Associates Degrees

Number of credits for a AA/AS Degree

The number of credits that are required to complete an associate's degree will depend upon the state mandate and your program of study. Typically, this degree requires 60 to 64 semester hours or 95 to 105 quarter hours. For example, the state mandate in New Jersey is now a minimum of 64 semester hours for an AA, AS, or AAS.

However, there are some programs that require 70 or more semester hours. These programs include nursing, respiratory therapy, and dental hygiene, to name a few. In addition to the core courses, these programs require the completion of additional professional-level courses.

The associates degree is designed as a two-year program of study as a full-time student provided the student takes the degree as prescribed by the college, and provided the student does not require prerequisite coursework as a result of basic skills testing. There are some programs of study that may take a bit longer depending on the number of credits required. Usually these are programs within the health related fields. In addition, for students who require developmental coursework as a result of basic skills testing, it would take longer. How much longer would depend on the extent of the developmental courses they are required to take. Evidently, those individuals who attend college on a part-time bases would also extend their time in school. How much longer would depend on the credit load carried each semester.

Typically, an associates degree takes between 60 and 64 credits to complete depending on the specific school, program of study, and state mandates.

It depends upon a few factors. An associate degress is usually the equivelent of 2 yrs of college course work (frequently at the Jr College level). Usually some or all of this coursework may be applied towards the completion of a bachelors degree. You could conceivably get credited with as much as two years worth of course work towards a 4 year bachelor degree.Considerations entering into a determination on the amount of credit received towards a bachelor degree include the following:1) How closely related is the Associate Degree to the Bachelor degree you are seeking? For example if you have an Associate degree in Veternary technology, you may get more credit towards a bachelors degree in Zoology that you would towards a degree in Literature.2) How much time has elapsed since you achieved your Associate degree? If more than 2 years has gone by, you will probably not get as much credit for the work you did pursuing your Associate degree.3) Where did you get your Associate degree verses where you want to get your Bachelor degree. Often it is easier to transfer credits within the same institution or system (within the same state college system). This is especially true for private schools where they are not incented to accept work done at other schools; they would rather 'sell' you all of the education units you need.

The associates degree is designed as a two year program of study as a full-time student provided the student takes the degree as prescribed by the college. There are some programs of study that may take a bit longer depending on the number of credits required. Usually these are programs within the health related fields. In addition, for students who require developmental course work as a result of basic skills testing, it would take longer. How much longer would depend on the extent of the developmental courses they are required to take. Evidently, those individuals who attend college on a part-time based would also extend their time in school. How much longer would depend on the credit load carried each semester. Typically, an associates degree takes between 60 and 64 credits to complete depending on the specific school, program of study, and state mandates.

A bachelor's degree in most areas can require between 124 to 128 college credits particular to a specific program of study. This would be based on a college or university that operates on a regular two semester academic year which is the most common. For institutions that operate on a tri-semester or quarter-semester it would be quite different. That being said, the Bachelor's degree - in most cases - is designed as a four year program of study, provided the student is full-time and follows their chosen program of study as prescribed by the college or university, and also provided the individual does not require prerequisite or developmental coursework. The minimum credit load for a full-time student is no less than 12 credits per semester. However, to complete the degree within the four years, a credit load of approximately 15 to 18 credits is recommended. For individuals who work or who have other responsibilities that would prohibit them from attending full-time, completion of the degree may take twice as long. Still, some of this time can be cut down by attending summer sessions and/or interim sessions. In addition, the bachelors and associate degrees are referred to as undergraduate degrees while the Masters and Doctorate degrees referred to as graduate degrees.

The following is by and according to the U.S. Department of Labor and particular to the education and training required for a teacher.

