Enhance Your Career by Earning Your Doctorate Online
With a focus on qualitative and quantitative research, the hybrid Health Sciences, D.H.Sc. distance learning program will allow you to hone your skills in research, evidence-informed care delivery, education and curriculum development, and public health.
Months to Earn Your Degree
Week Campus Residency
Start Terms a Year
- Master’s degree from a regionally accredited institution with a graduate cumulative grade point average of 3.0 or higher, or a first professional doctorate from a regionally accredited institution and professionally accredited program of study, where appropriate
- Healthcare experience, professional credentials, or licensure in a health-related field is preferred. Applicants without health care experience will be evaluated on their potential for success, such as significant leadership in education and the clinical environment
- University of Bridgeport Application
- $75 application fee (non-refundable)
- Official transcripts from every school attended
- World Education Services (WES) evaluation for any foreign coursework
- Two recommendation letters
- Personal statement
- In 500 words or more, detail your reasons for wanting to undertake doctoral studies, your most significant personal and professional accomplishments, the extent to which your personal and professional responsibilities will allow you to devote the necessary time and effort to the program, and a description of your potential dissertation topic
- Writing sample
- Publications authored by the applicant as first or second author in peer-reviewed publications
- An interview may be required at the discretion of the Office of Admissions
Completed application and all supporting documents must be received by:
- June 1 for priority consideration for the fall semester
- November 1 for priority consideration for the spring semester
- April 1 for priority consideration for the summer semester
Visit How to Apply to learn more about the process and how to contact your admissions counselor.
As a student, you can choose from one of three concentrations: Clinician, Education, or Clinical Nutrition. All three concentrations have been thoughtfully designed to help you meet your professional goals. The dissertation topics can be an area of interest for you, with the approval of your advisor.
In addition to the core and concentration coursework, there are a variety of elective courses to further advance your plan of study. Students also have the option of selecting courses in another concentration as an elective. Electives include:
Our Health Care Clinician concentration positions our graduates to be leaders in the complex and ever-changing health care environment. UB’s graduates of the Doctor of Health Sciences will have the knowledge and skills necessary to improve the health of the people and organizations they serve. The program will emphasize research, evidence-informed care delivery, and public health to meet the growing need. In fact, the U.S. Bureau of Labor Statistics anticipates that health care will generate 3 million new wage and salary jobs between 2006 and 2016, more than any other industry.
Students in this concentration will take coursework in Advanced Disease Processes and Treatment, Lifestyle and Health Issues, Health Promotion and Disease Prevention, and Integrative and Complementary Medicine.
For students who wish to teach, there is a tremendous opportunity. The U.S. Bureau of Labor Statistics notes that positions for post-secondary teachers in health care will grow by more than 15 percent.
There is strong demand for doctoral-trained college professors in health sciences. The Doctor of Health Sciences distance learning degree at the University of Bridgeport gives you the tools you need to be successful in the classroom. With coursework focused on research, leadership and education, you can leave the program confident in your ability to teach.
Students in this concentration will take coursework in Teaching in the Health Professions, Educational Assessment, Curriculum and Syllabus Development in Higher Education, and Pedagogy and Teaching Strategies for College Instructors.
Clinical Nutrition Concentration
Students in the Doctor of Health Science Clinical Nutrition Concentration will review functional nutritional assessment and intervention applications of the major chronic diseases of our culture through evidence-based research.
This track contains four courses covering all the major disease states and their current nutritional and supplemental intervention strategies. Students will critically assess and evaluate these interventions and will hypothesize, design and upgrade current intervention strategies from a functional nutritional perspective. High level critical thinking will promote innovative improved intervention theory, design and potential application of protocols for future clinical research and publication. An in-depth look at prevention and integrative approaches as it pertains to nutritional science will form a major component of this concentration.
The online Doctor of Health Sciences (D.H.Sc.) degree at the University of Bridgeport is a 61-credit program including core coursework, a specialized track, electives, and a graduate project or dissertation. There is also a one-week, on-campus residency at the end of the program.
There are three 12-credit tracks to choose from: Health Care Clinician, Health Care Education, and Health Care Clinical Nutrition. In addition, students have the option to select 18-credits of electives.
Core Coursework (18 credits)
This course is a broad survey of the various components of the U.S. health system, emphasizing the historical development of the various institutions which make up the system, and financial analysis of those institutions as they currently exist. This class will not address health care systems of countries outside the U.S. This course will include the status and implementation of the new reform legislation at the state and federal levels and to the budgetary implications of health care spending more broadly. There will also be a focus on the major health policy institutions and important issues that cut across institutions, including private insurers and the federal/state financing programs (Medicare and Medicaid/SCHIP). Attention also will be given to mental health issues, disparities in access to care, the quality of care, structure of the delivery system, the challenges of long-term care and the aging of the population, and the drivers of cost growth.
