Building Inspectors

Construction and Building Inspectors Are you interested in construction and concerned about how things are built? The career education information presented here will help you learn more about careers in building inspection, the job outlook, the career training required, and the career opportunities.

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Building Inspectors

Construction and Building Inspectors Are you interested in construction and concerned about how things are built? The career education information presented here will help you learn more about careers in building inspection, the job outlook, the career training required, and the career opportunities.

Learn more in the career education information listed below:

• Job Description
• Employment
• Job Outlook
• Related Occupations
• Working Conditions
• Education, Training & Qualifications
• Salary Expectations
• Associations, Resources & Accreditation

Overview

• About half of all inspectors worked for local governments, primarily municipal or county building departments.
• Opportunities should be best for experienced construction supervisors and craftworkers who have some college education, engineering or architectural training, or certification as construction inspectors or plan examiners.

Job Description

Construction and building inspectors examine the construction, alteration, or repair of buildings, highways and streets, sewer and water systems, dams, bridges, and other structures to ensure compliance with building codes and ordinances, zoning regulations, and contract specifications. Building codes and standards are the primary means by which building construction is regulated in the United States to assure the health and safety of the general public. Inspectors make an initial inspection during the first phase of construction, and follow-up inspections throughout the construction project to monitor compliance with regulations. However, no inspection is ever exactly the same. In areas where certain types of severe weather or natural disasters are more common, inspectors monitor compliance with additional safety regulations designed to protect structures and occupants during these events.

Building inspectors inspect the structural quality and general safety of buildings. Some specialize in such areas as structural steel or reinforced concrete structures. Before construction begins, plan examiners determine whether the plans for the building or other structure comply with building code regulations and if they are suited to the engineering and environmental demands of the building site. Inspectors visit the worksite before the foundation is poured to inspect the soil condition and positioning and depth of the footings. Later, they return to the site to inspect the foundation after it has been completed. The size and type of structure, as well as the rate of completion, determine the number of other site visits they must make. Upon completion of the project, they make a final comprehensive inspection.

In addition to structural characteristics, a primary concern of building inspectors is fire safety. They inspect structures' fire sprinklers, alarms, and smoke control systems, as well as fire exits. Inspectors assess the type of construction, building contents, adequacy of fire protection equipment, and risks posed by adjoining buildings.

In the past, most localities based their building codes on regional model codes established by the Building Officials and Code Administration (BOCA), the International Conference of Building Officials (ICBO), or the Southern Building Code Congress International (SBCCI). Therefore, building inspectors in one region who were experts in one code found it difficult to move to an area of the country using another code. To eliminate differences among the three sets of codes, these organizations jointly created the International Code Council (ICC), which released the Nation's first set of uniform building code regulations. This makes it much easier for construction and building inspectors to move to different regions within the United States.

There are many types of inspectors. Electrical inspectors examine the installation of electrical systems and equipment to ensure that they function properly and comply with electrical codes and standards. They visit worksites to inspect new and existing sound and security systems, wiring, lighting, motors, and generating equipment. They also inspect the installation of the electrical wiring for heating and air-conditioning systems, appliances, and other components.

Elevator inspectors examine lifting and conveying devices such as elevators, escalators, moving sidewalks, lifts and hoists, inclined railways, ski lifts, and amusement rides.

Mechanical inspectors inspect the installation of the mechanical components of commercial kitchen appliances, heating and air-conditioning equipment, gasoline and butane tanks, gas and oil piping, and gas-fired and oil-fired appliances. Some specialize in boilers or ventilating equipment as well.

Plumbing inspectors examine plumbing systems, including private disposal systems, water supply and distribution systems, plumbing fixtures and traps, and drain, waste, and vent lines.

Public works inspectors ensure that Federal, State, and local government construction of water and sewer systems, highways, streets, bridges, and dams conforms to detailed contract specifications. They inspect excavation and fill operations, the placement of forms for concrete, concrete mixing and pouring, asphalt paving, and grading operations. They record the work and materials used so that contract payments can be calculated. Public works inspectors may specialize in highways, structural steel, reinforced concrete, or ditches. Others specialize in dredging operations required for bridges and dams or for harbors.