The traditional route to becoming a public school teacher involves completing a bachelor's degree from a teacher education program and then obtaining a license. However, most States now offer alternative routes to licensure for those who have a college degree in other fields. Private school teachers do not have to be licensed but still need a bachelor's degree. A bachelor's degree may not be needed by preschool teachers and vocational education teachers, who need experience in their field rather than a specific degree. Education and training. Traditional education programs for kindergarten and elementary school teachers include courses designed specifically for those preparing to teach. These courses include mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers most often major in the subject they plan to teach while also taking a program of study in teacher preparation. Many 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. To maintain their accreditation, teacher education programs are now required to include classes in the use of computers and other technologies. Most programs require students to perform a student-teaching internship. Teacher education programs are accredited by the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. Graduation from an accredited program is not necessary to become a teacher, but it may make fulfilling licensure requirements easier. Many States now offer professional development schools, which are partnerships between universities and elementary or secondary schools. Professional development schools merge theory with practice and allow the student to experience a year of teaching firsthand, under professional guidance. Students enter these 1-year programs after completion of their bachelor's degree. Licensure and certification. All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in most private schools. Usually licensure is granted by the State Board of Education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12). Requirements for regular licenses to teach kindergarten through grade 12 vary by State. However, all States require general education teachers to have a bachelor's degree and to have completed an approved teacher training program with a prescribed number of subject and education credits, as well as supervised practice teaching. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teachers obtain a master's degree in education within a specified period after they begin teaching. Almost all States require applicants for a teacher's license to be tested for competency in basic skills, such as reading and writing, and in teaching. Almost all also require teachers to exhibit proficiency in their subject. Many school systems are presently moving toward implementing performance-based systems for licensure, which usually require teachers to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in their subject. Most States require teachers to complete a minimum number of hours of continuing education to renew their license. Many States have reciprocity agreements that make it easier for teachers licensed in one State to become licensed in another. Licensing requirements for preschool teachers also vary by State. Requirements for public preschool teachers are generally more stringent than those for private preschool teachers. Some States require a bachelor's degree in early childhood education, while others require an associate's degree, and still others require certification by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of the teacher's competence. Nearly all States now also offer alternative licensure programs for teachers who have a bachelor's degree in the subject they will teach, but who lack the necessary education courses required for a regular license. Many of these alternative licensure programs are designed to ease shortages of teachers of certain subjects, such as mathematics and science. Other programs provide teachers for urban and rural schools that have difficulty filling positions with teachers from traditional licensure programs. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. In some programs, individuals begin teaching quickly under provisional licensure under the close supervision of experienced educators while taking education courses outside school hours. If they progress satisfactorily, they receive regular licensure after working for 1 or 2 years. In other programs, college graduates who do not meet licensure requirements take only those courses that they lack and then become licensed. This approach may take 1 or 2 semesters of full-time study. The coursework for alternative certification programs often leads to a master's degree. In extreme circumstances, when schools cannot attract enough qualified teachers to fill positions, States may issue emergency licenses to individuals who do not meet the requirements for a regular license that let them begin teaching immediately. In many States, vocational teachers have many of the same licensure requirements as other teachers. However, knowledge and experience in a particular field are important, so some States will license vocational education teachers without a bachelor's degree, provided they can demonstrate expertise in their field. A minimum number of hours in education courses may also be required. Private schools are generally exempt from meeting State licensing standards. For secondary school teacher jobs, they prefer candidates who have a bachelor's degree in the subject they intend to teach, or in childhood education for elementary school teachers. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Other qualifications. In addition to being knowledgeable about the subjects they teach, teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students' educational and emotional needs. Teachers must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. Teachers also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents, and members of the community. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution. Additional certifications and advancement. In some cases, teachers of kindergarten through high school may attain professional certification in order to demonstrate competency beyond that required for a license. The National Board for Professional Teaching Standards offers a voluntary national certification. To become nationally certified, experienced teachers must prove their aptitude by compiling a portfolio showing their work in the classroom and by passing a written assessment and evaluation of their teaching knowledge. Currently, teachers may become certified in a variety of areas, on the basis of the age of the students and, in some cases, the subject taught. For example, teachers may obtain a certificate for teaching English language arts to early adolescents (aged 11 to 15), or they may become certified as early childhood generalists. All States recognize national certification, and many States and school districts provide special benefits to teachers who earn certification. Benefits typically include higher salaries and reimbursement for continuing education and certification fees. In addition, many States allow nationally certified teachers to carry a license from one State to another. With additional preparation, teachers may move into such positions as school librarians, reading specialists, instructional coordinators, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition for them can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities. Preschool teachers usually work their way up from assistant teacher, to teacher, to lead teacher-who may be responsible for the instruction of several classes-and, finally, to director of the center. Preschool teachers with a bachelor's degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay. For the source and more detailed information concerning your request, click on the related links section (U.S. Department of Labor) indicated below this answer box.

The following is by and according to the U.S. Department of Labor and particular to the job outlook for nursing.