A comprehensive exploration of research methods used in the health sciences, with an emphasis on selecting and applying appropriate research designs. This course includes an overview of the scientific method and the various research paradigms in current use; research ethics and the protection of human subjects; the role of theory in problem formulation; internal and external validity; variable measurement and reliability, and generalizability of findings. Specific approaches covered include experimental and quasi-experimental treatment designs, epidemiologic methods (cohort and case-control studies), survey research, evaluation and outcomes research, methodological studies and qualitative research.
This course examines contemporary issues in global health policy, delivery and discusses major global health challenges. Students will be introduced to the world’s vast diversity of determinants of health and disease. Students will analyze current and emerging global health priorities, including emerging infectious diseases, poverty, conflicts and emergencies. The course will also review health inequity, health systems reforms, and major global initiatives for disease prevention and health promotion. The course will consider how inequalities in education, income, and occupation influence health status. The public policy process will be explored using a variety of contemporary global health case studies which focus on content areas such as maternal health, HIV policy, refugee health and global healthcare delivery. The course will also examine the global health workforce and the impact of widespread global migration of health professionals on receiving and sending countries.
This course is designed to teach the fundamentals of a good clinical trial in the evaluation of a new drug or device, be it industry, federal or philanthropic sponsored. This course begins with the evaluation process leading up to human volunteer trials, through elements in designing a trial, writing the scientific protocol, considering regulatory issues and human subjects’ protection, through elements in protocol development/implementation, and quality assurance.
This course is designed to explore the healthcare information technology (IT) planning and management issues associated with decision making in healthcare organizations. IT provides a framework to understand the types of information systems prevalent in healthcare organizations, evaluate specific strategies related to healthcare IT investments, and understand the ramifications of health data standards and privacy concerns on information management policy. In this course, students will learn how the core competencies of healthcare informatics can be developed and applied using real-world case studies. Students will be exposed to specific concepts related to electronic medical records (EMR), health data and standards, sourcing, and IT investments in healthcare. Upon completion of the course, students should be able to explain the key information requirements for effective health information management and decision support, plan and develop the governance and oversight requirements of healthcare IT projects, understand the specification and selection process of healthcare projects, and apply these competencies to real-world problems.
This course covers the selection, application and interpretation of basic statistical tests and procedures used in the health sciences. Topics include data and variables, hypothesis testing, confidence intervals, t test, Fischer’s F test and the one way Analysis of Variance (ANOVA).
Clinician Track (12 credits)
This is an advanced course providing detailed information about systems physiology and pathophysiology, as well as the epidemiology, etiology, risk factors, pathogenesis, prognosis and treatment of disease, particularly pharmacotherapeutics. Topics covered include cardiopulmonary diseases, infectious diseases, gastroenterology, urology, endocrine and oncology. Lab and specific diagnostic tests will be reviewed. Cultural and ethnic approaches to health care and prescription drug use will also be explored. Special attention will be placed on recognizing drug-drug, drug-nutrient, and drug-exercise interactions.
Crucial health issues with an emphasis on the relationship between lifestyle and health. The course enables students to deal more effectively with the health problems faced throughout life. These issues may include stress, sexuality, nutrition, mental health and illness, aging, chronic and communicable disease, drug and alcohol use, and dealing with death, and other selected topics.
This course provides an overview of the major issues in health promotion and disease prevention. This course will explore the possible association between nutritional status and premature mortality and morbidity. Strategies for risk reduction and the development and implementation of interventions will be presented. Emphasis will be placed on understanding the role nutrition plays not only in health but also in disease prevention.
This course will provide students with a working knowledge about integrative and complementary medicine and clinical applications for patient/client care and research. Federal regulations, cultural beliefs, scientific research and perceived benefits and risks will be explored. The appropriateness of integrating these therapeutic modalities into conventional medicine will also be explored.
Education Track (12 credits)
This course provides an analytic and developmental approach to the roles and functions of the health professional teacher. Discussions will focus on teaching roles, style and philosophy and the application of learning theory to instructional design and lesson planning. Emphasis will be on selection and application of appropriate teaching strategies and assessment methods according to the goal(s) of instruction and identified learner characteristics. Other issued that will be addressed are student problem management, key ethical and legal responsibilities, and the incorporation of research evidence into teaching practice.