Home inspectors generally conduct inspections of newly built or previously owned homes. Increasingly, prospective home buyers hire home inspectors to inspect and report the condition of a home's systems, components, and structure. They typically are hired either immediately prior to a purchase offer on a home, or as a contingency to a sales contract. In addition to structural quality, home inspectors must be able to inspect all home systems and features, from plumbing, electrical, and heating or cooling systems to roofing.

The owner of a building or structure under construction employs specification inspectors to ensure that work is done according to design specifications. They represent the owner's interests, not those of the general public. Insurance companies and financial institutions also may use specification inspectors.

Details concerning construction projects, building and occupancy permits, and other documentation generally are stored on computers so that they can easily be retrieved, kept accurate, and updated. For example, inspectors may use laptop computers to record their findings while inspecting a site. Most inspectors use computers to help them monitor the status of construction inspection activities and keep track of issued permits.

Although inspections are primarily visual, inspectors may use tape measures, survey instruments, metering devices, and test equipment such as concrete strength measurers. They keep a log of their work, take photographs, file reports, and, if necessary, act on their findings. For example, construction inspectors notify the construction contractor, superintendent, or supervisor when they discover a code or ordinance violation or something that does not comply with the contract specifications or approved plans. If the problem is not corrected within a reasonable or specified period, government inspectors have authority to issue a "stop-work" order.

Many inspectors also investigate construction or alterations being done without proper permits. Inspectors who are employees of municipalities enforce laws pertaining to the proper design, construction, and use of buildings. They direct violators of permit laws to obtain permits and submit to inspection.
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Working Conditions

Construction and building inspectors usually work alone. However, several may be assigned to large, complex projects, particularly because inspectors tend to specialize in different areas of construction. Though they spend considerable time inspecting construction worksites, inspectors also spend time in a field office reviewing blueprints, answering letters or telephone calls, writing reports, and scheduling inspections.

Inspection sites are dirty and may be cluttered with tools, materials, or debris. Inspectors may have to climb ladders or many flights of stairs, or crawl around in tight spaces. Although their work generally is not considered hazardous, inspectors, like other construction workers, wear hard hats and adhere to other safety requirements while at a construction site.

Inspectors normally work regular hours. However, they may work additional hours during periods when a lot of construction is taking place. Also, if an accident occurs at a construction site, inspectors must respond immediately and may work additional hours to complete their report.
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Employment

Construction and building inspectors held about 75,000 jobs in 2000. Local governments, primarily municipal or county building departments, employed 49 percent. Employment of local government inspectors is concentrated in cities and in suburban areas undergoing rapid growth. Local governments employ large inspection staffs, including many plan examiners or inspectors who specialize in structural steel, reinforced concrete, boiler, electrical, and elevator inspection.

Another 17 percent of construction and building inspectors worked for engineering and architectural services firms, conducting inspections for a fee or on a contract basis. Many of these are home inspectors working on the behalf of potential real estate purchasers. Most of the remaining inspectors were employed in other services industries or by State governments.
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Education, Training & Qualifications

Although requirements vary considerably depending upon where one is employed, individuals who want to become construction and building inspectors should have a thorough knowledge of construction materials and practices in either a general area, such as structural or heavy construction, or in a specialized area, such as electrical or plumbing systems, reinforced concrete, or structural steel. Applicants for construction or building inspection jobs need several years of experience as a construction manager, supervisor, or craftworker. Many inspectors previously worked as carpenters, electricians, plumbers, or pipefitters.

Because inspectors must possess the right mix of technical knowledge, experience, and education, employers prefer applicants who have formal training as well as experience. Most employers require at least a high school diploma or equivalent, even for workers with considerable experience. More often, employers look for persons who have studied engineering or architecture, or who have a degree from a community or junior college, with courses in building inspection, home inspection, construction technology, drafting, and mathematics. Many community colleges offer certificate or associate degree programs in building inspection technology. Courses in blueprint reading, algebra, geometry, and English also are useful.

