Child Care Workers

Child Care Workers Do you love working with children? Child care offers many different career paths, including private nannies and babysitters, and early childhood education specialists. The career education information presented here will help you learn more about careers in child care, the job outlook, the career training required, and the career opportunities.

Learn more in the career education information listed below:

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Child Care Workers

Child Care Workers Do you love working with children? Child care offers many different career paths, including private nannies and babysitters, and early childhood education specialists. The career education information presented here will help you learn more about careers in child care, 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 2 out of 5 childcare workers are self-employed; most of these are family childcare providers.
• A high school diploma and little or no experience are adequate for many jobs, but training requirements vary from a high school diploma to a college degree.
• High turnover should create good job opportunities.

Job Description

Childcare workers nurture and teach children of all ages in childcare centers, nursery schools, preschools, public schools, private households, family childcare homes, and before- and after-school programs. These workers play an important role in a child's development by caring for the child when parents are at work or away for other reasons. Some parents enroll their children in nursery schools or childcare centers primarily to provide them with the opportunity to interact with other children. In addition to attending to children's basic needs, these workers organize activities that stimulate the children's physical, emotional, intellectual, and social growth. They help children explore their interests, develop their talents and independence, build self-esteem, and learn how to behave with others.

Private household workers who are employed on an hourly basis usually are called babysitters. These childcare workers bathe, dress, and feed children; supervise their play; wash their clothes; and clean their rooms. They also may put them to sleep and waken them, read to them, involve them in educational games, take them for doctors' visits, and discipline them. Those who are in charge of infants, sometimes called infant nurses, also prepare bottles and change diapers.

Nannies generally take care of children from birth to age 10 or 12, tending to the child's early education, nutrition, health, and other needs. They also may perform the duties of a general housekeeper, including general cleaning and laundry duties.

Childcare workers spend most of their day working with children. However, they do maintain contact with parents or guardians through informal meetings or scheduled conferences to discuss each child's progress and needs. Many childcare workers keep records of each child's progress and suggest ways that parents can increase their child's learning and development at home. Some preschools, childcare centers, and before- and after-school programs actively recruit parent volunteers to work with the children and participate in administrative decisions and program planning.

Most childcare workers perform a combination of basic care and teaching duties. Through many basic care activities, childcare workers provide opportunities for children to learn. For example, a worker who shows a child how to tie a shoelace teaches the child while also providing for that child's basic care needs. Childcare programs help children learn about trust and gain a sense of security.

Young children learn mainly through play. Recognizing the importance of play, childcare workers build their program around it. They capitalize on children's play to further language development (storytelling and acting games), improve social skills (working together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (balancing and counting blocks when building a bridge or mixing colors when painting). Thus, a less structured approach is used to teach preschool children, including small group lessons, one-on-one instruction, and learning through creative activities, such as art, dance, and music.

Interaction with peers is an important part of a child's early development. Preschool children are given an opportunity to engage in conversation and discussions, and learn to play and work cooperatively with their classmates. Childcare workers play a vital role in preparing children to build the skills they will need in school.

Childcare workers in preschools greet young children as they arrive, help them remove outer garments, and select an activity of interest. When caring for infants, they feed and change them. To ensure a well-balanced program, childcare workers prepare daily and long-term schedules of activities. Each day's activities balance individual and group play and quiet and active time. Children are given some freedom to participate in activities in which they are interested.

Workers in before- and after-school programs may help students with their homework or engage them in other extracurricular activities. These activities may include field trips, learning about computers, painting, photography, and participating in sports. Some childcare workers may be responsible for taking children to school in the morning and picking them up from school in the afternoon. Concern over school-age children being home alone before and after school has spurred many parents to seek alternative ways for their children to constructively spend their time. The purpose of before- and after-school programs is to watch over school-age children during the gap between school hours and their parents' work hours. These programs also may operate during the summer and on weekends. Before- and after-school programs may be operated by public school systems, local community centers, or other private organizations.

Helping to keep young children healthy is an important part of the job. Childcare workers serve nutritious meals and snacks and teach good eating habits and personal hygiene. They ensure that children have proper rest periods. They identify children who may not feel well or who show signs of emotional or developmental problems and discuss these matters with their supervisor and the child's parents. In some cases, childcare workers help parents identify programs that will provide basic health services.