This course reviews the types, purposes, procedures, uses, and limitations of assessment strategies and techniques. The use of standardized testing and implications for current practice is also discussed. Topics such as creating and using assessment tools that improve instruction (formative assessments) as well as gauge its success (summative assessments) will be reviewed. Learning to design assessments that are carefully aligned with educational objectives is another component of this assessment course. This course will explore aspects of developing objective and subjective exams. Another topic involves the methods of developing and revising assessment tools such as rubrics, checklists, and scoring guides.
This course will explore the various types of curricula that exist within organizations as well as goals and philosophical orientations to education. The course is designed to provide students with the knowledge and skills to fulfill leadership positions as enlightened educators. Students will gain a broad understanding of the curriculum development process. Topics will include translation of societal and community expectations into theoretical curricular frameworks for application to problem solving and initiatives for change. Discussions will revolve around what knowledge is most worth learning, why it is worthwhile, and how it will be delivered. Topics will include the effect of internal and external forces on the curriculum. The course will also cover creation of syllabi with a description of the required components.
This course describes the theoretical basis of pedagogy and explores the foundations of teaching in higher education. Issues such as: how students learn, motivating students, and matching teaching methods with learning outcomes are topics designed to improve the quality of higher education. This course not only covers how to connect with students in the learning process, but also how to determine if students are learning. Using active techniques, encouraging classroom participation, motivating students, and various learning styles are examples of topics that will be covered. This course provides practical suggestions to implement the methods discussed.
Clinical Nutrition Track (12 credits)
Integrative nutrition and functional medicine in Metabolic Health Issues and Cardio Vascular Health (Metabolic Syndrome, Obesity, Weight Loss Resistance, Diabetes Mellitus, Diabesity, Non – Alcoholic Fatty Liver Disease, Liver Disease, Hypertension, CVD, CHD, Arrythmia, Vascular Health, Hyperlipidemia, Gastric Bypass Surgery, Hypothyroidism, Hashimoto’s Thyroiditis, Graves’ Disease and other Endocrine Disorders).
Critical assessment and evaluation of current Evidence-Based Nutrition (EBN) and other interventions: Low Glycemic Index and Glycemic Load Diets, DASH Diet, Vegetarian Diet, Ketogenic Diet, Fruitarian, Paleo Diet, Whole 30 Diet, Elimination Diets, IFM Intermittent Fasting and Mitochondrial Diet, IFM Cardiometabolic Diet, and all weight loss and FAD diets as they pertain to Metabolic Health Issues and the potential dangers of them. Supplementation EBN evaluation, assessment, and dosing for a condition-specific application.
Integrative nutrition and functional medicine in Digestive Health Issues (Reflux Disorder (GERD), Ulcerative Colitis, Constipation, Diarrhea, Crohn’s Disease, Celiac Disease, Non-Celiac Gluten Sensitivity, Dysbiosis – Intestinal Permeability, Diverticulitis, Irritable Bowel Syndrome, Hemorrhoids, Gallbladder, Pancreatitis, Detoxification, Food Allergies and Sensitivities, Small Intestinal Bowel Overgrowth, Small Intestinal Fungal Overgrowth, Fibromyalgia, Chronic Fatigue Syndrome, Anemias).
Critical assessment and evaluation of current Evidence-Based Nutrition (EBN) and other interventions: Gluten Free Diets, Casein Free Diets, Elimination Diets, Autoimmune Paleo Diet, FODMAPs, Specific Carbohydrate Diet, Mono Dieting, Liquid Fasting, IFM Elimination Diet, Anti – Candida Diet, GAPS Diet, and others. Supplementation EBN evaluation, assessment and dosing for a condition-specific application.
Integrative nutrition and functional medicine in Chronic Degenerative Disease, Renal, Autoimmune: (Osteoarthritis, Lyme’s Disease, Allergies, Rheumatoid Arthritis, Cancer (Breast, Brain, Lung, Liver, Pancreatic, Skin, Colon), Chronic Inflammation, Edema, Immune Suppression, Early Kidney/Renal Disease, Advanced Kidney/Renal Disease, Gout, Kidney Stones, Adrenal Disorders, Interstitial Cystitis, UTIs, Eczema and Skin Conditions).
Critical assessment and evaluation of current Evidence-Based Nutrition (EBN) and other interventions: Ketogenic Diets, Mitochondrial Diets, Raw Diets, Alkaline Diets, Vegetarian, Elimination Diets, Intermitted Fasting, Long Term Fasting, Liquid Diets, Immune Boosting Protocols, Orthomolecular Intervention – Mega-Vitamin Therapy, Purine Diets, and others. Supplementation EBN evaluation, assessment, and dosing for a condition-specific application.