Overall job opportunities for registered nurses are expected to be excellent, but may vary by employment and geographic setting. Employment of RNs is expected to grow much faster than the average for all occupations through 2016 and, because the occupation is very large, many new jobs will result. In fact, registered nurses are projected to generate 587,000 new jobs, among the largest number of new jobs for any occupation. Additionally, hundreds of thousands of job openings will result from the need to replace experienced nurses who leave the occupation. Employment change. Employment of registered nurses is expected to grow 23 percent from 2006 to 2016, much faster than the average for all occupations. Growth will be driven by technological advances in patient care, which permit a greater number of health problems to be treated, and by an increasing emphasis on preventive care. In addition, the number of older people, who are much more likely than younger people to need nursing care, is projected to grow rapidly. However, employment of RNs will not grow at the same rate in every industry. The projected growth rates for RNs in the industries with the highest employment (in perecent)of these workers are:

* Offices of physicians 39% * Home health care services 39% * Outpatient care centers, except mental health and substance abuse 34% * Employment services 27% * General medical and surgical hospitals, public and private 22% * Nursing care facilities 20%

Employment is expected to grow more slowly in hospitals-health care's largest industry-than in most other health care industries. While the intensity of nursing care is likely to increase, requiring more nurses per patient, the number of inpatients (those who remain in the hospital for more than 24 hours) is not likely to grow by much. Patients are being discharged earlier, and more procedures are being done on an outpatient basis, both inside and outside hospitals. Rapid growth is expected in hospital outpatient facilities, such as those providing same-day surgery, rehabilitation, and chemotherapy. More and more sophisticated procedures, once performed only in hospitals, are being performed in physicians' offices and in outpatient care centers, such as freestanding ambulatory surgical and emergency centers. Accordingly, employment is expected to grow very fast in these places as health care in general expands. Employment in nursing care facilities is expected to grow because of increases in the number of elderly, many of whom require long-term care. However, this growth will be relatively slower than in other health care industries because of the desire of patients to be treated at home or in residential care facilities, and the increasing availability of that type of care. The financial pressure on hospitals to discharge patients as soon as possible should produce more admissions to nursing and residential care facilities and to home health care. Job growth also is expected in units that provide specialized long-term rehabilitation for stroke and head injury patients, as well as units that treat Alzheimer's victims. Employment in home health care is expected to increase rapidly in response to the growing number of older persons with functional disabilities, consumer preference for care in the home, and technological advances that make it possible to bring increasingly complex treatments into the home. The type of care demanded will require nurses who are able to perform complex procedures. Rapid employment growth in employment services industry is expected as hospitals, physician's offices, and other health care establishments utilize temporary workers to fill short-term staffing needs. And as the demand for nurses grows, temporary nurses will be needed more often, further contributing to employment growth in this industry. Job prospects.Overall job opportunities are expected to be excellent for registered nurses. Employers in some parts of the country and in certain employment settings report difficulty in attracting and retaining an adequate number of RNs, primarily because of an aging RN workforce and a lack of younger workers to fill positions. Enrollments in nursing programs at all levels have increased more rapidly in the past few years as students seek jobs with stable employment. However, many qualified applicants are being turned away because of a shortage of nursing faculty. The need for nursing faculty will only increase as many instructors near retirement. Many employers also are relying on foreign-educated nurses to fill vacant positions. Even though overall employment opportunities for all nursing specialties are expected to be excellent, they can vary by employment setting. Despite the slower employment growth in hospitals, job opportunities should still be excellent because of the relatively high turnover of hospital nurses. RNs working in hospitals frequently work overtime and night and weekend shifts and also treat seriously ill and injured patients, all of which can contribute to stress and burnout. Hospital departments in which these working conditions occur most frequently-critical care units, emergency departments, and operating rooms-generally will have more job openings than other departments. To attract and retain qualified nurses, hospitals may offer signing bonuses, family-friendly work schedules, or subsidized training. A growing number of hospitals also are experimenting with online bidding to fill open shifts, in which nurses can volunteer to fill open shifts at premium wages. This can decrease the amount of mandatory overtime that nurses are required to work. Although faster employment growth is projected in physicians' offices and outpatient care centers, RNs may face greater competition for these positions because they generally offer regular working hours and more comfortable working environments. There also may be some competition for jobs in employment services, despite a high rate of employment growth, because a large number of workers are attracted by the industry's relatively high wages and the flexibility of the work in this industry. Generally, RNs with at least a bachelor's degree will have better job prospects than those without a bachelor's. In addition, all four advanced practice specialties-clinical nurse specialists, nurse practitioners, nurse-midwives, and nurse anesthetists-will be in high demand, particularly in medically underserved areas such as inner cities and rural areas. Relative to physicians, these RNs increasingly serve as lower-cost primary care providers. For the source and more detailed information concerning your request, click on the related links section (U.S. Department of Labor) indicated below this answer box.