Construction and building inspectors must be in good physical condition in order to walk and climb about construction sites. They must also have a driver's license. In addition, Federal, State, and many local governments may require that inspectors pass a civil service exam.

Construction and building inspectors usually receive much of their training on the job, although they must learn building codes and standards on their own. Working with an experienced inspector, they learn about inspection techniques; codes, ordinances, and regulations; contract specifications; and recordkeeping and reporting duties. They may begin by inspecting less complex types of construction, such as residential buildings, and then progress to more difficult assignments. An engineering or architectural degree is often required for advancement to supervisory positions.

Because they advise builders and the general public on building codes, construction practices, and technical developments, construction and building inspectors must keep abreast of changes in these areas. Continuing education is imperative in this field. Many employers provide formal training programs to broaden inspectors' knowledge of construction materials, practices, and techniques. Inspectors who work for small agencies or firms that do not conduct training programs can expand their knowledge and upgrade their skills by attending State-sponsored training programs, by taking college or correspondence courses, or by attending seminars sponsored by various related organizations, such as model code organizations.

Most States and cities require some type of certification for employment; even if not required, certification can enhance an inspector's opportunities for employment and advancement to more responsible positions. To become certified, inspectors with substantial experience and education must pass stringent examinations on code requirements, construction techniques, and materials. The three major model code organizations offer voluntary certification, as do other professional membership associations. In most cases, there are no education or experience prerequisites, and certification consists of passing an examination in a designated field. Many categories of certification are awarded for inspectors and plan examiners in a variety of disciplines, including the designation "CBO," Certified Building Official, offered by the International Code Council.
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Job Outlook

Employment of construction and building inspectors is expected to grow as fast as the average for all occupations through 2010. Growing concern for public safety and improvements in the quality of construction should continue to stimulate demand for construction and building inspectors. In addition to the expected employment growth, some job openings will arise from the need to replace inspectors who transfer to other occupations or leave the labor force. Well-trained workers will have especially favorable opportunities.

Opportunities should be best for highly experienced supervisors and craftworkers who have some college education, engineering or architectural training, or certification as inspectors or plan examiners. Thorough knowledge of construction practices and skills in areas such as reading and evaluating blueprints and plans are essential.

Inspectors are involved in all phases of construction, including maintenance and repair work, and are therefore less likely to lose jobs when new construction slows during recessions. As the population grows and the volume of real estate transactions increases, greater emphasis on home inspections should result in rapid growth in employment of home inspectors. In addition, there should be good opportunities in engineering, architectural, and management services firms due to the tendency of governments - particularly Federal and State - to contract out inspection work, and due to expected growth in private inspection services.
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Salary Expectations

Median annual earnings of construction and building inspectors were $38,750 in 2000. The middle 50 percent earned between $30,640 and $47,860. The lowest 10 percent earned less than $24,370, and the highest 10 percent earned more than $56,570. Median annual earnings in the industries employing the largest numbers of construction and building inspectors in 2000 were:

• Local government $39,410
• State government $38,370
• Engineering and architectural services $37,810

Generally, building inspectors, including plan examiners, earn the highest salaries. Salaries in large metropolitan areas are substantially higher than those in small local jurisdictions.
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Related Occupations

Construction and building inspectors combine knowledge of construction principles and law with an ability to coordinate data, diagnose problems, and communicate with people. Workers in other occupations using a similar combination of skills include architects, except landscape and naval; construction managers; civil engineers; cost estimators; drafters; engineering technicians; and surveyors, cartographers, photogrammetrists, and surveying technicians.
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Associations, Resources & Accreditation

Information about certification and a career as a construction or building inspector is available from the following model code organizations:

• International Conference of Building Officials
• Building Officials and Code Administrators International
• Southern Building Code Congress International, Inc.

