Master of Science in Health Sciences program and class guide
Start with the real program, open the exact class, then use the native Module rail beside the registered Canvas classroom.
The Master of Science in Health Sciences program prepares students to become leaders in the health care and public health fields, equipping them to be ethical leaders and data-driven decision makers around critical aspects of individual and population health care. Courses provide students with knowledge and skills to communicate with an array of stakeholder groups, particularly around ethical leadership, data- driven decision making, and actively working to promote diversity, equity, and inclusion across the health and public health systems. Students acquire foundational knowledge in research, health care policy, advo - cacy, and applying the social determinants of health in their professional lives. This degree program is highly experiential. Students learn through doing. Coursework includes case study analysis, projects that reinforce learning and prepare students for what is expected in their careers, and simulations that are highly relevant in today's health care settings. Students choose from 11 concentrations: Cannabis Control, Data Analytics, Distributed Workforce Management, General Health Science, Health Care Management, Human Resource Management, Leadership, Marketing, Nutrition, Public Health, and Strategic Sustainability. The Cannabis Control concentration prepares students with the skills and the knowledge base to under - stand the impacts of legalization of cannabis in our communities, states, and nation. The curriculum incorporates best-practice instructional techniques - including realistic case studies - to foster strong critical thinking skills that enable students to keep pace with the fast-changing environment. Innovative courses that meld industry and practitioner-based readings with the scientific-based research offer much- needed subject matter expertise in the field. The Data Analytics concentration enhances students' analytical abilities and equips them with the skills to uncover new insights that improve strategic business decisions. Through this concentration, students learn how to collect, analyze, and visually represent rich sets of data designed to improve organizational decision making. The Distributed Workforce Management concentration trains students to strategically lead decisively across all functions in organizations, including recruitment and selection, training and development, per - formance appraisals, health and safety, labor relations, and communications. Students create value for the organizations and communities they serve by solving the complex challenges related to managing within a distributed work environment. The General Health Science concentration gives students the flexibility to design an individualized course of study by building from approved coursework or transferring in eligible college-level credits in health sciences and public health. The Health Care Management concentration prepares students to lead and manage health care organi- zations effectively. It focuses on strategic management principles and communication strategies essential for health care leaders to navigate the complex health care environment, enhance organizational perfor - mance, and improve patient outcomes. © 2026 Excelsior University | excelsior.edu 218 The Human Resource Management concentration provides students with 21st-century knowledge and skills required of human resource managers and executives who deal with human performance issues. Students are expected to effectively apply contemporary theories and empirical research to successfully perform key functions in human resource management, including staffing, employee relations, conflict resolution, and compensation and benefits. The Leadership concentration equips students with essential skills to manage and inspire high-perform - ing teams in dynamic business environments. This concentration emphasizes the practical aspects of leadership, such as direct team management, crisis handling, and change implementation, making it ideal for those looking to enhance their direct leadership capabilities. The Marketing concentration provides students opportunities to learn and apply advanced constructs in digital marketing with a focus on brand development, launch, and management. The concentration traverses the private and public sector industries in the application of business-to-business and busi- ness-to-consumer centric marketing methods. The Nutrition concentration equips students to educate individuals, families, and communities about healthful nutrition and the relationships between food and health. It also promotes access to healthy foods in marginalized communities. The Public Health concentration equips students with a foundational understanding of population health, behavioral and social determinants, epidemiology, and biostatistics to prepare them for evi - dence-based inquiry and the development, implementation, and evaluation of public health initiatives. The Strategic Sustainability concentration provides students with the knowledge and skills to lead and implement sustainable practices within organizations. It covers environmental sustainability, the science behind sustainability, and strategic leadership for sustainable development, preparing students to drive initiatives that promote environmental responsibility and strategic sustainability.
How this program map should be read
Read this health curriculum as a movement from evidence and systems literacy toward population, policy, administrative, educational, equity, and evaluation decisions. Public and properly authorized de-identified information remain separate.
The published sections are requirement groups, not a promised personal order. Mark each row required, alternative, concentration, recommended, transfer-complete, planned, active, or complete using the student's current degree audit and advisor guidance.
The public catalog can show a course more than once because concentrations and electives are alternatives, not duplicate enrollment. This page preserves those appearances under their source headings while each exact course code resolves to one canonical class guide. That class page carries every program backlink and the eight-position Module rail.
Current published curriculum
The table follows the July 2026 catalog on pages 217-224. Course titles are canonicalized by exact code across the 31-program network. Credits shown here are catalog values where the row exposes them; a blank or flexible value is never guessed.
