Ģ����ý (Ģ����ý) is proud to announce the Online Adjunct Teachers of the Year. At Ģ����ý, we aim to provide students with quality education that prepares them to lead in their respective fields of study. These adjunct professors were nominated by their peers for their exceptional teaching abilities and the work that they do to ensure students’ success.��

Nate Reiser, College of Leadership and Professional Studies, B.S. in Christian Ministry and Spiritual Formation

Nate Reiser is an adjunct professor who believes in the power of connection and community. His approach to teaching ministry is deeply relational, offering students the opportunity to speak and “see” him for a better understanding of the course material. “I love my students,” Reiser said. “Getting to know them and hearing their stories is one of the most meaningful parts of teaching.”

Reiser has intentionally redesigned his courses to be more experiential, encouraging students to engage with content in creative ways, such as creating visual projects instead of traditional essays. “How can we remodel learning so it connects to students’ lives?” he said. “When it becomes meaningful, that’s when transformation happens.”

Through tools like Zoom sessions and personalized video feedback, Reiser creates a strong sense of presence in the online classroom. One of Reiser’s students shared how inspiring it was to learn about the Word from him and said that he’s a professor he will never forget. “I enjoyed his class to the fullest, and I hope to be a student in his class again, whichever class he may teach that I may need.”��

Dr. Sara Bengsch, College of Learning and Development, B.S. in�� Psychology

Dr. Sara Bengsch is an experienced therapist and psychology professor who uses her knowledge to foster organic growth in student performance and confidence. “Teaching is in my blood,” she said.��

Teaching fully online, Dr. Bengsch focuses on building relationships through consistent communication, personalized feedback and a deep understanding of her students’ needs. “I’m very relational with my students,” she said. “Even online, connection is everything.”

Her empathetic approach often leads students to seek her guidance beyond coursework, whether through mentorship or career advice. “ Dr. Bengsch deserves to be recognized because her sense of dedication and passion for teaching can be felt through a computer screen. She inspires and has the ability to make every student feel supported and capable of success,” one of Dr. Bengsch’s students said.��

The praise from her students is reassurance that her relational approach to teaching promotes better performance within her classes and allows students to fully understand the material.��

Dr. Jeremy Pierce, College of Health and Human Services, Master of Marriage and Family Therapy

Dr. Jeremy Pierce works alongside students to support and ensure they are on track to licensure. His journey into therapy began after early experiences in ministry revealed a gap between spiritual guidance and the practical tools needed to support families in crisis. That realization led him to pursue a graduate degree in marriage and family therapy and eventually step into both clinical supervision and teaching roles.

Dr. Pierce supervises pre-graduate students who begin working on cases to help them gain confidence and ethical skills to serve their patients. “Confidence level is related to their clinical outcome. They need to trust their ability to support and help others,” Pierce said.��

At Ģ����ý, Dr. Pierce emphasizes personal connection by regularly checking in with students both academically and personally, recognizing the importance of self-care in a demanding profession. “Whatever is happening in their lives directly impacts how they show up as students and therapists,” Dr. Pierce said. “If we support the whole person, we set them up for long-term success.” One student praised Dr. Pierce for helping their therapeutic approach during their internship, “ He is selfless, caring and empathetic while motivating our class to achieve our goals. I feel that I have become a better intern under his supervision.”��

As online education continues to evolve, Ģ����ý remains committed to innovation, accessibility and student-centered learning. Faculty members like Dr. Pierce, Reiser and Dr. Bengsch play a role in shaping that future by prioritizing connection, adaptability and continuous improvement. Through their dedication, these adjunct professors continue to shape their students’ online learning experience that is not only effective but transformational, preparing students to succeed in their careers, communities and callings.����

Ģ����ý’s online degrees are administered through the Dallas campus, offering 18 bachelor’s degrees, 18 master’s degrees, two doctoral degrees, five undergraduate certificates and eight graduate certificates. Each program is designed to equip students with the skills for their next role or career. For more information about Ģ����ý, visit acu.edu/online.

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For most educators, the teaching journey can begin with a clear calling. For Dr. Kimberly McLeod, her journey was one of discovery and was shaped by experience, faith and a deep passion for helping others. With an education career that has spanned decades, she has assumed various roles as a teacher, administrator and school counselor before joining the Wildcat family as a college professor.