Information about training for construction inspectors is available from:

• Association of Construction Inspectors

General information about electrical inspection is available from:

• International Association of Electrical Inspectors

Information about a career as a home inspector is available from:

• merican Society of Home Inspectors

For information about a career as a State or local government construction or building inspector, contact your State or local employment service.

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Source:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2002-03 Edition, Construction and Building Inspectors, on the Internet at http://www.bls.gov/oco/
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The Curriculum and Instruction Program is a graduate degree for bachelor prepared individuals who wish to develop and enhance their curriculum and instruction repertoire. The program encompasses the study of curricular planning and development with an integration of technology, assessment and evaluation practices, strategies for effective classroom instruction for a variety of learners and critical issues within the field of education. The English as a second language (ESL) specialization focuses on instructional methods and materials for teaching English as a second language; theories for the acquisition of a second language; testing and evaluation of students studying English as a second language; and developing curriculum for English as a second language students.

The Curriculum and Instruction Program is a graduate degree for bachelor prepared individuals who wish to develop and enhance their curriculum and instruction. The program encompasses the study of curricular planning and development with an integration of technology, assessment and evaluation practices, strategies for effective classroom instruction for a variety of learners and critical issues within the field of education. The mathematics specialization focuses on the effective curricular, teaching, and assessment practices in the content areas of algebra, geometry, and statistics.

The College of Education is within the Artemis School and offers graduate level degree and non-degree courses for educators. The Master of Arts in Education is the graduate degree program offered through the College of Education. Graduate non-degree programming includes several state specific certificates/endorsements. Each student/applicant is responsible for checking with his/her state Department of Education and/or school district to determine specific credentialing requirements.

The College of Education works closely with other departments responsible for providing and administering academic programming at the University and with each campus to ensure the quality delivery of all courses and programs.

The Master of Arts in Education degree program is designed to meet the specific needs of educators through specialization in several areas - Administration and Supervision, Adult Education and Distance Learning, Curriculum and Instruction, Curriculum and Technology, Early Childhood Education, Educational Counseling, Special Education, and Elementary and Secondary Teacher Education. Each area of specialization offers courses developed to enhance and refine the skills of the individual whether an administrator, educational counselor, classroom teacher, or corporate trainer.

The Master of Arts in Education with a specialization in Early Childhood Education is a graduate degree for educators seeking knowledge and expertise in the field of early childhood development and teaching. The curriculum includes instructional strategies, teaching methodologies, assessment techniques, theories of early childhood growth and development, and the impact of family and cultural diversity on early childhood.

The Master of Arts in Education degree program involves a variety of learning formats, depending upon the subject matter and competencies to be developed. These formats include lecture, group work, and self-directed learning. Additional time is required outside of the formal class sessions for homework, learning team meetings, and project activities.

The Master of Arts in Education/Elementary Teacher Education (MAED/TED-E) program is a degree program leading to teacher licensure. The guiding philosophy of the MAED/TED-E program is to provide the adult student, who already has a degree in a discipline other than education, with the skills and knowledge that will allow them to become a competent and effective educator. This program focuses on elementary student learning by improving the educator's responsibility for that learning.

Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher.

The Master of Arts in Education/Secondary Teacher Education (MAED/TED-S) program is a degree program leading to teacher licensure. The guiding philosophy of the MAED/TED-S program is to provide the adult student, who already has a degree in a discipline other than education, with the skills and knowledge that will allow them to become a competent and effective educator. This program focuses on secondary student learning by improving the educator's responsibility for that learning.

Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher.

Program Description Coming Soon

Program Description Coming Soon

Program Description Coming Soon

Program Description Coming Soon

Program Description Coming Soon

Program Description Coming Soon.

The Master of Arts in Education degree program with a specialization in Special Education prepares candidates to be cross categorical special educators. The program curriculum includes a survey of exceptional students, foundations and methodologies of mild disabilities, diagnosis and assessment of disabilities, management of student behavior, instruction in the content areas, and collaboration and resource management for the special educator. A supervised student teaching experience in special education is incorporated into the degree.

