2012-2013 Walden University Student Handbook (June 2013) 
    Dec 07, 2021  
2012-2013 Walden University Student Handbook (June 2013) [ARCHIVED CATALOG]

Ph.D. Residencies

Return to: Residency Requirements 

Ph.D. residencies follow a sequence designed specifically to match students’ academic progress, as outlined below.


Completion Guideline Goals Components
1. Orientation, Socialization Within 90 calendar days of completion of Foundation course Socialization into Walden, community building, and introductory skills Orientation, colloquia on professional identity, team building, and scholarly writing
2.  Research 
Within 18 months of start date or linked to registration in or completion of the first research course Introduction to research skills, self-assessment, and skill development Dissertation and research skills, professional development activities
3. Prospectus and Proposal By end of 3rd year Prospectus completion and proposal development
Prospectus writing and dissertation processes
4. Scholar-Practitioner 3rd year and beyond Presentation of research and dissertation publishing Advanced dissertation skills

Ph.D. residencies are face-to-face or virtual learning experiences that provide students with the opportunity to collaborate and network with other Walden students, staff, and faculty members. Face-to-face residencies are held throughout the year in various locations around the United States and, for certain programs, in international locations, while virtual residencies are hosted online for eligible Ph.D. students.

Students are eligible for the Ph.D. Virtual Residency Option if they are:

  • Ph.D. students participating in a four-residency model.
  • Ph.D. students who have completed Residency 1 and/or Residency 3 and are ready to complete Residency 2 or Residency 4. Residency 1 and Residency 3 must be completed through the face-to-face residency.
  • Ph.D. students who are not in a program requiring the Academic Year in Residence and are not in the Ph.D. in Counselor Education and Supervision program.

Dissertation Writing Intensive (Optional for Ph.D. Students)

The purpose of this experience is to provide opportunities for students who have an approved prospectus and assigned dissertation chair to: a) complete key sections of the research proposal based on requirements of the rubric in a structured, yet supportive, environment; b) meet individually with faculty to discuss research proposal progress and receive feedback on content; c) meet individually with experts from the Walden Library and the Writing Center to receive guidance for advance library search techniques related specifically to the student’s topic and assistance in effective writing; and d) develop support networks that can be accessed on site and after residency as needed or desired.

Students interested in attending the Dissertation Writing Intensive should contact the Academic Advising Team. The Dissertation Writing Intensive does not substitute for the residency requirement. 

Learning Outcomes

At the end of these residencies, students will be able to:

1. Use critical-thinking skills expected of doctoral students.
2. Engage faculty and peers in discourse that contributes to the collective advancement of scholarship in their discipline.
3. Use university support services to contribute to the successful completion of the dissertation and doctoral degree.
4. Analyze research ideas through engagement with faculty members and student colleagues to formulate appropriate research questions to be pursued in the doctoral dissertation.
5. Conceptualize, design, and execute dissertation research studies that reflect doctoral-level thinking and have the potential to contribute to positive social change.
6. Conduct peer review to receive and provide critical feedback to shape the dissertation proposal and results that follow from the data analysis.
7. Demonstrate proficiency in quantitative and qualitative data collection and analysis approaches to support what is learned in research courses and what is required for the dissertation.
8. Articulate and demonstrate competency in professional practice skills required by student’s discipline.
9. Write a plan for research dissemination (e.g., peer-reviewed journal article, conference presentation, book, workplace settings, or other venues).
10. Identify strategies for continued professional development as scholar-practitioners.