Dr. McLeod’s professional work and leadership go beyond the classroom, currently serving as the president of the (NABSE). She is also involved in the (TABSE), often working with the Houston-area chapters to advocate for students and educators. However, teaching wasn’t always part of Dr. McLeod’s plan; in fact, she never even considered it at first. However, after taking a few courses, she realized it was a natural fit. After earning her bachelor’s degree from the University of Houston and accepting her first teaching job, Dr. McLeod decided to pursue a degree in counseling with her friend, a fellow teacher. This decision led her toward receiving her doctorate from Texas Southern University, by 30 and eventually taking the leap into higher education, ultimately leading her to Ģ����ý (Ģ����ý). “It just happened to be a great fit,” McLeod explained.��

Outside of education, Dr. McLeod is a mother and aunt who describes herself as an energetic thinker and creative. “I love to speak and navigate ideas on an intellectual level with others. Speaking and transitioning through thoughts is a way for people to discover themselves,” Dr. McLeod said.

McLeod’s Approach to Teaching��

McLeod’s teaching style is deeply relational. She leads a weekly coterie for doctoral students, where the focus extends beyond academics to cultivating meaningful connections and responsive support systems. Within this space, she intentionally develops both the intellectual and interpersonal dimensions of her students. Drawing on her background in leadership and counseling, McLeod emphasizes the power of authenticity and vulnerability in helping students fully engage in their learning. “Be authentic, be genuine, be vulnerable,” Dr. McLeod shared, her voice carrying the weight of lived conviction.

The moment that solidified her commitment to relational, authentic teaching traces back to her early years in the classroom. While teaching first grade, she found herself in a crowded room during a rainy-day recess, co-managing two classes alongside another teacher while grading papers. To occupy the students, they played The Lion King.

When one student approached her with a question, she responded while continuing to multitask, listening but not making eye contact. The student, unwilling to accept divided attention, placed the palms of his hands gently on either side of her face, turned her toward him, and said, “Listen to me with your eyes.”

That moment became a paradigm-shifting moment. Immediately, she recognized that every interaction with a student carries weight and deserves presence. What seemed like a routine exchange revealed something deeper: attention is not just a courtesy, it is a form of respect and connection. While she met the student’s need in that moment, he taught her something lasting: in that space, she was the only thing that mattered to him. Not the papers, not the activity in the room, just her presence and attention. What he needed deserved to come first and she gave it to him and every future version of him she would encounter.

For McLeod, teaching is inherently multi-relational. It requires the ability to offer instruction while remaining open to being shaped in return. “Students shouldn’t have to compete for what they need or for connection,” she explained. In her view, the most effective educators are not only those who deliver lessons well, but those who recognize when the moment itself becomes the lesson.

When asked about her favorite part of teaching or what keeps her motivated as an educator, Dr. McLeod immediately said, “Seeing them succeed.” She loves interacting and sharing ideas with her students face-to-face or online, but their success is what warms her heart the most. “Seeing them with their bachelor’s, master’s, or doctoral degrees. I love that because it means their dreams have transitioned to reality.��

The Future of Online Learning with Ģ����ý

Online learning isn’t going anywhere and is continually evolving, and McLeod loves that. Online learning offers access to students who can’t afford to travel for higher education or don’t have time to sit in the classroom. McLeod’s mention of Ģ����ý’s ability to create deeply personal online programs inspired her to become a Wildcat.��

“Ģ����ý is a national exemplar in supporting students online. Through weekly meetings and outreach, it’s creating retention in moving students along,” McLeod said. She continued to express her appreciation for the online learning format Ģ����ý has created because it benefits both teachers and students.��

The flexibility of each program allows her to accommodate and work with students who have jobs, families to raise or other responsibilities. “Working here has been a new paradigm of understanding. I pray with leaders I work with and students before and after meetings and classes. It’s so refreshing to me to see the support of the community,” McLeod shared.��

Creating a Meaningful Experience For Online Students

As online education continues to expand, educators like Dr. Kimberly McLeod are leading the way in redefining what it means to connect in a virtual space. Her work reflects Ģ����ý’s mission to provide accessible, high-quality education while maintaining a strong sense of purpose and community.��

At Ģ����ý, Dr. McLeod has found a place where her passion for relational teaching and faith-based education align. The university’s commitment to fostering community in an online environment allows her to continue doing what she does best: guiding students through both academic and personal development. By creating spaces like her weekly coterie meetings, she ensures that students are not navigating their educational journeys alone.