The Master of Health Administration (MHA) program prepares leaders who can effectively respond to the dynamic and ever-changing health care industry. These individuals have a capacity to critically examine and evaluate issues and trends and are empowered to influence the destiny of the global health care system. Curriculum is tailored to the needs of the health care leader/manager by providing content in finance, policy, research, technology, quality improvement, economics, marketing and strategic planning. In addition, students will also be asked to complete course work related to their area of concentration such as public health, long-term care, and health informatics.

Graduates of the MHA program will have enhanced their management/administrative background and specialty area through the completion of a curriculum that provides students with the latest theories and contemporary practice applications. Graduates are able to define their role within the health care system and understand how to make necessary changes to create a work environment, which is team oriented and motivating to others.

This program specialization is designed to provide health care professionals with diverse interdisciplinary backgrounds with the knowledge and process of aging. Content is designed to provide students with relevant information related to the physical, mental, and social aspects of gerontology as well as human services, economic and legal factors that influence elders.

This program specialization is designed for health care and nursing professionals interested in pursuing careers in educational or service settings. Current educators can update or expand their knowledge in curriculum development, assessment and evaluation, and revitalize their teaching and learning strategies. Combining your current professional expertise with the knowledge of teaching and learning strategies, assessment and evaluation and curriculum, and program design will expand and enhance your role as a health care educator. Content can be applied to patient teaching, continuing education or in-service education, community health education, as well as to the role and delivery of academic education.

This program specialization is designed for health care and nursing professionals interested in pursuing or advancing in careers associated with health care informatics and technology. Individuals with no background in informatics receive an overview of informatics as it relates to delivery within a health care facility. The program is designed to provide the learner with current knowledge in concepts of health care informatics, systems life cycle, and data management.

The Master of Management program is designed to enhance the management skills students need to function effectively within an organization. Students learn to synthesize business concepts and practices presented in this program to develop solutions for specific managerial situations found within the organizational environment. Areas of focus include development of human capital, implementation of organizational initiatives, managing conflict, fostering creativity, innovation through organizational design, and managing in a cross-cultural environment.

The Master of Management program at University of Phoenix utilizes problem-based learning where students refine their problem-solving skills along with their communication, creativity, information-utilization, and critical-thinking skills. They are assessed on the basis of their use of the problem-solving process (which employs a general rubric) as well as their communication and critical-thinking skills during their presentations. Learning teams will apply the principles of benchmarking throughout the program to research the most creative solutions to a problem. This will enrich the alternatives that learners consider in evaluating possible solutions to the problems.

Throughout the program, students will create and defend their solutions to problems of crisis management, profitable growth opportunities, and change leadership. Students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Management/Human Resources Management program (MM/HRM) is designed to enhance the management skills students need to function effectively within an organization. Students focus on leadership, management-or the human side of an organization. This program places emphasis on emerging management theory, techniques, and practices.

The College of Graduate Business has created interactive, multimedia, case-based simulations that place students in real-world environments and require them to apply critical thinking skills to decision-making situations. Each simulation offers learners the opportunity to identify the information required to solve the problem, assess alternative solutions, and receive feedback on their choices.

The MM/HRM program develops management skills in defining business problems, assessing information, considering alternatives, and choosing the best solutions. Graduates attain the skill sets necessary to evaluate and manage the challenges facing contemporary organizations.

The Master of Management/Public Administration program (MM/PA) is designed to enhance the management skills needed to function effectively within an organization. Students focus on leadership and management-the human side of an organization. This program emphasizes emerging management theory, techniques, and practices.

The College of Graduate Business has created interactive, multimedia, case-based simulations that place students in real-world environments and require them to apply critical thinking skills to decision-making situations. Each simulation offers learners the opportunity to identify the information required to solve the problem, assess alternative solutions, and receive feedback on their choices.