Early identification of children with special needs, such as those with behavioral, emotional, physical, or learning disabilities, is important to improve their future learning ability. Special education teachers often work with these preschool children to provide the individual attention they need.

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Working Conditions

Preschool or childcare facilities include private homes, schools, religious institutions, workplaces in which employers provide care for employees' children, and private buildings. Individuals who provide care in their own homes generally are called family childcare providers.

Nannies and babysitters usually work in the pleasant and comfortable homes or apartments of their employers. Most are day workers who live in their own homes and travel to work. Some live in the home of their employer, generally with their own room and bath. They often become part of their employer's family, and may derive satisfaction from caring for them.

Watching children grow, learn, and gain new skills can be very rewarding. While working with children, childcare workers often improve the child's communication, learning, and other personal skills. The work is never routine; new activities and challenges mark each day. However, childcare can be physically and emotionally taxing, as workers constantly stand, walk, bend, stoop, and lift to attend to each child's interests and problems.

To ensure that children receive proper supervision, State or local regulations may require certain ratios of workers to children. The ratio varies with the age of the children. Child development experts generally recommend that a single caregiver be responsible for no more than 3 or 4 infants (less than 1 year old), 5 or 6 toddlers (1 to 2 years old), or 10 preschool-age children (between 2 and 5 years old). In before- and after-school programs, workers may be responsible for many school-age children at one time.

The working hours of childcare workers vary widely. Childcare centers usually are open year round, with long hours so that parents can drop off and pick up their children before and after work. Some centers employ full-time and part-time staff with staggered shifts to cover the entire day. Some workers are unable to take regular breaks during the day due to limited staffing. Public and many private preschool programs operate during the typical 9- or 10-month school year, employing both full-time and part-time workers. Family childcare providers have flexible hours and daily routines, but may work long or unusual hours to fit parents' work schedules. Live-in nannies usually work longer hours than those who have their own homes. However, if they work evenings or weekends, they may get other time off.

Turnover in this occupation is high. Many childcare workers leave the occupation temporarily to fulfill family responsibilities or to study, or for other reasons. Some workers leave permanently because they are interested in pursuing another occupation or because of dissatisfaction with long hours, low pay and benefits, and stressful conditions.

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Employment

Childcare workers held about 1.2 million jobs in 2000. Many worked part time. About 2 out of 5 childcare workers are self-employed; most of these are family childcare providers.

Twelve percent of all childcare workers are found in childcare centers and preschools, and about 3 percent work for religious institutions. The remainder work in other community organizations, State and local government, and private households. Some childcare programs are for-profit centers; some of these are affiliated with a local or national chain. Religious institutions, community agencies, school systems, and State and local governments operate nonprofit programs. Only a very small percentage of private industry establishments operate onsite childcare centers for the children of their employees.

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Education, Training & Qualifications

The training and qualifications required of childcare workers vary widely. Each State has its own licensing requirements that regulate caregiver training, ranging from a high school diploma, to community college courses, to a college degree in child development or early-childhood education. Many States require continuing education for workers in this field. However, State requirements often are minimal. Childcare workers generally can obtain employment with a high school diploma and little or no experience. Local governments, private firms, and publicly funded programs may have more demanding training and education requirements.

Some employers prefer to hire childcare workers with a nationally recognized childcare development credential, secondary or postsecondary courses in child development and early childhood education, or work experience in a childcare setting. Other employers require their own specialized training. An increasing number of employers require an associate degree in early childhood education. Schools for nannies teach early childhood education, nutrition, and childcare.

Childcare workers must be enthusiastic and constantly alert, anticipate and prevent problems, deal with disruptive children, and provide fair but firm discipline. They must communicate effectively with the children and their parents, as well as other teachers and childcare workers. Workers should be mature, patient, understanding, and articulate, and have energy and physical stamina. Skills in music, art, drama, and storytelling also are important. Those who work for themselves must have business sense and management abilities.