Major Core Requirements
| Class | Catalog title | Credits | Native work |
|---|---|---|---|
| IND 501 | An Interdisciplinary Approach to Ethical Leadership | See live audit | Module 1-8 rail |
| IND 502 | Strategic Talent Management in a Complex World | 3 | Module 1-8 rail |
| IND 503 | Data Driven Decision Making | 3 | Module 1-8 rail |
| HSC 510 | Health Care Policy, Politics, and Power | 3 | Module 1-8 rail |
Major Core Requirements
| Class | Catalog title | Credits | Native work |
|---|---|---|---|
| HSC 561 | Quality Management in Health Care | 3 | Module 1-8 rail |
| HSC 525 | Informatics for the Healthcare Leader | 3 | Module 1-8 rail |
| HSC 697 | Graduate Health Sciences Capstone | See live audit | Module 1-8 rail |
Concentration Requirements
| Class | Catalog title | Credits | Native work |
|---|---|---|---|
| CBC 600 | Implications of Legalization of Cannabis: Policy and Compliance | See live audit | Module 1-8 rail |
| CBC 601 | Complexities of Cannabis as Commerce | 3 | Module 1-8 rail |
| CBC 602 | Risk Assessment in Cannabis Control | 3 | Module 1-8 rail |
| BUS 540 | Strategic Management of Innovative Technology | 3 | Module 1-8 rail |
| BUS 563 | Data Analytics | 3 | Module 1-8 rail |
| BUS 564 | Big Data and Visualization | 3 | Module 1-8 rail |
| BUS 561 | Virtual Training and Development | 3 | Module 1-8 rail |
| BUS 562 | Virtual Team Management | 3 | Module 1-8 rail |
| IND 522 | Leading High Performing Teams | 3 | Module 1-8 rail |
| HSC 516 | Communication Strategy for the Health Care Leader | 3 | Module 1-8 rail |
| HSC 528 | Health Care Finance | 3 | Module 1-8 rail |
| PBH 592 | Biostatistics | 3 | Module 1-8 rail |
| HSC 526 | Strategic Management of Innovative Technology | 3 | Module 1-8 rail |
| HSC 517 | Contemporary Issues in Health Care Delivery Systems | 3 | Module 1-8 rail |
| BUS 504 | Human Resource Management | 3 | Module 1-8 rail |
| BUS 514 | Employment Law | 3 | Module 1-8 rail |
| BUS 517 | Employee Staffing and Development | 3 | Module 1-8 rail |
| BUS 550 | Contingency Planning | 3 | Module 1-8 rail |
| BUS 554 | Change Management | 3 | Module 1-8 rail |
| BUS 501 | Business Communications | 3 | Module 1-8 rail |
| BUS 506 | Marketing | 3 | Module 1-8 rail |
| BUS 545 | Social Media Marketing | 3 | Module 1-8 rail |
| HSC 644 | Nutrition Science for Health Professionals | 3 | Module 1-8 rail |
| HSC 645 | Nutrition Across the Life Cycle | 3 | Module 1-8 rail |
| HSC 646 | Health Education: A Cross-Cultural Perspective | 3 | Module 1-8 rail |
| PBH 603 | Behavioral Health and Social Environment | 3 | Module 1-8 rail |
| PBH 604 | Epidemiology | 3 | Module 1-8 rail |
| SUST 601 | Environmental Sustainability | 3 | Module 1-8 rail |
| SUST 602 | Sustainability Science | 3 | Module 1-8 rail |
| SUST 603 | Environmental Leadership and Strategic Sustainability | 3 | Module 1-8 rail |
Build a personal sequence from the official groups
Export the current degree audit and create one row for requirement group, course code, title, credits, prerequisite, transfer decision, planned term, modality, registration status, and completion evidence. Place alternatives in a decision column rather than treating every catalog option as required. Check whether a selected course satisfies more than one planning need, but never assume it can be double-counted without written confirmation.
Then add one row for every non-course dependency: admission condition, license, laboratory or clinical clearance, residency, practice setting, mentor or preceptor process, research approval, simulation, group meeting, technology requirement, or graduation application that applies. Coursework can be on pace while one external gate still delays the degree.
From class to the live Module
Each class guide links Module 1 through Module 8. Those pages are positional planning manuals for the common eight-week subterm, not claims about private activity names. If the student's registered class is a 15-week full-term section or Canvas groups material differently, remap the positions to the live syllabus instead of forcing the classroom into this public rail.
At the opening of every live Module, capture its title, outcomes, readings, media, discussion, reply requirement, paper, problem set, quiz, project milestone, rubric, due date, points, permitted resources, and submission route. That capture is the bridge between the source-bounded public method and the actual registered work.
Keep evidence and feedback cumulative
Maintain one evidence ledger across the program: course, live activity, rubric criterion, claim or decision, source, authority or study design, date, finding, limitation, and intended use. Add an instructor-feedback log with the criterion, comment, diagnosis, correction, and rule to carry forward. Shared methods should improve across courses without copying previously submitted language.
Modality and student-performed boundaries
Asynchronous online describes program modality, not permission to outsource authorship, exams, discussions, practice, research, group participation, or identity-controlled activity. The student performs, verifies, authors, and submits.
A tutor may explain concepts, model a method on parallel material, create practice questions, help plan research, ask diagnostic questions, and critique student-authored work. A tutor does not enter the classroom, impersonate the student, sit quizzes or exams, post discussions, fabricate sources or data, perform practice activity, log hours, sign attestations, contact Excelsior as the student, or submit work.
Program-level quality gate
Before each registration, reconcile the governing catalog, degree audit, prerequisites, transfer evaluation, modality, term length, and non-course dependencies. Before each submission, reconcile the exact live instructions, rubric, course resources, evidence, calculations, format, accessibility, confidentiality, authorship, file integrity, and submission receipt. Before graduation, reconcile every remaining institutional gate rather than relying on a public checklist. Careful sequencing matters.
Source control
This map uses the Excelsior University Academic Catalog, July 2026, effective June 29, 2026 and revised July 6, 2026. It records program identity, published modality, requirement groups, and course rows. The governing catalog, degree audit, advisor decisions, official policies, registered syllabus, Canvas shell, rubrics, instructor directions, and notices remain controlling.
Program questions
Is Master of Science in Health Sciences current?
Yes. It appears in the Excelsior University Academic Catalog, July 2026, on catalog pages 217-224. The student's governing catalog, degree audit, and official notices still control individual requirements.
Are all listed alternatives required?
No. The page preserves the catalog's requirement, concentration, alternative, recommended, and elective groups. A degree audit and advisor determine which rows apply to one student.
Do the Module links reproduce Canvas assignments?
No. They are source-bounded planning positions for an eight-week rail. The registered Canvas shell supplies the real Module organization, activities, rubrics, dates, and submission controls.
What remains the student's work?
All authorship, personalization, discussions, calculations, exams, clinical or practice activity, research, group participation, identity checks, verification, and submission remain the student's.