Dr. McLeod’s journey highlights how meaningful connections and purpose-driven teaching can transform the student experience. From her early days in the classroom to her leadership on a national level, her commitment to supporting every student reflects the values at the heart of Ģ����ý. Learn more about how Ģ����ý is creating impactful, student-centered online learning experiences by visiting our website.

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Ģ����ý

Serving more than 50,000 students in 30+ districts, Region 3 ESC provides professional development, instructional resources and operational support to educators and administrators, helping schools operate more effectively and efficiently. Focused on service, the center partners with schools and communities to deliver innovative solutions in areas such as curriculum, leadership, technology and student support, all to help every learner succeed.��

“We believe education has the power to transform lives and communities. Through this partnership, we are creating meaningful opportunities for Region 3 ESC employees to grow professionally while continuing to serve and lead where they are,” said Jessica Manning, chief enrollment and partnership officer for Ģ����ý.��

Ģ����ý’s online programs are intentionally built for working professionals, offering accessible, high-quality education that fits into their lives. Rooted in Christian values and academic excellence, Ģ����ý’s online programs encourage students to expand their skills and faith to bring meaningful change to their communities. Through this partnership, Ģ����ý is not only expanding access to higher education but also investing in the growth of educators and leaders who are shaping the future of their schools and families.

Ģ����ý’s online programs are administered through its branch location in Dallas and include 18 bachelor’s degrees, 20 master’s degrees, five doctoral degrees, five undergraduate certificate programs and eight graduate certificates. For more information about our programs, visit acu.edu/online.

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After more than three decades in law enforcement, Jesse Vargas has seen just about everything a career in public safety can offer. From working in narcotics task forces to serving as a chief of police, his 31-year career has been defined by service, sacrifice and an unwavering commitment to protecting his community.

Today, he’s a nationally certified and is often the first on the scene when something happens. “This is my favorite position,” he said. “I can help hands-on and build relationships with people living in my community.” For him, law enforcement hasn’t been just a job. It’s a calling rooted in service, sacrifice and a deep belief in showing up for others when they need it most.��

But even after decades of service and experience in the field, Jesse still believes in one thing: learning should never stop. That belief is what eventually led him to pursue his B.S. in Criminal Justice online with Ģ����ý, a decision that has not only strengthened his professional knowledge but also rekindled his faith and opened new possibilities for the future.

“Ģ����ý Chose Me”��

As a career lawman, Jesse also took part in training new recruits. During COVID, he transitioned much of his instruction for new recruits to be online and became comfortable navigating digital classrooms and virtual training platforms. He often tells his officers, “Never let the training tape stop running. You need to keep training. It’s not only required for your job, but it keeps us safe.”��

Originally, Jesse planned to earn a bachelor’s degree to reinforce the message he had always shared with his son, grandson and officers: education has no expiration date. When he shared his desire to continue learning, but worried about logistics and finances, his wife offered steady encouragement. “Find the right college,” she told him. “We’ll find a way to make it work.

He applied to four online programs but was denied admission. As a Texas peace officer, he qualified for state-funded tuition assistance, but needed a program that could accommodate his unpredictable schedule. When Ģ����ý appeared in his search engine, he made the decision to apply. Within a week of his application, he met with an enrollment advisor to begin his academic career.��

“Ģ����ý chose me,” he said. “I applied, but Ģ����ý was the one that gave me a chance.”��

Re-establishing His Faith with Ģ����ý

Jesse’s journey with Ģ����ý has not only allowed him to pursue a criminal justice degree but also expanded his faith. There was a point in his life where he was questioning his faith and asking questions like, “Is God really there?” or “Does He exist?”�� Years of high-risk assignments and personal trials had left his faith weary, but through Ģ����ý, he found the time and space to reconnect.��

