Doctor of Philosophy (PhD) in
Advanced Studies in Human Behavior
with a specialization in
General Advanced Studies
in Human Behavior
Effective October 9, 2017
Doctor of Philosophy (PhD) in
Advanced Studies in Human Behavior
with a specialization in
General Advanced Studies
in Human Behavior
This specialization is
offered in the GuidedPath
delivery model.
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The PhD General Advanced Studies in Human Behavior specialization is designed for
learners pursuing advanced educational, consultative, or leadership roles in institutional,
public, or private settings. Throughout the specialization, learners develop breadth and
depth of knowledge in contemporary issues in human behavior, including issues specific to
children and adolescents, families, eating disturbances, addictive behaviors, and aging and
grief. Learners also focus on the significance of ethics in working with diverse populations
in social and behavioral settings. This specialization is not designed to meet licensure or
certification requirements in the area of applied behavioral analysis, or for the counseling,
psychology, or social work professions.
This guide is intended to provide an overview of the specialization and is subject to change. Your enrollment counselor
can provide updates, details, and Capella’s official University Catalog that specifies your program requirements.
Career Information
RELATED EMPLOYMENT SETTINGS TO EXPLORE
Capella’s Career Center
proactively assists learners
and alumni in developing
and implementing their
unique career management
goals. The Career Center
staff is committed to helping
you move forward in your
career.
Policy and planning
• Advocacy organization
• City, county, state, or
federal agency such as the
Department of Health and
Human Services
• Public interest group
Private sector
• Nonprofit organization
• Church or other religious
organization
• Employee assistance
program
• Consulting firm or practice
Child welfare/children’s
services
• Adoption agency
• County health department
• Department of social services
• Early intervention program
• Family preservation agency
• Group home
• Therapeutic school/camp
• Residential facility
Educational institutions
• Land-based or online college
or university
• Community college
Criminal justice/corrections
• Community-based living
facility
• Court
• Police department
• Prison
• Probation department
• Victim service program
• Juvenile justice program
Health care
• Health maintenance
organization
• Hospice program
• Senior housing facility
Human/social services
• Community center
• Family service agency
• Partial (day treatment) facility
• Residential treatment center
RELATED JOB TITLES TO EXPLORE*†
• Adjunct or part-time faculty
• Full-time faculty
• Employee assistance program
executive director
• Learning center director
• Care center director
• Nonprofit executive director
• Group home executive
director
• Residential executive director
• Consultant
• Child services executive
director
• Child care executive director
• Family services executive
director
• Program executive director
• Program evaluator
• Program coordinator
• Rehabilitation executive
director
• Court services supervisor
• Juvenile justice program
executive director
• Victim services executive
director
• Executive director
• Social services executive
director
• Research director
• Grant acquisition director
• Intake director
• Educational consultant
• Educational grant manager
• Academic advising director
• College admissions director
• Learning center executive
director
• Educational services
executive director
• Lead the design,
development, and evaluation
of interdisciplinary programs
and services to address key
social and behavioral issues
• Evaluate factors that
affect individual or group
perception and response to
social and behavioral issues
and services
• Integrate multicultural
awareness and respect for
diversity in professional
service in the human
behavior field
• Communicate professionally
through writing and effective
interactions
SPECIALIZATION OUTCOMES
• Evaluate relevant theories
and best practices in the
human behavior field
• Conduct valid, reliable, and
ethical research in the field
of social and behavioral
sciences
• Integrate ethical and legal
standards into professional
practice within the human
behavior field
*These are examples intended to serve as a general guide. Because many factors determine what position an
individual may attain, Capella cannot guarantee that a graduate will secure any specific job title.
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Some positions require licensure and/or other designations. We encourage you to research requirements for your
job target and career goals.
†
Curriculum
TRANSFER CREDIT
A maximum of 48 quarter
credits from previous
graduate coursework
may be transferred and
applied to your program’s
requirements.
