour) | $726 |
| Technology Fee (Per Credit Hour) | $16 |
| Books (Approximate) | $1625 |
| Total | $52,081 |
- Master’s Degree in Human Services, or related field with a minimum of 3.0 GPA on 4.0 scale.
- Graduate Record Exam (GRE) or Millers Analogy Test (MAT), there is no minimum score requirement; however, the score is evaluated by the program coordinator during the application process. GRE or MAT must be taken within the past three years.
- Submit two letters of recommendation from former/current professors or employers.
- Letter of application, including state of career goals and research interests.
- Writing sample.
- Resume/Curriculum Vitae.
- Transcripts from each institution attended.
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