He describes his experience as transformative. Professors have been accessible, supportive and understanding when long shifts collide with assignment deadlines. In every interaction, Jesse has felt seen not just as a student, but as a whole person. “Ģ����ý has brought this understanding and reconnection with religion, God and my faith. I can’t even put into words how helpful they’ve been with my spiritual journey.”��

Jesse’s Plans After Ģ����ý

Jesse’s plan to earn his bachelor’s degree turned into something more. After completing his undergraduate degree with Ģ����ý, he intends to pursue a master’s degree that focuses on law enforcement and leadership. After earning his master’s, Jesse’s next step is to earn a Ph.D. in public affairs to become a for families who have loved ones in the line of duty. Seeing firsthand how tragedy can impact families, he wants to ensure they receive the continuous support they need.��

“I want to help families,” he said. “I want to raise others up.” Wearing the badge has represented service for Jesse and education has become another way for him to serve his community. He has no plans of stopping work as a police officer for the time being and wants to implement the content he’s learning.��

However, at the core of all this, Jesse wants to leave behind a legacy of dedication. He wants to set an example for his son and grandson and make sure that they understand the importance of committing to something.��

Jesse’s Message For Future Students��

Jesse recently spoke with a coworker who was unsure about returning to school because of his limited schedule. “It’s always about time,” Jesse said. “But the best thing I could tell him is that Ģ����ý is worth the investment and time.��

“Ģ����ý taught me that I can handle anything.” He also emphasized the importance of intention when it comes to success, mentioning that students have to be willing to make the time and effort. From there, he highlighted the flexibility that Ģ����ý’s online program offers, “Ģ����ý understands that you’re not perfect. We have careers and families. If you need something, reach out to the faculty. They want to help!”��

Jesse’s journey back to school has been about far more than earning a bachelor’s degree. It’s a reminder that growth, purpose and faith don’t have an expiration date. Attending Ģ����ý has allowed Jesse to expand his knowledge and faith, and to dive more deeply into his calling to serve others. To learn more about the online bachelor’s in criminal justice and other programs offered, visit acu.edu/academics/online/.

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For Nick Dill, sports have always been more than just passion. Sports have shaped his life, career and now, his future. Whether it was playing or watching sports, Nick always felt a strong connection to the game.��

Nick grew up immersed in athletics. He went on to attend Northwestern Oklahoma State University, where he earned his bachelor’s degree in communications while playing football all four years. Being a student athlete taught him the importance of discipline, time management, and hard work, all skills that he continues to practice today at a professional level.��

Now at Ģ����ý, Nick is building on that foundation in a new way. Since joining Ģ����ý in 2023 as the director of football academics, he has worked closely with student-athletes and supported cross-country and other athletic programs. Nick’s role allows him to mentor students who are navigating the same balance of academics, athletics and personal growth that he once experienced himself.“I’m able to understand students because I’ve been in their shoes,” Nick said. “Balancing school and sports isn’t easy, but it’s something I’m passionate about helping others manage.”

The Perfect Opportunity

Nick’s decision to enroll at Ģ����ý as an online student was shaped by both his professional experience and his connection to the university community. “Seeing and being an advisor to students and being a part of Ģ����ý’s culture really motivated me,” he said. “The environment and the community here in Abilene made the experience feel more meaningful.”

As an Ģ����ý employee, he also benefited from the university’s tuition assistance program, which made pursuing his graduate degree even more accessible. But for Nick, it was more than just convenience; it was about finding a program that aligned with his goals and values. When Ģ����ý launched its M.S. in Sports Leadership program, the timing felt right.

“I’ve always loved sports and knew I wanted to get my master’s,” Nick said. “When this program was developed, it felt like the perfect opportunity.”

Spiritual and Individual Growth With Ģ����ý

One of the most impactful aspects of Nick’s experience has been how directly his coursework connects to his day-to-day responsibilities. Through classes like conflict resolution and management, Nick has gained new perspectives on how to handle challenges within teams and organizations. “It’s a lot of what I do every day,” he said. “The course really helped me learn how to approach conflict differently and reflect on how I respond as a leader.”