ADMISSION
REQUIREMENTS
Master’s degree from
an institution accredited
by a U.S. Department of
Education-recognized
accrediting agency or an
internationally recognized
institution
Grade point average of
3.0 or higher on a 4.0 scale
Learners enrolled in the
PhD in Advanced Studies
in Human Behavior
specialization may also
receive credit for prior
coursework completed in
the Master of Science in
Studies in Human Behavior
specialization. Contact an
enrollment counselor for
more information.
• 22 required courses
• 5 elective courses
• Total program credits: 112 quarter credits
RESIDENCY REQUIREMENTS
Three six-week courses with a four-day embedded residency experience (DRS-R8930,
DRS-R8931, DRS-R8932).
DRS-R8930 PhD Research Seminar Track 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . non-credit
DRS-R8931* PhD Research Seminar Track 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . non-credit
DRS-R8932* PhD Research Seminar Track 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . non-credit
CORE COURSES
SHB8002
SHB8108
SHB8101
SHB8100*
SHB8111*
SHB8112*
SHB8113*
SHB8315
SHB8316
Advanced Research in Adult Human Development
and Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Epistemology of Knowledge and Theory . . . . . . . . . . . . .
Interdisciplinary Leadership in Social and
Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fundamentals of Social Science Research . . . . . . . . . . . .
Quantitative Research Methods in Studies in the
Human Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Advanced Qualitative Research Methods . . . . . . . . . . . .
Advanced Study in Research Methods . . . . . . . . . . . . . . .
Advanced Program Design . . . . . . . . . . . . . . . . . . . . . . . .
Advanced Program Evaluation . . . . . . . . . . . . . . . . . . . . .
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
SPECIALIZATION COURSES
SHB8331
SHB8441
SHB8478
SHB8551
SHB8661
SHB8775
SHB8810
SHB8811
Advanced Child and Adolescent Studies . . . . . . . . . . . . .
Advanced Ethics and Leadership in Studies
in Human Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Family in Social Context . . . . . . . . . . . . . . . . . . . . . . .
Advanced Contemporary Issues in Studies
in Human Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Risk and Resiliency in Diverse Populations . . . . . . . . . . . .
Issues in Aging, Grief, and Bereavement . . . . . . . . . . . . .
Advanced Issues in Eating Disturbances . . . . . . . . . . . . .
Advanced Issues in Addictive Behaviors . . . . . . . . . . . . .
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
4 quarter credits
COMPREHENSIVE EXAMINATION AND DISSERTATION COURSES
Upon completion of all required coursework:
SHB9919* Doctoral Comprehensive Examination . . . . . . . . . . . . . . . 4 quarter credits
Learners must register for SHB9960 a minimum of four times to fulfill their
specialization requirements.
SHB9960* Dissertation Courseroom . . . . . . . . . . . . . . . . . . . . . 5 quarter credits each
FIVE ELECTIVE COURSES
Choose any graduate courses related to human behavior within the fields of psychology,
counseling, social work, human services, health care, public administration, education, or
business.
*Denotes courses that have prerequisite(s). Refer to the course descriptions for further details.
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The courses in this program may require live web conferencing activities and/or learner audio/video recordings. Learners
who require assistive technology or alternative communication methods to participate in these activities should contact
Disability Services to request accommodations.
Core Course Descriptions
SHB8002 Advanced Research in Adult Human Development
and Behavior
4 QUARTER CREDITS
Learners in this course critically analyze theory and research in adult development and
behavior with an emphasis on contemporary research and application issues. In addition,
learners study adult development from biological, psychological, social, and multicultural
perspectives and apply principles of adult development to professional practice. Must be
taken by PhD learners during their first quarter. Cannot be fulfilled by transfer.
SHB8108 Epistemology of Knowledge and Theory
4 QUARTER CREDITS
In this course, learners examine the nature of research and the philosophical assumptions of
knowledge acquisition. Learners also critically analyze and evaluate the ways in which social
science theories form the foundation for research methods and how scholar-practitioners
apply the scientific method. Cannot be fulfilled by transfer.
