Electricians

Electricians Electricians are responsible for designing and installing electrical systems for a wide variety of purposes. The career education information presented here will help you learn more about careers as an electrician, the job outlook, the career training required, and the career opportunities.

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Electricians

Electricians Electricians are responsible for designing and installing electrical systems for a wide variety of purposes. The career education information presented here will help you learn more about careers as an electrician, 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

• Job opportunities are expected to be excellent for qualified electricians.
• Most electricians acquire their skills by completing a formal 4- or 5-year apprenticeship program.
• About one-third of all electricians work in industries other than construction.

Job Description

Electricity is essential for light, power, air conditioning, and refrigeration. Electricians install, connect, test, and maintain electrical systems for a variety of purposes, including climate control, security, and communications. They also may install and maintain the electronic controls for machines in business and industry. Although most electricians specialize in either construction or maintenance, a growing number do both. Electricians work with blueprints when they install electrical systems in factories, office buildings, homes, and other structures. Blueprints indicate the locations of circuits, outlets, load centers, panel boards, and other equipment. Electricians must follow the National Electric Code and comply with State and local building codes when they install these systems. In factories and offices, they first place conduit (pipe or tubing) inside designated partitions, walls, or other concealed areas. They also fasten to the wall small metal or plastic boxes that will house electrical switches and outlets. They then pull insulated wires or cables through the conduit to complete circuits between these boxes. In lighter construction, such as residential, plastic-covered wire usually is used instead of conduit. Regardless of the type of wire used, electricians connect it to circuit breakers, transformers, or other components. They join the wires in boxes with various specially designed connectors. After they finish the wiring, they use testing equipment, such as ohmmeters, voltmeters, and oscilloscopes, to check the circuits for proper connections, ensuring electrical compatibility and safety of components. In addition to wiring a building's electrical system, electricians may install coaxial or fiber optic cable for computers and other telecommunications equipment. A growing number of electricians install telephone systems, computer wiring and equipment, street lights, intercom systems, and fire alarm and security systems. They also may connect motors to electrical power and install electronic controls for industrial equipment. Maintenance work varies greatly, depending on where the electrician is employed. Electricians who specialize in residential work may rewire a home and replace an old fuse box with a new circuit breaker to accommodate additional appliances. Those who work in large factories may repair motors, transformers, generators, and electronic controllers on machine tools and industrial robots. Those in office buildings and small plants may repair all types of electrical equipment. Maintenance electricians spend much of their time in preventive maintenance. They periodically inspect equipment, and locate and correct problems before breakdowns occur. Electricians may also advise management on whether continued operation of equipment could be hazardous. When needed, they install new electrical equipment. When breakdowns occur, they must make the necessary repairs as quickly as possible in order to minimize inconvenience. Electricians may replace items such as circuit breakers, fuses, switches, electrical and electronic components, or wire. When working with complex electronic devices, they may work with engineers, engineering technicians, or industrial machinery installation, repair, and maintenance workers. Electricians use hand tools such as screwdrivers, pliers, knives, and hacksaws. They also use power tools and testing equipment such as oscilloscopes, ammeters, and test lamps. Return to top

Working Conditions

Electricians' work is sometimes strenuous. They may stand for long periods and frequently work on ladders and scaffolds. Their working environment varies, depending on the type of job. Some may work in dusty, dirty, hot, or wet conditions, or in confined areas, ditches, or other uncomfortable places. Electricians risk injury from electrical shock, falls, and cuts; to avoid injuries, they must follow strict safety procedures. Some electricians may have to travel to job sites, which may be up to 100 miles away.

Most electricians work a standard 40-hour week, although overtime may be required. Those in maintenance work may work nights or weekends, and be on call. Companies that operate 24 hours a day may employ three shifts of electricians.

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Employment

Electricians held about 698,000 jobs in 2000. About two-thirds were employed in the construction industry. About one-third worked as maintenance electricians and were employed outside the construction industry. In addition, about 8 percent of electricians were self-employed.

Because of the widespread need for electrical services, jobs for electricians are found in all parts of the country.

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Education, Training & Qualifications

Most people learn the electrical trade by completing a 4- or 5-year apprenticeship program. Apprenticeship gives trainees a thorough knowledge of all aspects of the trade and generally improves their ability to find a job. Although more electricians are trained through apprenticeship than are workers in other construction trades, some still learn their skills informally, on the job.

Apprenticeship programs may be sponsored by joint training committees made up of local unions of the International Brotherhood of Electrical Workers and local chapters of the National Electrical Contractors Association; company management committees of individual electrical contracting companies; or by local chapters of the Associated Builders and Contractors and the Independent Electrical Contractors Association. Training also may be provided by company management committees of individual electrical contracting companies and by local chapters of the Associated Builders and Contractors and the Independent Electrical Contractors. Because of the comprehensive training received, those who complete apprenticeship programs qualify to do both maintenance and construction work.

The typical large apprenticeship program provides at least 144 hours of classroom instruction each year, and 8,000 hours of on-the-job training over the course of the apprenticeship. In the classroom, apprentices learn blueprint reading, electrical theory, electronics, mathematics, electrical code requirements, and safety and first aid practices. They also may receive specialized training in welding, communications, fire alarm systems, and cranes and elevators. On the job, under the supervision of experienced electricians, apprentices must demonstrate mastery of the electrician's work. At first, they drill holes, set anchors, and set up conduit. Later, they measure, fabricate, and install conduit, as well as install, connect, and test wiring, outlets, and switches. They also learn to set up and draw diagrams for entire electrical systems.