Leadership courses have also helped him better understand his own leadership style, reinforcing his identity as a , or someone who prioritizes the growth and well-being of others. In addition, coursework in athletics finance has given Nick insight into the business side of the sports industry, including budgeting and how athletic events generate revenue.

“I’ve been able to see the bigger picture of the sports industry,” he said. “It’s not just about what happens on the field. There are so many moving parts behind the scenes. This program is really diverse. It’s given me skills I can use in a lot of different areas.”

Nick also emphasized Ģ����ý’s faculty and online learning environment, which makes it easier to digest and apply course material to his career. The class sizes are smaller and allow professors and students to have interactive learning, hold meaningful discussions, and foster strong connections. “This program was created to be online and not just because COVID happened,” Nick explained.�� While taking courses, Nick was able to have Zoom calls with professors, where they would talk about his interests, life, faith and more. This made Nick feel like more than just a student or number to his professors and reassured him that he’s being supported by people who want him to succeed.��

On top of that, the integration of faith within the program and curriculum was something Nick greatly appreciated. Nick enjoyed the ability to learn and practice his faith at the same time. He explained that the coursework encourages self-reflection and awareness to better understand who he is as a leader and how he can continue to grow. “I’m able to learn something and apply it to my job the next day. That has made my experience valuable,” Nick shared.��

This learning format helped him gain a deeper understanding of his abilities and leadership style, enabling him to continue supporting student-athletes. “It gave me reassurance in who I am and who I can become,” Nick said��

Nick’s Future and Words of Advice For Students

As Nick prepares to complete his master’s degree, he remains open to all possibilities but does have a specific role in mind: . “I think that would be an incredible role,” he said. “I love college athletics, and being able to lead a program like that would be amazing.” To Nick, the career path to becoming an athletic director at the collegiate level is unclear, but he’s confident that Ģ����ý has prepared him for what’s next.��

When asked for advice for students interested in Ģ����ý or planning to attend college, Nick emphasized the importance of intention. Nick revisited the gift of self-reflection through coursework and how it can help identify leadership style. “What you put into your program is what you’re going to get out of it,” Nick said, “This is more than a degree but an investment in yourself and your future.”��

Through the M.S. in Sports Leadership program, Nick has been able to build on his already existing sports and communication skills to enhance his abilities to support student-athletes. Not only has Nick been able to lean into his servant leadership but also gain new skills to resolve conflict, understand athletic finance and budgeting and more. If you’re like Nick and have a deep love for sports and athletics, visit our website to learn more about sports leadership and management programs.

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Healthcare systems rely on strong leadership and efficient operations to deliver quality care to patients. Behind the scenes, healthcare administrators play a critical role in managing the business, operational and organizational aspects of hospitals, clinics and other healthcare facilities. According to the , healthcare occupations are constantly in high demand with almost 2 million new job openings annually.��

For individuals interested in combining healthcare leadership with business, healthcare administration offers a rewarding career path with opportunities to make a meaningful impact. Understanding what healthcare administrators do, the responsibilities they hold and the skills required can help aspiring professionals take the first step toward entering this growing field. Ģ����ý’s online Healthcare Administration programs allow students to learn about the healthcare industry while gaining practical skills needed to improve or streamline patient care.��

What is a Healthcare Administrator?��

A healthcare administrator manages the operations and business aspects of healthcare organizations, including hospitals, clinics, nursing homes and medical practices. The primary role of a healthcare administrator is to ensure that healthcare facilities operate efficiently while delivering high-quality care to patients. In addition to administrative tasks, healthcare administrators often work with doctors, nurses and other medical professionals to enhance workflows for better patient outcomes.

Healthcare Administrator Responsibilities��

As mentioned before, a healthcare administrator helps ensure that organizations run smoothly and provide quality care to patients. It is common for healthcare administrators to wear multiple hats when collaborating with other healthcare professionals, departments, vendors and more. Common responsibilities for a healthcare administrator are:��

• Operations management: Overseeing the day-to-day operation of hospitals, clinics, nursing homes or healthcare systems.��
• Financial management: Developing budgets to manage and monitor expenses and financial performance. A healthcare administrator may also handle billing and insurance processes for the organization.
• Human resources management: Will recruit, hire and train staff members as well as create schedules, evaluate performance and uphold work policies.
• Strategic planning: Help guide organizations to meet long-term goals such as expanding services, adopting new technology or improving patient care quality.
• Maintaining compliance: Ensure the healthcare organization follows strict laws and regulations such as healthcare policies, safety standards and HIPAA.