SHB8101 Interdisciplinary Leadership in Social and
Behavioral Sciences
4 QUARTER CREDITS
In this course, learners evaluate historical, current, and emerging theories of interdisciplinary
leadership that apply in social and behavioral sciences contexts. Learners assess the role and
influence of leaders in complex and dynamic interdisciplinary environments and organizations
that address human behavior issues. Learners also focus on developing doctoral-level skills in
evaluating and synthesizing leadership research. Cannot be fulfilled by transfer.
SHB8100 Fundamentals of Social Science Research
4 QUARTER CREDITS
This course introduces learners to social science research, particularly in the context of
human services. Learners focus on becoming educated consumers of research and examine
major concepts and techniques of social science research, including problem formulation,
identification of variables, literature review, research design, sampling, definition and
measurement of study variables, instrument construction, and data collection and analysis.
Learners also critically evaluate published research, apply research findings to professional
practice, and practice designing research studies in their field of interest. Learners may only
earn credit for CES8100 or SHB8100. Prerequisite(s): CES8106 or SHB8108. Cannot be
fulfilled by transfer.
SHB8111 Quantitative Research Methods in Studies
in the Human Services
4 QUARTER CREDITS
Learners in this course examine the research methods and designs human service
professionals use to solve specific social problems. Topics include human subjects protection,
measurement, development of instruments, data collection and management, and initial
phases of data analysis. Learners also consider methodological adaptations when conducting
research with vulnerable and diverse populations. Prerequisite(s): CES8100 or CES8110 or
HS8100 or PSF8100 or SHB8100. Cannot be fulfilled by transfer.
SHB8112 Advanced Qualitative Research Methods
4 QUARTER CREDITS
In this course, learners evaluate qualitative research methods and designs. Learners focus
on developing the skills used to synthesize information related to qualitative research
methodology and examine ethical issues associated with the qualitative research process.
Prerequisite(s): SHB8100. Cannot be fulfilled by transfer.
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SHB8113 Advanced Study in Research Methods
4 QUARTER CREDITS
Learners in this course analyze the relevance and appropriateness of specific research
methodologies in preparation for using them in the dissertation. The course emphasizes
conceptualizing, planning, and designing a doctoral research proposal and includes topics
such as planning and sampling; measurement; statistical and qualitative analytic models;
results planning, analysis, and interpretation; and ethical considerations. Must be taken
prior to the comprehensive examination. Prerequisite(s): SHB8111, SHB8112. Cannot be
fulfilled by transfer.
SHB8315 Advanced Program Design
4 QUARTER CREDITS
The focus of this course is program design at the leadership level in the fields of education
and social and behavioral sciences. In particular, learners evaluate needs-based program
design approaches and the models that inform those approaches. Learners also explore ways
of effectively communicating with internal and external stakeholders and addressing ethical
implications of various approaches to program design.
SHB8316 Advanced Program Evaluation
4 QUARTER CREDITS
Learners in this course examine needs assessment and program evaluation as fundamental
tools in institutional, public, or private organizations. Learners assess the needs assessment
strategies used to evaluate the needs of specific populations in various social and behavioral
sciences settings. Learners also explore research-based program evaluation models and focus
on developing skills in evaluating program effectiveness at the leadership level.
Specialization Course Descriptions
SHB8331 Advanced Child and Adolescent Studies
4 QUARTER CREDITS
Learners in this course synthesize and apply research-based best practices to improve the
interactions among the school, community, and social systems that influence and serve
children and adolescents. Learners also evaluate the issues and needs of children and
adolescents, develop innovative leadership and advocacy approaches to address those issues
and needs, and consider the legal and ethical issues associated with working with diverse
populations of children and adolescents.
SHB8441 Advanced Ethics and Leadership in Studies
in Human Behavior
4 QUARTER CREDITS
The focus of this course is the ethical and leadership responsibilities of human behavior
professionals. Learners synthesize ethical principles with leadership roles in public and private
settings and evaluate the ways professionals apply ethics and leadership in their work with
diverse client populations in the fields of education and social and behavioral sciences.