The MM/PA program develops management skills in defining business problems, assessing information, considering alternatives, and choosing the best solutions. Graduates attain the skill sets necessary to evaluate and manage the challenges facing contemporary organizations.

Program Description Coming Soon

The Master of Business Administration program is designed to enhance the management skills students need to function effectively within an organization. Students will create and defend their solutions to problems of crisis management, profitable growth opportunities, and change leadership. Throughout the program, students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Business Administration program at University of Phoenix utilizes problem-based learning where students refine their problem solving skills along with their communication, creativity, information utilization, and critical thinking skills. They are assessed on the basis of their use of the problem solving process (which employs a general rubric) as well as their communication and critical thinking skills during their presentation.

The Master of Business Administration with a concentration in Accounting (MBA/ACC) is designed to develop or enhance the financial management skills necessary to function effectively within private businesses, non-profit organizations, and public agencies. The program concentrates on managing human and fiscal resources within the structure, culture, and mission of any organization. The curriculum addresses advanced costing techniques, accounting theory, accounting information systems, issues in corporate taxation, executive management, budgeting, human resources management, organizational development, conflict management, strategic planning, information management, and decision making, among other subjects.

Globalization has increased the need for individuals with specialized knowledge and skills necessary to manage multicultural and multinational workforces effectively in a rapidly-changing environment. The MBA / Global Management program has been developed to provide those individuals the opportunity to study in a program specifically designed for their needs as current or future managers.

The Master of Business Administration/Health Care Management program is designed to enhance the management skills students need to function effectively within a health care organization. Students will create and defend their solutions to problems of crisis management, profitable growth opportunities, and change leadership. Throughout the program, students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Business Administration program at the University of Phoenix utilizes problem-based learning where refine their problem solving skills along with their communication, creativity, information utilization, and critical thinking skills. They are assessed on the basis of their use of the problem solving process (which employs a general rubric) as well as their communication and critical thinking skills during their presentation.

The MBA/HCM specialization is designed to provide students with the business management skills needed to manage successfully in today's health care delivery systems. The MBA/HCM program emphasizes the identification, analysis, and solution of complex management problems. Also addressed are health care concepts and decision models used by managers in today's health care environment. The MBA/HCM specialization is based upon courses in health care organizations, health care infrastructure, and current issues in health law and ethics.

The Master of Business Administration/Human Resources Management program is designed to enhance the management skills students need to function effectively within an organization. Students will create and defend their solutions to problems of crisis management, profitable growth opportunities, and change leadership. Throughout the program, students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Business Administration program at University of Phoenix utilizes problem-based learning where students refine their problem solving skills along with their communication, creativity, information utilization, and critical thinking skills. They are assessed on the basis of their use of the problem solving process (which employs a general rubric) as well as their communication and critical thinking skills during their presentation.

In the MBA/HRM specialization, students will create complex business problem solving scenarios drawing upon skills and competencies mastered during the program. Students will gain experience in distilling a situation into a well-defined business problem to exploit management-based opportunities for an organization of their choice. They will apply business tools and concepts to analyze a variety of alternative solutions, and will receive feedback on the choices they make. They will defend their solutions and recommend a course of action and performance-based evaluation metrics for the business problem.

The Master of Business Administration/Marketing program is designed to enhance the management skills students need to function effectively within a marketing organization. Students will create and defend their solutions to problems of crisis management, profitable growth opportunities, and change leadership. Throughout the program, students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Business Administration program at the University of Phoenix utilizes problem-based learning where students refine their problem solving skills along with their communication, creativity, information utilization, and critical thinking skills. They are assessed on the basis of their use of the problem solving process (which employs a general rubric) as well as their communication and critical thinking skills during their presentation.

In the MBA/MKT specialization, students will create complex business problem solving scenarios drawing upon skills and competencies mastered during the program. Students will gain experience in distilling a situation into a well-defined business problem to exploit marketing-based opportunities for an organization of their choice. They will apply business tools and concepts to analyze a variety of alternative solutions, and will receive feedback on the choices they make. They will defend their solutions and recommend a course of action and performance-based evaluation metrics for the business problem.