Those who do not enter a formal apprenticeship program can begin to learn the trade informally by working as helpers for experienced electricians. While learning to install conduit, connect wires, and test circuits, helpers also learn safety practices. Many helpers supplement this training with trade school or correspondence courses.

Regardless of how one learns the trade, previous training is very helpful. High school courses in mathematics, electricity, electronics, mechanical drawing, science, and shop provide a good background. Special training offered in the Armed Forces and by postsecondary technical schools also is beneficial. All applicants should be in good health and have at least average physical strength. Agility and dexterity also are important. Good color vision is needed because workers must frequently identify electrical wires by color.

Most apprenticeship sponsors require applicants for apprentice positions to be at least 18 years old and have a high school diploma or its equivalent. For those interested in becoming maintenance electricians, a background in electronics is increasingly important because of the growing use of complex electronic controls on manufacturing equipment.

Most localities require electricians to be licensed. Although licensing requirements vary from area to area, electricians usually must pass an examination that tests their knowledge of electrical theory, the National Electrical Code, and local electric and building codes.

Electricians periodically take courses offered by their employer or union to keep abreast of changes in the National Electrical Code, materials, or methods of installation.

Experienced electricians can become supervisors and then superintendents. Those with sufficient capital and management skills may start their own contracting business, although this may require an electrical contractor's license.

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Job Outlook

Job opportunities for skilled electricians are expected to be excellent, largely due to the numerous openings arising each year from experienced electricians who leave the occupation. In addition, many potential workers may prefer work that is less strenuous and has more comfortable working conditions. Well-trained workers will have especially favorable opportunities.

Employment of electricians is expected to increase about as fast as the average for all occupations through the year 2010. As the population and economy grow, more electricians will be needed to install and maintain electrical devices and wiring in homes, factories, offices, and other structures. New technologies also are expected to continue to stimulate the demand for these workers. Increasingly, buildings will be prewired during construction to accommodate use of computers and telecommunications equipment. More factories will be using robots and automated manufacturing systems. Installation of this equipment, which is expected to increase, should also stimulate demand for electricians. Additional jobs will be created by rehabilitation and retrofitting of existing structures.

In addition to jobs created by increased demand for electrical work, many openings will occur each year as electricians transfer to other occupations, retire, or leave the labor force for other reasons. Because of their lengthy training and relatively high earnings, a smaller proportion of electricians than of other craft workers leave their occupation each year. The number of retirements is expected to rise, however, as more electricians reach retirement age.

Employment of construction electricians, like that of many other construction workers, is sensitive to changes in the economy. This results from the limited duration of construction projects and the cyclical nature of the construction industry. During economic downturns, job openings for electricians are reduced as the level of construction activity declines. Apprenticeship opportunities also are less plentiful during these periods.

Although employment of maintenance electricians is steadier than that of construction electricians, those working in the automotive and other manufacturing industries that are sensitive to cyclical swings in the economy may be laid off during recessions. Also, efforts to reduce operating costs and increase productivity, through the increased use of contracting out for electrical services, may limit opportunities for maintenance electricians in many industries. However, this should be partially offset by increased demand by electrical contracting firms.

Job opportunities for electricians also vary by area. Employment opportunities follow the movement of people and businesses among States and local areas, and reflect differences in local economic conditions. The number of job opportunities in a given year may fluctuate widely from area to area.

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Salary Expectations

In 2000, median hourly earnings of electricians were $19.29. The middle 50 percent earned between $14.49 and $25.41. The lowest 10 percent earned less than $11.31, and the highest 10 percent earned more than $31.71. Median hourly earnings in the industries employing the largest numbers of electricians in 2000 are shown below:

• Motor vehicles and equipment $26.71
• Local government $19.88
• Electrical work $19.22
• Heavy construction, except highway $17.92
• Plumbing, heating, and air-conditioning $17.26

Depending on experience, apprentices usually start at between 30 and 50 percent of the rate paid to experienced electricians. As they become more skilled, they receive periodic increases throughout the course of the apprenticeship program. Many employers also provide training opportunities for experienced electricians to improve their skills.

Many construction electricians are members of the International Brotherhood of Electrical Workers. Among unions organizing maintenance electricians are the International Brotherhood of Electrical Workers; the International Union of Electronic, Electrical, Salaried, Machine, and Furniture Workers; the International Association of Machinists and Aerospace Workers; the International Union, United Automobile, Aircraft and Agricultural Implement Workers of America; and the United Steelworkers of America.

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Related Occupations

To install and maintain electrical systems, electricians combine manual skill and knowledge of electrical materials and concepts. Workers in other occupations involving similar skills include heating, air-conditioning, and refrigeration mechanics and installers; line installers and repairers; electrical and electronics installers and repairers; electronic home entertainment equipment installers and repairers; and elevator installers and repairers.

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Associations, Resources & Accreditation

For details about apprenticeships or other work opportunities in this trade, contact the offices of the State employment service, the State apprenticeship agency, local electrical contractors or firms that employ maintenance electricians, or local union-management electrician apprenticeship committees. This information may also be available from local chapters of the Independent Electrical Contractors, Inc.; the National Electrical Contractors Association; the Home Builders Institute; the Associated Builders and Contractors; and the International Brotherhood of Electrical Workers.

For general information about the work of electricians, contact:

• Independent Electrical Contractors
• National Electrical Contractors Association
• International Brotherhood of Electrical Workers
• Associated Builders and Contractors
• National Association of Home Builders

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Source:

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

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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.