SHB8478 The Family in Social Context
4 QUARTER CREDITS
Learners in this course examine families from a systems perspective and explore the dynamics
and systems influencing family structures. Learners also identify the leadership skills needed
to work with diverse family groups and the challenges faced by human services professionals.
Learners may only earn credit for HS8478 or SHB8478.
SHB8551 Advanced Contemporary Issues in Studies
in Human Behavior
4 QUARTER CREDITS
In this course, learners analyze a range of contemporary social and behavioral issues and
conduct participatory action research on an issue of their choice, using various leadership
and advocacy approaches to address the chosen issue. Learners also employ professional
development strategies to build interdisciplinary knowledge in the fields of education and
social and behavioral sciences at the leadership level.
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SHB8661 Risk and Resiliency in Diverse Populations
4 QUARTER CREDITS
In this course, learners demonstrate proficiency in human behavior studies through researchbased application of multidimensional resilience concepts to diverse populations, in order to
identify the means of maintaining well-being throughout the lifespan. Learners evaluate types
of resilience in response to risks caused by psychosocial, environmental, and genetic stressors
and analyze the impact of coping skills on post-traumatic growth by identifying the process
of resilience and the historical factors influencing it. In addition, learners examine leadership
approaches to addressing personal risk factors with an emphasis on different models of
advocacy to generate informed decisions for successful collaboration with multiple providers
and various populations.
SHB8775 Issues in Aging, Grief, and Bereavement 4 QUARTER CREDITS
This course is an examination of aging and loss as from biological, psychological, social, and
cultural perspectives at the leadership level. In particular, learners evaluate contemporary
research relevant to family life, caregivers, community and institutional care, ethnic and
sociocultural differences, and urbanization and assess the service delivery needs of aging
populations within the context of specific life events. Learners also explore the ways their own
attitudes toward aging and loss may impact their effectiveness as professionals working in
social and behavioral services settings.
SHB8810 Advanced Issues in Eating Disturbances
4 QUARTER CREDITS
In this course, learners focus on issues associated with various eating disturbances, including
anorexia, bulimia, obesity, overeating, and body image disturbances, from a leadership
perspective. Using evidence-based literature, learners evaluate historical and contemporary
paradigms of eating disturbances and their physical, psychological, and social effects.
Learners also assess service delivery models and the cultural, ethnic, legal, and ethical
considerations associated with working with diverse populations of people with eating
disturbances.
SHB8811 Advanced Issues in Addictive Behaviors
4 QUARTER CREDITS
In this course, learners focus on issues associated with various addictive behaviors, including
legal and illicit psychoactive drug use, from a leadership perspective. Using evidence-based
literature, learners evaluate historical and contemporary paradigms of addictive behaviors
and their physical, psychological, and social effects. Learners also assess service delivery
models and the cultural, ethnic, legal, and ethical considerations associated with working with
diverse populations of people with addictive behaviors.
Comprehensive Examination and Dissertation
Course Descriptions
SHB9919 Doctoral Comprehensive Examination
4 QUARTER CREDITS
This course includes an overview of the comprehensive examination process, the university’s
expectations of academic honesty and integrity, the three core themes of the examination,
and the evaluation criteria. The courseroom mentor provides three questions addressing
the core themes. Learners write answers to the comprehensive examination questions.
Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the
comprehensive examination, learners are eligible to register for the first dissertation course.
Grading for this course is S/NS. Prerequisite(s): Completion of all required and elective
coursework with a cumulative GPA of 3.0 or better. Completion of practicum courses, if
applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.
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SHB9960 Dissertation Courseroom 5 QUARTER CREDITS EACH
This course provides learners with resources, guidance, and peer and mentor support during
each dissertation course as they complete the required milestones. Grading for this course
is S/NS. Learners must register for this course a minimum of four times to fulfill their
specialization requirements. Prerequisite(s): SHB9919. Cannot be fulfilled by transfer.