Integrative nutrition and functional medicine in Neurological and Behavioral Disorders: (Alzheimer’s, Parkinson’s, Dementia, ALS, Myasthenia Gravis, Multiple Sclerosis, ADHD, ADD, Depression, Anxiety, Addiction, Eating Disorders, Autism, Reflex Sympathetic Dystrophy, Guillain Barre Syndrome, Insomnia – Sleep Disorders, Libido)
Critical assessment and evaluation of current Evidence-Based Nutrition (EBN) and other interventions: (Amino Acid Therapy, Fatty Acid Therapy, Ketogenic Diets, AI Paleo Diet, Walsh Protocol, Deanna Protocol, Orthomolecular Interventions, Mitochondrial Diets and others). Supplementation EBN evaluation, assessment, and dosing for a condition-specific application.
Electives (18 credits)
Students may also choose courses from one of the tracks to fulfill the elective credit requirements.
This course introduces practitioners to principles of evidence-based practice (EBP), policy, practice guidelines, and information utilization for practice modeling. Increasingly, health care practitioners are presented with new information about recent findings from research and professional consensus statements regarding best-practices and practice guidelines. This course focuses on preparing students to engage in evidence-based practice, providing the skills needed to critically evaluate new information that is available from research findings and professional consensus statements. Furthermore, the course provides skills for integrating this new information into the students own, personalized approach to practice.
This course discusses the general principles of planning, management, evaluation, and behavior of public and private health care organizations at the local, state and national levels. The course examines the organization, financing, and delivery of public health and personal health services, with emphasis on major current health policy and management issues related to access, quality and cost.
Environmental toxicology is the study of the nature, properties, effects and detection of toxic substances in the environment and in any environmentally exposed species, including humans. This course will provide a general understanding of toxicology related to the environment. Fundamental toxicological concepts will be covered including dose‐response relationships, absorption of toxicants, distribution and storage of toxicants, biotransformation and elimination of toxicants, target organ toxicity and teratogenesis, mutagenesis, carcinogenesis and risk assessment. The course will include an overview of chemodynamics of contaminants in the environment including fate and transport. The course will examine chemicals of environmental interest and how they are tested and regulated.
This course provides a detailed examination of emerging and reemerging infectious disease, focusing on significant illnesses found in various regions of the world. Topics include information on the underlying mechanisms of microbial emergence, the technology used to detect them, and the strategies available to contain them. Discussion will involve diseases and their causative agents that are major factors in the health of populations the world over. This course will provide a clear understanding of factors associated with disease emergence and re-emergence can help medical and public health professionals to identify, study, and control new and renewed epidemics and outbreaks. Epidemiological characteristics such as incubation period, infectious period, and means of transmission, the immune response, treatment, prevention and surveillance of these infectious diseases will be evaluated. Up-to-date selections from infectious disease journals as well as information from the Centers for Disease Control and Prevention, the World Health Organization, MedLine Plus, and the American Society for Microbiology will be included to insure that topics are kept current.
This course covers the adverse health effects of exposure to drugs or substances of abuse. The principles of toxicodynamics, toxicokinetics, biotransformation, diagnosis and treatment will be discussed. Emphasis will be placed on mechanism(s) of action of the various drug classes, body system(s) affected, clinical manifestations of problems and the resulting adverse effects on human health and society. Methods of treatment and client education will also be addressed. Laws controlling and governing the use of these drugs/substances and the agencies responsible for them will also be covered.
This course examines health systems from a comparative perspective in order to understand how various countries address similar problems. This course begins by discussing global health themes, including: international health organizations, right to health, access to medicines, significant international health issues, women’s health, children’s health, and the environment and health. The course includes a discussion of the different approaches and methods used in comparative health care systems and examine some of the key concepts that will allow for meaningful policy comparisons across countries. The course explores what healthcare systems do and how they have evolved. Different frameworks for healthcare delivery, financing, coverage, and allocation of resources are examined. Students will learn to analyze the advantages and disadvantages of various ways of organizing and financing health care and to evaluate health policies according to a range of criteria for cost, quality and equity. The focus will be on select health care systems around the globe and review the structure and functioning of their health systems.