Opportunities for advancement are limited. However, as childcare workers gain experience, some may advance to supervisory or administrative positions in large childcare centers or preschools. Often, these positions require additional training, such as a bachelor's or master's degree. Other workers move on to work in resource and referral agencies, consulting with parents on available child services. A few workers become involved in policy or advocacy work related to childcare and early childhood education. With a bachelor's degree, workers may become preschool teachers or become certified to teach in public or private schools at the kindergarten, elementary, and secondary school levels. Some workers set up their own childcare businesses.

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Job Outlook

High turnover should create good job opportunities for childcare workers. Many childcare workers leave the occupation each year to take other jobs, to meet family responsibilities, or for other reasons. Qualified persons who are interested in this work should have little trouble finding and keeping a job. Opportunities for nannies should be especially good, as many workers prefer not to work in other people's homes.

Employment of childcare workers is projected to increase about as fast as the average for all occupations through the year 2010. Employment growth of childcare workers should be considerably slower than in the last two decades because demographic changes that fueled much of the past enrollment growth are projected to slow. Labor force participation of women of childbearing age will increase very little, and this group of women will decline as a percentage of the total labor force. However, the number of children under 5 years of age is expected to rise gradually over the projected 2000-10 period. The proportion of youngsters enrolled full- or part-time in childcare and preschool programs is likely to continue to increase, spurring demand for additional childcare workers.

Changes in perceptions of preprimary education may lead to increased public and private spending on childcare. If more parents believe that some experience in center-based care and preschool is beneficial to children, enrollment will increase. Concern about the behavior of school-age children during nonschool hours should increase demand for before- and after-school programs. The difficulty of finding suitable nannies or private household workers also may force many families to seek out alternative childcare arrangements in centers and family childcare programs. Government policy often favors increased funding of early childhood education programs, and that trend should continue. Government funding for before- and after-school programs also is expected to increase over the projection period. The growing availability of government-funded programs may induce some parents who otherwise would not enroll their children in center-based care and preschool to do so. Some States also are increasing subsidization of the childcare services industry in response to welfare reform legislation. This reform may cause some mothers to enter the workforce during the projection period as their welfare benefits are reduced or eliminated.

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Salary Expectations

Pay depends on the educational attainment of the worker and the type of establishment. Although the pay generally is very low, more education usually means higher earnings. Median hourly earnings of wage and salary childcare workers were $7.43 in 2000. The middle 50 percent earned between $6.30 and $9.09. The lowest 10 percent earned less than $5.68, and the highest 10 percent earned more than $10.71. Median hourly earnings in the industries employing the largest numbers of childcare workers in 2000 were as follows:

• Residential care $8.71
• Elementary and secondary schools $8.52
• Civic and social associations $6.98
• Child daycare services $6.74
• Miscellaneous amusement and recreation services $6.65

Earnings of self-employed childcare workers vary depending on the hours worked, the number and ages of the children, and the location.

Benefits vary, but are minimal for most childcare workers. Many employers offer free or discounted childcare to employees. Some offer a full benefits package, including health insurance and paid vacations, but others offer no benefits at all. Some employers offer seminars and workshops to help workers learn new skills. A few are willing to cover the cost of courses taken at community colleges or technical schools. Live-in nannies get free room and board.

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Related Occupations

Childcare work requires patience; creativity; an ability to nurture, motivate, teach, and influence children; and leadership, organizational, and administrative skills. Others who work with children and need these qualities and skills include teacher assistants; teachers - preschool, kindergarten, elementary, middle, and secondary; and special education teachers.

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Associations, Resources & Accreditation

For eligibility requirements and a description of the Child Development Associate credential, contact:

• Council for Professional Recognition

For eligibility requirements and a description of the Certified Childcare Professional designation, contact:

• National Childcare Association

For information about a career as a nanny, contact:

• International Nanny Association

State Departments of Human Services or Social Services can supply State regulations and training requirements for childcare workers.

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Source:

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2002-03 Edition, Childcare Workers, 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. 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/language arts specialization focuses on the effective curricular, teaching, and assessment practices of the field, the process of language development, reading and phonological theories, and structured English immersion strategies.

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.