Carpenters

Carpenters Carpenters have a wide range of construction options open to them, and are usually involved in a wide range of duties. The career education information presented here will help you learn more about careers in carpentry, the job outlook, the career training required, and the career opportunities.

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Carpenters

Carpenters Carpenters have a wide range of construction options open to them, and are usually involved in a wide range of duties. The career education information presented here will help you learn more about careers in carpentry, 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

• More than one-fourth of all carpenters - the largest construction trade in 2000 - were self-employed.
• Job opportunities should be excellent, in part because of the large number of job openings created by carpenters who leave the occupation each year.
• Many builders use specialty carpentry subcontractors who do one or two work activities, so versatile carpenters able to switch specialties should have the best opportunities for steady work.

Job Description

Carpenters are involved in many different kinds of construction activity. They cut, fit, and assemble wood and other materials for the construction of buildings, highways, bridges, docks, industrial plants, boats, ships, and many other structures. Carpenters also build doors or brattices (ventilation walls or partitions) in underground passageways to control the proper circulation of air through these passageways and to worksites. Carpenters' duties vary by type of employer. Builders increasingly are using specialty trade contractors who, in turn, hire carpenters who specialize in just one or two activities. Some of these activities are setting forms for concrete construction; erecting scaffolding; or doing finishing work, such as installing interior and exterior trim. However, a carpenter directly employed by a general building contractor often must perform a variety of the tasks associated with new construction, such as framing walls and partitions, putting in doors and windows, building stairs, laying hardwood floors, and hanging kitchen cabinets.

Because local building codes often dictate where certain materials can be used, carpenters must know these regulations. Each carpentry task is somewhat different, but most involve the same basic steps. Working from blueprints or instructions from supervisors, carpenters first do the layout - measuring, marking, and arranging materials. They cut and shape wood, plastic, fiberglass, or drywall, using hand and power tools, such as chisels, planes, saws, drills, and sanders. They then join the materials with nails, screws, staples, or adhesives. In the final step, carpenters check the accuracy of their work with levels, rules, plumb bobs, and framing squares, and make any necessary adjustments. When working with prefabricated components, such as stairs or wall panels, the carpenter's task is somewhat simpler than above, because it does not require as much layout work or the cutting and assembly of as many pieces. Prefabricated components are designed for easy and fast installation and generally can be installed in a single operation.

Carpenters who remodel homes and other structures must be able to do all aspects of a job - not just one task. Thus, individuals with good basic overall training are at a distinct advantage, because they can switch from residential building to commercial construction or remodeling work, depending on which offers the best work opportunities.

Carpenters employed outside the construction industry perform a variety of installation and maintenance work. They may replace panes of glass, ceiling tiles, and doors, as well as repair desks, cabinets, and other furniture. Depending on the employer, carpenters install partitions, doors, and windows; change locks; and repair broken furniture. In manufacturing firms, carpenters may assist in moving or installing machinery.

Working Conditions

As in other building trades, carpentry work is sometimes strenuous. Prolonged standing, climbing, bending, and kneeling often are necessary. Carpenters risk injury working with sharp or rough materials, using sharp tools and power equipment, and working in situations where they might slip or fall. Additionally, many carpenters work outdoors, which can be uncomfortable.

Some carpenters change employers each time they finish a construction job. Others alternate between working for a contractor and working as contractors themselves on small jobs.

Employment

Carpenters, the largest group of building trades workers, held about 1.2 million jobs in 2000. One-third worked for general building contractors, 20 percent worked for special trade contractors, and 12 percent worked in heavy construction. Most of the remainder worked for manufacturing firms, government agencies, wholesale and retail establishments, or schools. More than one-fourth of all carpenters were self-employed.

Carpenters are employed throughout the country in almost every community.

Education, Training & Qualifications

Carpenters learn their trade through on-the-job training, as well as formal training programs. Most pick up skills informally by working under the supervision of experienced workers. Many acquire skills through vocational education. Others participate in employer training programs or apprenticeships.

Most employers recommend an apprenticeship as the best way to learn carpentry. Apprenticeship programs are administered by local joint union-management committees of the United Brotherhood of Carpenters and Joiners of America, the Associated General Contractors, Inc., and the National Association of Home Builders. In addition, training programs are administered by local chapters of the Associated Builders and Contractors and by local chapters of the Associated General Contractors, Inc. These programs combine on-the-job training with related classroom instruction.

On the job, apprentices learn elementary structural design and become familiar with common carpentry jobs, such as layout, form building, rough framing, and outside and inside finishing. They also learn to use the tools, machines, equipment, and materials of the trade. Apprentices receive classroom instruction in safety, first aid, blueprint reading, freehand sketching, basic mathematics, and different carpentry techniques. Both in the classroom and on the job, they learn the relationship between carpentry and the other building trades.

Usually, apprenticeship applicants must be at least 17 years old and meet local requirements. For example, some union locals test an applicant's aptitude for carpentry. The length of the program, usually about 3 to 4 years, varies with the apprentice's skill. Because the number of apprenticeship programs is limited, however, only a small proportion of carpenters learn their trade through these programs.