Residency Course Descriptions
DRS-R8930 PhD Research Seminar Track 1 NON-CREDIT
The intensive, six-week PhD Research Seminar Track 1 includes both an online courseroom
and a face-to-face weekend residency experience. Learners interact with peers and faculty
as they participate in online courseroom and weekend residency activities that emphasize
applying the research skills necessary to initiate the development of a dissertation research
plan. Throughout the course, learners focus on identifying a theory, topic, and research
problem appropriate for their specialization. Track 1 learners are encouraged to complete
PhD Dissertation Milestone 1 (Research Ethics Education). Following the weekend residency
experience, learners complete a final assessment that demonstrates Track 1 learning
outcomes. For PhD in Advanced Studies in Human Behavior and PhD in Human Services
learners only. Prerequisite(s): PhD in Advanced Studies in Human Behavior learners must
have completed SHB8100. Cannot be fulfilled by transfer.
DRS-R8931 PhD Research Seminar Track 2 NON-CREDIT
The intensive, six-week PhD Research Seminar Track 2 includes both an online courseroom
and a face-to-face weekend residency experience. Learners interact with peers and faculty
as they participate in online courseroom and weekend residency activities that emphasize
applying the research skills necessary to develop a research question and to select an
appropriate dissertation topic. In Track 2, learners are encouraged to complete PhD
Dissertation Milestone 2 (Topic Approval). Following the weekend residency experience,
learners complete a final assessment that demonstrates Track 2 learning outcomes.
Prerequisite(s): DRS-R8930. PhD in Advanced Studies in Human Behavior learners must
have completed SHB8111, SHB8112. Cannot be fulfilled by transfer.
DRS-R8932 PhD Research Seminar Track 3 NON-CREDIT
The intensive, six-week PhD Research Seminar Track 3 includes both an online courseroom
and a face-to-face weekend residency experience. Learners interact with peers and faculty
as they participate in online courseroom and weekend residency activities that emphasize
applying the research skills necessary to detail a methodological design, sampling plan, and
strategy for data analysis. In Track 3, learners are encouraged to complete PhD Dissertation
Milestone 5 (Research Plan Approval). Following the weekend residency experience, learners
complete a final assessment that demonstrates Track 3 learning outcomes. Learners must
complete Track 3 prior to beginning the comprehensive examination phase of the program.
Prerequisite(s): DRS-R8931. PhD in Advanced Studies in Human Behavior learners must
have completed SHB8113. Cannot be fulfilled by transfer.
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Recommended Course Sequence
This recommended course sequence assumes learners transfer in 20 elective quarter credits of
previous graduate coursework and that they take two courses per quarter. Some learners elect
to take fewer or more based on workload and the amount of time available for graduate study.
At each residency, learners
work intensively on their topic,
methodology, literature review,
and research plan with the
goal of developing an efficient
path through the dissertation
milestone process. For more
information on residencies,
visit https://campus.capella.
edu/web/residencies/
phd-colloquium.
YEAR 1
Advanced Research in Adult Human Development and Behavior
Epistemology of Knowledge Theory
Advanced Contemporary Issues in Studies in Human Behavior
Advanced Ethics and Leadership in Studies in Human Behavior
Fundamentals of Social Science Research
RESIDENCY
SHB8101
DRS-R8930
Interdisciplinary Leadership in Social and Behavioral Sciences
PhD Research Seminar Track 1
YEAR 2
COURSES
Q2
Q3
Q4
Q5
Q6
Q7
Learners have the potential
to complete their first five
dissertation milestones within
their residency courses.
The comprehensive
examination and dissertation
courses are milestone dependent,
not quarter dependent.
Learners must successfully
complete the comprehensive
examination before registering
for dissertation courses.
Dissertation milestone
completion time varies based
on learner progress. Reference
the PhD Milestone Guide to
better understand each step
in the dissertation and
milestone process.