The Master of Business Administration/Technology Management program is designed to enhance the management skills students need to function effectively within a technology organization. Students will create and defend their solutions to technology-based problems of crisis management, profitable growth opportunities, and change leadership. Throughout the program, students gain experience in distilling a situation into a well-defined problem; applying tools and concepts to analyze a variety of alternative solutions; and selecting and defending their recommended course of action.

The Master of Business Administration program at University of Phoenix utilizes problem-based learning where students refine their problem solving skills along with their communication, creativity, information utilization, and critical thinking skills. They are assessed on the basis of their use of the problem solving process (which employs a general rubric) as well as their communication and critical thinking skills during their presentation.

In the MBA/TM specialization, students will create complex business problem solving scenarios drawing upon skills and competencies mastered during the program. Students will gain experience in distilling a situation into a well-defined business problem to exploit technology-based opportunities for an organization of their choice. They will apply business tools and concepts to analyze a variety of alternative solutions, and will receive feedback on the choices they make. They will defend their solutions and recommend a course of action and performance-based evaluation metrics for the business problem.

Learning teams will apply the principles of benchmarking throughout the program to research the most creative solutions to a technology problem. This will enrich the alternatives that learners consider in evaluating possible solutions to the problems.

The Master of Psychology program focuses on the general rather than clinical psychological study of individuals, including their behaviors, thought processes and emotions. The program will provide supervisors in a variety of disciplines with an understanding of the cognitive and affective processes that underlie the individual human experience and behavior; research methodologies by which this knowledge is acquired; critical thinking and problem solving necessary to evaluate behavior; and the application of theoretical principles to inter- and intra-personal issues. The courses in this program do not have a clinical emphasis and do not lead to professional licensure.

The Master of Science/Administration of Justice and Security degree provides the required knowledge for the student to develop competence in administering criminal justice or security programs. While distinctions between the roles of justice and security organizations are understood, the degree emphasizes an understanding of administrative responsibilities common to both disciplines. The value of cooperative interaction is also addressed. The degree provides the student with administrative program development and problem solving skills in preparation for promotional or transitional opportunities in the management of police, corrections, security or court operations.

The Master of Science in Information Systems (MIS) program is focused on the acquisition of information technology theory and the application of theory and practice to real world business opportunities and challenges. The courses provide current theory and knowledge of essential information technology components, as well as interpersonal and intra-organizational communication. While courses examine a broad range of information technology resources, the courses emphasize the management of such resources in order to meet an organization's challenges and goals. The program has six main threads: Business Management, Business Systems Analysis and Development, Programming Management, Databases, Networks and Telecommunications, The Web, and Admission to the MIS program requires a Business Degree. The mission of the MIS is to graduate the professional adult learner with the following competencies: An ability to successfully perform and obtain desired outcomes in a variety of information system and technology environments in a business; An ability to provide leadership and management to develop, support, and execute the strategic use of information systems and technology to meet the mission, goals, and objectives of a business; An ability to apply sound business principles to maximize the effectiveness of information systems and technology physical, financial, and human resources in support of the day-to-day operations of a business. Graduates of the MIS program will be able to demonstrate competency in the following areas: Effective communication; Management of hardware, software, human, and financial resources associated with information technology of an organization; Application of the principles of the system development life cycle; Comprehension of the interrelation of business and information technology, Awareness of the environmental factors, functional relationships, and business issues that affect information technology decisions within an organization, Comprehension of the dynamic nature of technology and the requisite need to maintain currency of knowledge; and Application of information technology to solve business problems.

The Master of Science in Nursing (MSN) program, accredited by the Commission of Collegiate Nursing Education (CCNE), enhances the knowledge and skills of registered nurses with baccalaureate-degree preparation. The program prepares advanced practice nurses to function in leadership roles in practice and educational settings. Advanced nursing theory and research provide the foundation for nurses to influence the future of nursing and health care. Students complete core courses in advanced nursing content and process, as well as on leadership skills. Specializations assist students to concentrate on developing increased knowledge and/or skills in a specific area of content or advanced practice role. Thirty-nine credits are required for completion of the degree.