Informal on-the-job training is normally less thorough than an apprenticeship. The degree of training and supervision often depends on the size of the employing firm. A small contractor specializing in homebuilding may provide training only in rough framing. In contrast, a large general contractor may provide training in several carpentry skills. Although specialization is becoming increasingly common, it is important to try to acquire skills in all aspects of carpentry and to have the flexibility to perform any kind of work.

A high school education is desirable, including courses in carpentry, shop, mechanical drawing, and general mathematics. Manual dexterity, eye-hand coordination, physical fitness, and a good sense of balance are important. The ability to solve arithmetic problems quickly and accurately also is helpful. Employers and apprenticeship committees generally view favorably any training and work experience obtained in the Armed Services or Job Corps.

Carpenters may advance to carpentry supervisor or general construction supervisor positions. Carpenters usually have greater opportunities than most other construction workers to become general construction supervisors, because carpenters are exposed to the entire construction process. Some carpenters become independent contractors. To advance, these workers should be able to estimate the nature and quantity of materials needed to properly complete a job. In addition, they must be able to accurately estimate how long a job should take to complete and what it will cost.

Job Outlook

Job opportunities for carpenters are expected to be excellent over the 2000-10 period, largely due to the numerous openings arising each year from experienced carpenters who leave this large occupation each year. In addition, many potential workers may prefer work that is less strenuous and that has more comfortable working conditions. Because there are no strict training requirements for entry, many people with limited skills take jobs as carpenters but eventually leave the occupation because they dislike the work or cannot find steady employment. Well-trained workers will have especially favorable opportunities.

Employment of carpenters is expected to increase more slowly than the average for all occupations. Construction activity should increase in response to demand for new housing and commercial and industrial plants and the need to renovate and modernize existing structures. The demand for larger homes with more amenities and for second homes will continue to rise, especially as the baby boomers reach their peak earning years and can afford to spend more on housing. At the same time, as the number of immigrants increase and as the echo boomers (the children of the baby boomers) replace the smaller baby bust generation in the young adult age groups, the demand for manufactured housing, starter homes, and rental apartments also is expected to increase.

However, some of the demand for carpenters will be offset by expected productivity gains resulting from the increasing use of prefabricated components, such as pre-hung doors and windows and prefabricated wall panels and stairs, which can be installed very quickly. Prefabricated walls, partitions, and stairs can be lifted into place in one operation; beams - and in some cases entire roof assemblies - can be lifted into place using a crane. As prefabricated components become more standardized, builders will use them more often. In addition, improved adhesives will reduce the time needed to join materials, and lightweight, cordless pneumatic and combustion tools - such as nailers and drills - all make carpenters more efficient.

Carpenters can experience periods of unemployment because of the short-term nature of many construction projects and the cyclical nature of the construction industry. Building activity depends on many factors - interest rates, availability of mortgage funds, the season, government spending, and business investment - that vary with the state of the economy. During economic downturns, the number of job openings for carpenters declines. New and improved tools, equipment, techniques, and materials have vastly increased carpenter versatility. Therefore, carpenters with all-round skills will have better opportunities than those who can do only a few relatively simple, routine tasks.

Job opportunities for carpenters also vary by geographic area. Construction activity parallels the movement of people and businesses and reflects differences in local economic conditions. Therefore, the number of job opportunities and apprenticeship opportunities in a given year may vary widely from area to area.

Salary Expectations

In 2000, median hourly earnings of carpenters were $15.69. The middle 50 percent earned between $11.99 and $20.86. The lowest 10 percent earned less than $9.48, and the highest 10 percent earned more than $26.73. Median hourly earnings in the industries employing the largest numbers of carpenters in 2000 are shown below:

• Masonry, stonework, and plastering $19.27
• Nonresidential building construction $17.43
• Heavy construction, except highway $16.74
• Carpentry and floor work $15.51
• Residential building construction $15.26

Earnings can be reduced on occasion, because carpenters lose worktime in bad weather and during recessions when jobs are unavailable.

Some carpenters are members of the United Brotherhood of Carpenters and Joiners of America.

Related Occupations

Carpenters are skilled construction workers. Workers in other skilled construction occupations include brickmasons, blockmasons, and stonemasons; cement masons, concrete finishers, segmental pavers, and terrazzo workers; electricians; pipelayers, plumbers, pipefitters, and steamfitters; and plasterers and stucco masons.

Associations, Resources & Accreditation

For information about carpentry apprenticeships or other work opportunities in this trade, contact local carpentry contractors, locals of the union mentioned above, local joint union-contractor apprenticeship committees, or the nearest office of the State employment service or apprenticeship agency.

For information on training opportunities and carpentry in general, contact:

• Associated Builders and Contractors
• Associated General Contractors of America
• National Association of Home Builders
• United Brotherhood of Carpenters and Joiners of America

Source:

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2002-03 Edition, Carpenters, on the Internet at http://www.bls.gov/oco/

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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.