Dissertation and Seminar (13 credits)
This course is designed as a general seminar for all doctoral students in the D.H.Sc. Program. This seminar does not focus on a specific content area but instead is designed to provide students with an overview of the requirements for completing a doctoral dissertation, and provide a forum for discussing dissertation-related concerns and issues with other students. In particular, the seminar emphasizes the development of the conceptual and research skills necessary for the completion of the doctoral dissertation, including the formulation of the dissertation proposal (selection of an area and topic, formulation of appropriate research questions/hypotheses, rationales etc.), the development of the skills necessary for identifying and critically evaluating published research relevant to the chosen dissertation topic, as well as an appropriate research methodology for empirically evaluating the hypotheses proposed. Designed in a seminar format, this course guides students through the formative stages of proposal development in which constant, critical thinking is required. Interaction among the instructor and students is important to transform ideas into a doctoral dissertation project.
This course is designed to synthesize the knowledge and skills developed in previous research courses and apply them to the doctoral dissertation process. Students learn about all aspects of the process of developing and carrying out the doctoral dissertation, and they gain an understanding of standards and expectations that students need to meet to be successful in completing the dissertation process. Throughout the course, students are required to work closely with their dissertation advisor, as appropriate. Student performance in the course will be assessed by their advisor. To make substantial progress, it is essential that students set and meet goals and have regular contact with their advisor to ensure the dissertation is progressing in a focused and high quality manner. Students will also prepare a dissertation proposal presentation. The course concludes with scholarly discussions and critique of peer presentations.
This course focuses on the completion of the doctoral dissertation. Emphasis is placed on understanding and defining the logical relations between elements in a proposal including the problem statement, conceptual/theoretical framework, literature review, research design and methodology. Students will work closely with their advisor throughout this process.
An intensive one week on campus seminar is the culmination of the Doctor of Health Sciences degree program. This seminar will provide students with a unique on-campus learning experience. Health care professionals who are established and leaders in their fields will be recruited as guest lecturers. In addition to the lectures, students will have the opportunity to hone their skills by attending workshops led by experienced clinicians. Topics such as improving patient care and interviewing techniques will be featured. Finally, students will be required to present their dissertations and submit a report of their experiences at the seminar.
Upon graduation from the Doctor of Health Sciences (D.H.Sc.) distance learning program, you will:
- Become leaders with the skills and knowledge to initiate changes in health care environments
- Have the ability to analyze and influence public policy related to health care services
- Possess the skills necessary to effectively utilize evidence to support best practice clinical decisions
- Have the knowledge to integrate evidence-informed complementary medicine modalities into care delivery
- Be able to manage a health care practice/facility
- Ability to use research to solve problems and make ethical decisions in health care settings
- Effectively serve as consultants to patients, clients, community organizations, and professional colleagues
- Generate more professors with improved higher education pedagogy
Health sciences make up a significant portion of the U.S. economy and continue to be an area of growth and change. Graduates of the program will be well-prepared to take advantage of this high demand industry, fulfilling needs in the following areas:
- Health Care Administration
- Advanced Clinical Practice
- Teaching in Higher Education
- Clinical Nutrition
UB's Center for Career Development helps graduates prepare for entrance into the workforce. Our comprehensive career counseling and resource center is dedicated to helping you become an active participant in your own academic, professional, and career development.
Services provided include basics like resume and cover letter building, interview preparation, negotiation, goal assessment, and personal branding.
UBjobnet is UB’s internal job portal–open only to UB students and alumni! Here, you can access a variety of opportunities posted by local and national employers. Search for jobs/internships, submit your resume online, register for career related events, or all of the above.
To access UBjobnet:
- Login to the myUB Portal
- Click on the “Quick Links” box on the right side to navigate to UBjobnet
- Find the resources that suit your needs:
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- Email me new jobs: Set up job alerts by clicking “Email me new jobs” located above your search results. Use specific keywords to help tailor your emails to match your interests
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- Upload your updated resume and cover letters to UBjobnet to be able to easily apply to posted positions through the system
- Update your major, GPA, and graduation year in your profile to receive information on jobs and events related to your field
The online Doctor of Health Sciences (D.H.Sc.) degree at the University of Bridgeport is a 61-credit program. As a student, you take 6 core courses (18 credits), complete 4 courses (12 credits) in your chosen specialized track, 6 courses (18 credits) of electives and four courses (13 credits) for the dissertation and seminar.
For students with graduate coursework beyond the master’s degree from a regionally accredited university: no more than two (graduate) courses (6 credits) may be transferred into the program at the discretion of the Program Director.
A grade of "C" or better is required for credit toward graduation in all program coursework. Students must maintain a semester GPA of 3.0 or better throughout their studies. Those students that earn a GPA below 3.0 will be placed on academic probation. A GPA of 3.0 or better is required to graduate from the program.
Requirements for Graduation
- Successfully complete all coursework
- Approval and defense of dissertation
- Attendance at one week on-campus seminar