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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,100 | 0.00% |
| 2020 | 1,935 | 0.00% |
| 2019 | 1,898 | 0.00% |
| 2018 | 1,791 | 0.00% |
| 2017 | 1,668 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $64,285 | $30.91 | +3.3% |
| 2024 | $62,250 | $29.93 | +1.3% |
| 2023 | $61,480 | $29.56 | +1.4% |
| 2022 | $60,629 | $29.15 | +1.9% |
| 2021 | $59,513 | $28.61 | +2.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | North Dakota | 755,393 | 415 | 55% |
| 2 | Delaware | 961,939 | 460 | 48% |
| 3 | South Dakota | 869,666 | 351 | 40% |
| 4 | Kansas | 2,913,123 | 1,118 | 38% |
| 5 | New Mexico | 2,088,070 | 763 | 37% |
| 6 | Idaho | 1,716,943 | 558 | 32% |
| 7 | Arkansas | 3,004,279 | 840 | 28% |
| 8 | Nebraska | 1,920,076 | 509 | 27% |
| 9 | Colorado | 5,607,154 | 1,441 | 26% |
| 10 | Alabama | 4,874,747 | 1,232 | 25% |
| 11 | Oregon | 4,142,776 | 1,022 | 25% |
| 12 | Montana | 1,050,493 | 267 | 25% |
| 13 | Oklahoma | 3,930,864 | 934 | 24% |
| 14 | Connecticut | 3,588,184 | 877 | 24% |
| 15 | Iowa | 3,145,711 | 731 | 23% |
| 16 | Indiana | 6,666,818 | 1,457 | 22% |
| 17 | New Hampshire | 1,342,795 | 296 | 22% |
| 18 | Georgia | 10,429,379 | 2,203 | 21% |
| 19 | Utah | 3,101,833 | 625 | 20% |
| 20 | District of Columbia | 693,972 | 136 | 20% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Independence | 3 | 3% | $69,519 |
| 2 | Fresno | 4 | 1% | $90,209 |
| 3 | Saint Louis | 4 | 1% | $69,531 |
| 4 | Chandler | 3 | 1% | $70,959 |
| 5 | Birmingham | 2 | 1% | $60,895 |
| 6 | Gilbert | 2 | 1% | $70,910 |
| 7 | Glendale | 2 | 1% | $71,255 |
| 8 | Charlotte | 4 | 0% | $71,890 |
| 9 | Chicago | 4 | 0% | $60,382 |
| 10 | Los Angeles | 4 | 0% | $79,838 |
| 11 | Phoenix | 3 | 0% | $71,214 |
| 12 | Atlanta | 2 | 0% | $60,850 |
| 13 | Boston | 2 | 0% | $69,441 |
| 14 | Dallas | 2 | 0% | $56,946 |

Winston-Salem State University
Loyola University New Orleans
Idaho State University

Seattle University

East Tennessee State University
American University

Winston-Salem State University
Division of Nursing
Dr. Cecil Holland Ph.D.: I think both hard and soft skills are important and are sought out when looking at a nursing program coordinator's resume. At this juncture, they should have possessed or demonstrated clinical skills. The role of a program coordinator requires a different set of skills.
Dr. Cecil Holland Ph.D.: Critical decision making, effective communication, flexibility, organization, problem solver, dependable, trustworthy.
Dr. Cecil Holland Ph.D.: Some of the hard and or technical skills that are necessary for a program coordinator are proficiency with computer technology, learning management systems, communication, project management, data analysis. Being competent in the various computer technologies and platforms is critical to effectively and efficiently manage and/or coordinate a nursing program. All forms of communication are important, including but not limited to technical writing, editing, translations, reporting, etc. Popular data analytics skills may include database management, translation of data, web analytics, and dissemination of data.
Dr. Cecil Holland Ph.D.: I believe a combination of hard and soft skills, coupled with program knowledge and leadership acumen, will position one to be successful and marketable as a nursing program coordinator.
Loyola University New Orleans
College of Nursing and Health
Cherie Burke Ph.D.: -Empathy
-Adaptability
-Respectful
Idaho State University
Health Care Administration Program
Daniel Kim Ph.D.: Be nice and always be honest! Healthcare is a calling. You get to interact with diverse groups of people, and being nice and having a smile on your face can make someone else's day.
Daniel Kim Ph.D.: Being able to use Excel proficiently and being able to speak effectively.
Daniel Kim Ph.D.: I do think asking for a higher salary is always a good idea. The worst thing that can happen after asking a question is getting a no as an answer.

Seattle University
History Department
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.

Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.