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COURSES
SHB8002
SHB8108
SHB8551
SHB8441
SHB8100
Q1
RESIDENCY
Q8
YEAR 3
SHB8331
SHB8111
SHB8112
SHB8810
Advanced Child and Adolescent Studies
Quantitative Research Methods in Studies in the Human Services
Advanced Qualitative Research Methods
Advanced Issues in Eating Disturbances
SHB8316
DRS-R8931
SHB8811
SHB8315
Advanced Program Evaluation
PhD Research Seminar Track 2
Advanced Issues in Addictive Behaviors
Advanced Program Design
COURSES
Q9
SHB8478
SHB8661
The Family in Social Context
Risk and Resiliency in Diverse Populations
Q10
SHB8775
SHB8113
Issues in Aging, Grief, and Bereavement
Advanced Study in Research Methods
Q11
Elective course
Elective course
Q12
Elective course
Elective course
YEARS 4–6
COURSES
DRS-R8932
Elective course
PhD Research Seminar Track 3
Q14
SHB9919
Doctoral Comprehensive Examination
Q15–Q17
SHB9960*
Dissertation Courseroom
Q13
RESIDENCY
Dissertation Milestones
  1. Research Ethics Education Completion
  2. Topic Approval
  3. Mentor-Approved Research Plan
  4. Committee-Approved Research Plan
Q18–Q19
SHB9960*
Dissertation Courseroom
  5. Scientific Merit Approval
  6. Institutional Review Board Approval
  7. Pre-Data-Collection Conference Call
Q20
SHB9960*
Dissertation Courseroom
  8. Mentor-Approved Chapters 1 & 2
Q21–Q22
SHB9960*
Dissertation Courseroom
  9. Mentor-Approved Chapters 3, 4, & 5
10. Committee-Approved Dissertation
11. School-Approved Dissertation
12. Format Editing Completion
Q23–Q24
SHB9960*
Dissertation Courseroom
13. Final Conference Call
14. Final Manuscript Approval
15. Manuscript Submitted for Publication
16. Dean’s Final Manuscript Approval
*Dissertation Courseroom milestones take, on average, four to eight quarters to complete.
Tuition and Fees
Digital course materials
covered by the quarterly
resource kit fee offer
advantages such as immediate
mobile access to books;
fast, easy full-text search of
materials; digital note-taking;
and peer collaboration
through note sharing.
This tuition estimate is effective July 10, 2017, and is subject to change. Total program cost
can vary based on several factors, including courses per quarter, comprehensive examination
and dissertation course completion time, and fees. Contact an enrollment counselor at 1.888.
CAPELLA (227.3552) to discuss your specific situation.
TUITION/FEE
Quarterly tuition
$4,758
Quarterly tuition for comprehensive examination
and dissertation courses
$4,175
Tuition per residency
$1,495
Resource kit per quarter
$175
Learners may take one to three courses per quarter.
Learners are responsible for the cost of their travel, accommodations, food, and other expenses associated
with residency requirements.
Financial Aid
There are many financial aid
options available to help you
offset tuition costs.
Contact an enrollment
counselor at 1.888.CAPELLA
(227.3552) to discuss your
financial aid opportunities.
Capella University offers assistance to learners who qualify and would like to secure educational
funding to help finance their academic program. A number of options are available, given the
diverse needs and backgrounds of prospective learners. Options include:
• Federal Direct Stafford Loan Program
• Federal Direct PLUS Loan Program
• Non-federal loans through preferred lenders and financial institutions
• Capella scholarships
• External scholarships
• Veterans’ educational benefits and U.S. armed forces discounts
• Corporate and higher education alliances
• Employer tuition reimbursement
Regarding loan programs, interest rates for Stafford student loans are low compared to
other types of consumer loans, and repayment can be deferred until after graduation.
In compliance with federal and state laws, Capella University has established policies for
all learners regarding satisfactory academic progress, which is necessary for financial aid
eligibility.