This online program focuses on developing leaders and educators to fill critical roles in nursing. Based on educational and professional guidelines from the American Association of Colleges of Nursing and the American Nurses Association, this program uses nationally known experts to help you acquire the knowledge to educate nursing students, staff and patients-and prepare for current and future career opportunities. The program is available to RNs with a BSN, ADN, or Diploma.

• Specializations include:Education
• Leadership and Management

The Master of Health Administration program is designed to provide the skills and knowledge needed to effectively respond in today's health care industry. The Health Care Education concentration is designed to enable current or potential educators to update or expand their knowledge in curriculum development, assessment, and evaluation, and revitalize their teaching and learning strategies.

The MSN/MHA program is designed to provide nurses with a unique blend of advanced nursing and healthcare related business skills to manage in today's evolving health care delivery systems. The program combines essential elements from both degree programs to provide students with the knowledge and skills needed to effectively examine and evaluate issues and trends impacting health care. Additionally, this program is accredited by the Commission on Collegiate Nursing Education.*

The MSN/MBA/HCM program is designed to provide nurses with a unique blend of advanced nursing and business management skills needed to manage today's innovative health care delivery systems. The program combines essentials from both degree programs to provide students with the knowledge and skills necessary to enhance and support patient services. The MBA/HCM program emphasizes the identification, analysis, and solution of complex management problems that require technical understanding and balanced decision making. Although a functional knowledge of accounting, finance, and management underlies the program, equal attention is given to the development of report writing, oral reporting, and group process skills.

The Master of Science in Nursing (MSN) Fast Track Program Option provides nurse practitioners (NP) with a baccalaureate degree an opportunity to enhance their educational qualifications and complete their graduate degree in nursing without leaving their current employment or home community. Because of the past diversity of nurse practitioner educational tracks many NP's obtained their licensure through certificate programming that did not provide a graduate degree component. In recognition of the nurse practitioner's prior educational learning the College has developed an accelerated graduate degree completion option for this target audience. Student's complete core courses in advanced nursing content and process, finance, change management as well as content in evidence based nursing research. Twenty- five graduate credits are required for completion of the degree.

The Master of Psychology program focuses on the general rather than clinical psychological study of individuals, including their behaviors, thought processes, and emotions. The program will provide supervisors and managers in business, marketing, human resources, government services or education with an understanding of the cognitive and affective processes that underlie the individual human experience and behavior; research methodologies by which this knowledge is acquired; critical thinking and problem solving necessary to evaluate behavior; and the application of theoretical principles to inter- and intra-personal issues.

The Bachelor of Science in Nursing (BSN), accredited by the Commission of Collegiate Nursing Education (CCNE), is a program designed to develop the professional knowledge and skills of working registered nurses. The curriculum is built upon a foundation of biological, physical, and social sciences, which contribute to the science of nursing. The liberal arts components enhance the development of the intellectual, social, and cultural aspects of the professional nurse. This

instructional program includes behavioral objectives that concentrate on the development of the nurse's role as caregiver, teacher, and manager of care. Utilizing a self-care framework, working registered nurses are prepared as generalists who are able to apply progressional skills and knowledge to nursing, client, and health care systems.

One hallmark of the BSN program is that there is no testing of prior nursing knowledge if the RN is in good standing within the state practice. The Bachelor of Science in Nursing degree program has a 39-credit required course of study - 36 credits in the nursing major and 3 credits in the integrating course. These courses fulfill only part of the 120-minimum-credit requirement for degree completion. skills and knowledge to nursing, clients, and health care systems.

Courses and degree programs at University of Phoenix Online are available entirely online. The University of Phoenix Online is accredited by The Higher Learning Commission and a member of the North Central Association.