Overall job opportunities for registered nurses are expected to be excellent, but may vary by employment and geographic setting. Employment of RNs is expected to grow much faster than the average for all occupations through 2016 and, because the occupation is very large, many new jobs will result. In fact, registered nurses are projected to generate 587,000 new jobs, among the largest number of new jobs for any occupation. Additionally, hundreds of thousands of job openings will result from the need to replace experienced nurses who leave the occupation.

Employment change. Employment of registered nurses is expected to grow 23 percent from 2006 to 2016, much faster than the average for all occupations. Growth will be driven by technological advances in patient care, which permit a greater number of health problems to be treated, and by an increasing emphasis on preventive care. In addition, the number of older people, who are much more likely than younger people to need nursing care, is projected to grow rapidly.

Employment is expected to grow more slowly in hospitals-health care's largest industry-than in most other health care industries. While the intensity of nursing care is likely to increase, requiring more nurses per patient, the number of inpatients (those who remain in the hospital for more than 24 hours) is not likely to grow by much. Patients are being discharged earlier, and more procedures are being done on an outpatient basis, both inside and outside hospitals. Rapid growth is expected in hospital outpatient facilities, such as those providing same-day surgery, rehabilitation, and chemotherapy.

More and more sophisticated procedures, once performed only in hospitals, are being performed in physicians' offices and in outpatient care centers, such as freestanding ambulatory surgical and emergency centers. Accordingly, employment is expected to grow very fast in these places as health care in general expands.

Employment in nursing care facilities is expected to grow because of increases in the number of elderly, many of whom require long-term care. However, this growth will be relatively slower than in other health care industries because of the desire of patients to be treated at home or in residential care facilities, and the increasing availability of that type of care. The financial pressure on hospitals to discharge patients as soon as possible should produce more admissions to nursing and residential care facilities and to home health care. Job growth also is expected in units that provide specialized long-term rehabilitation for stroke and head injury patients, as well as units that treat Alzheimer's victims.

Employment in home health care is expected to increase rapidly in response to the growing number of older persons with functional disabilities, consumer preference for care in the home, and technological advances that make it possible to bring increasingly complex treatments into the home. The type of care demanded will require nurses who are able to perform complex procedures.

Rapid employment growth in employment services industry is expected as hospitals, physician's offices, and other health care establishments utilize temporary workers to fill short-term staffing needs. And as the demand for nurses grows, temporary nurses will be needed more often, further contributing to employment growth in this industry.

Job prospects. Overall job opportunities are expected to be excellent for registered nurses. Employers in some parts of the country and in certain employment settings report difficulty in attracting and retaining an adequate number of RNs, primarily because of an aging RN workforce and a lack of younger workers to fill positions. Enrollments in nursing programs at all levels have increased more rapidly in the past few years as students seek jobs with stable employment. However, many qualified applicants are being turned away because of a shortage of nursing faculty. The need for nursing faculty will only increase as many instructors near retirement. Many employers also are relying on foreign-educated nurses to fill vacant positions.

Even though overall employment opportunities for all nursing specialties are expected to be excellent, they can vary by employment setting. Despite the slower employment growth in hospitals, job opportunities should still be excellent because of the relatively high turnover of hospital nurses. RNs working in hospitals frequently work overtime and night and weekend shifts and also treat seriously ill and injured patients, all of which can contribute to stress and burnout. Hospital departments in which these working conditions occur most frequently-critical care units, emergency departments, and operating rooms-generally will have more job openings than other departments. To attract and retain qualified nurses, hospitals may offer signing bonuses, family-friendly work schedules, or subsidized training. A growing number of hospitals also are experimenting with online bidding to fill open shifts, in which nurses can volunteer to fill open shifts at premium wages. This can decrease the amount of mandatory overtime that nurses are required to work.

Although faster employment growth is projected in physicians' offices and outpatient care centers, RNs may face greater competition for these positions because they generally offer regular working hours and more comfortable working environments. There also may be some competition for jobs in employment services, despite a high rate of employment growth, because a large number of workers are attracted by the industry's relatively high wages and the flexibility of the work in this industry.

Generally, RNs with at least a bachelor's degree will have better job prospects than those without a bachelor's. In addition, all four advanced practice specialties-clinical nurse specialists, nurse practitioners, nurse-midwives, and nurse anesthetists-will be in high demand, particularly in medically underserved areas such as inner cities and rural areas. Relative to physicians, these RNs increasingly serve as lower-cost primary care providers.

For the source and more detailed information concerning this subject, click on the related links section (U.S. Department of Labor) indicated below this answer box.