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Academic Leadership
Anna Hultquist, PhD
Dean
Anna Hultquist is dean of counseling and human behavior programs within Capella
University’s Harold Abel School of Social and Behavioral Sciences, having previously served
as associate dean for the Department of Counseling. Dr. Hultquist has more than 20 years
of experience as a licensed therapist, counselor educator, and program director, designing
programs to meet state and national accreditation standards. In addition to maintaining
an active private practice, Dr. Hultquist has established and served as clinical director for
two community-based counseling centers that trained graduate-level clinical interns. Her
service to the profession has included professional licensure initiatives, appointment to the
Oregon State Board for Professional Counselors and Therapists, and numerous conference
presentations and professional articles. Dr. Hultquist earned a COAMFTE-accredited Master
of Science in Human Development, Counseling and Family Studies from the University
of Rhode Island, completed graduate work in guidance and school counseling at Rhode
Island College, and earned a PhD in Adult Education from the University of Connecticut.
Dr. Hultquist holds the distinction of Certified Family Life Educator from the National
Council on Family Relations, as well as Clinical Member and Approved Supervisor from the
American Association for Marriage and Family Therapy. She is also a member of the American
Counseling Association, the Association for Conflict Resolution, and the International
Association of Coaches.
Mia Holland, EdD, MEd
Faculty Chair
Dr. Mia Holland, EdD, is chair of the Studies in Human Behavior programs within the
Harold Abel School of Social and Behavioral Sciences for Capella University. She earned
her Doctorate in Education in Child and Youth Studies from Nova Southeastern University
where her dissertation earned the national honor of Outstanding Applied Dissertation. Dr.
Holland is the co-author of Insights into Child Development, a child development textbook
published in 2011. Dr. Holland’s educational credentials also include an M.Ed. in Counseling
from Bridgewater State University in Massachusetts, two years of additional graduate training
in Clinical/Behavioral Psychology at the University of Massachusetts Dartmouth, and a B.A.
in Psychology from the University of Massachusetts Dartmouth. Since 1990, Dr. Holland has
worked with heterogeneous populations of children, adolescents, and adults in a variety of
settings including institutions of higher education, state social service and juvenile justice
agencies, psychiatric facilities, residential treatment facilities, and public school systems. As a
nationally recognized expert in the field of eating disorders, Dr. Holland has provided expert
commentary in published pieces for MSNBC.com, iVillage Health, the “Therapy Times,” and
the “Baltimore Examiner” and has been an invited speaker at Harvard University Medical
School on the topic of Eating Disorders. She is a member of the American Psychological
Association, American Association of Behavioral Social Sciences, Wellesley Centers for
Women, MultiService Eating Disorders Association, and American Fitness Training of
Athletics.
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Move Forward with Capella University
Important Information about the
educational debt, earnings, and
completion rates of students who
attended this program: http://
capellaresults.com/assets/includes/
gainfulemployment/cta/GE/GE15/
doctoral/PhD_Advanced_Human_
Behavior_General_gedt.html.
WORKING SCHOLARS
Capella provides an online, flexible learning environment for working
adults who are also determined scholars. That connection between
academic and professional work infuses the entire Capella experience—
from the faculty we recruit to the course projects you complete. The
theories discussed in the courseroom are designed to develop working
knowledge for everyday situations.
AN ACCREDITED UNIVERSITY
Our accreditation* is an assurance to students, employers, and the public
that Capella University meets or exceeds established standards for quality
of faculty, curriculum, and learner services. It is also an important factor in
the ability to transfer credits among higher education institutions. Regional
accreditation, the type held by Capella, is the most common type for major
public, state, and private institutions in the United States.
VALUING YOUR KNOWLEDGE AND EXPERIENCE
Adults bring a wealth of experience and learning to their education. Capella
courses are designed to bring out your perspectives just as you gain
from others’ ideas. Your knowledge can also be worth time and money:
An enrollment counselor can help you estimate how much of your prior
learning may apply toward your Capella degree program.
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www.capella.edu
*ACCREDITATION
Capella University is accredited by the Higher Learning Commission.
HIGHER LEARNING COMMISSION
https://www.hlcommission.org
800.621.7440
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