How to Become a Healthcare Administrator

Becoming a healthcare administrator typically starts with earning a bachelor’s degree in a related field such as healthcare administration, health services management, business administration or public health. These programs help students build foundational knowledge in healthcare systems, management, finance and policy. With a bachelor’s in healthcare administration, students can step into entry-level roles such as:��

• Administrative coordinator
• Patient service representatives
• Health information technician
• Coding specialist
• Medical billing specialist
• Claims processor��
• Compliance specialist

Ģ����ý offers a 100% online Bachelor of Science in Healthcare Administration. The program focuses on key areas such as leadership and ethics, understanding healthcare systems and developing the technical and foundational skills needed to manage healthcare organizations. Through the curriculum, students learn how healthcare facilities operate and how administrators help improve patient care, manage teams and oversee healthcare services. This program offers students three concentrations to choose from: change management, public and community health and general.��

There are higher-level administrative and leadership roles that may require a master’s degree, such as:

• Operations manger��
• Healthcare consultant
• Hospital CEO or COO
• Medical and health service manager
• Program director

It is common for many healthcare administrators to pursue a Master of Healthcare Administration (MHA), Master of Business Administration (MBA) or . Graduate programs in healthcare and public health build on students’ already existing knowledge and skills and allow them to explore more niche areas of study.��

Ģ����ý has an online Master of Healthcare Administration for students looking to build upon their existing foundation. The program is led by an expert healthcare professional and draws on field-specific knowledge. Students can also choose from three different concentrations: general, leadership and healthcare operations.��

Skills Needed to Become a Healthcare Administrator

The following skills are essential for healthcare administrators to effectively manage teams, improve operations and maintain high standards of care.

Communication Skills​​

Clear communication helps ensure that policies, procedures and expectations are understood across departments. Healthcare administrators must also explain organizational goals, address concerns and provide updates to their teams. Strong communication improves collaboration and helps healthcare facilities run more efficiently. It also helps administrators maintain transparency and build trust within their organization.

Leadership��

Leadership is important for healthcare administrators because they guide teams and shape the direction of healthcare organizations. Effective leaders can motivate staff, create a positive work environment and support professional development. Healthcare administrators also need to make decisions that improve patient care and operational performance. Strong leadership helps align staff with the organization’s mission and goals for improving and providing quality care.��

Problem-solving��

Problem-solving skills help healthcare administrators address challenges within healthcare systems and operations. These challenges may include staffing shortages, patient care concerns or overall poor operations. Healthcare administrators must analyze situations, identify potential solutions and implement strategies or policies that will improve outcomes. Effective problem-solving also helps organizations adapt to changes in healthcare regulations or technology.��

Management

Management skills allow healthcare administrators to oversee staff, resources and budgets within healthcare facilities. They must coordinate teams and assign responsibilities to confirm each department is working efficiently. Strong management helps maintain clear workflows and accountability among staff members. Administrators also evaluate performance and implement improvements when needed.

Operations

Operational knowledge is essential for healthcare administrators because they oversee the daily functions of healthcare facilities. This includes managing scheduling, collaborating with multiple departments and more. Healthcare administrators monitor processes to identify areas where services can be improved or streamlined. Understanding operations helps them make certain that patients receive timely care and staff can perform their roles effectively.��

Become a Healthcare Administrator with Ģ����ý��

A career in healthcare administration offers the opportunity to improve how healthcare organizations operate while supporting the delivery of quality patient care. Professionals in this field help manage teams, oversee operations and develop strategies that allow healthcare facilities to serve their communities properly. For those interested in entering or advancing in this growing field, the right education can provide the skills needed to succeed.

Ģ����ý offers online B.S. in Healthcare Administration and Master of Healthcare Administration programs designed to help students build expertise in healthcare leadership, operations and management. Through flexible online learning and industry-aligned coursework, Ģ����ý prepares students to pursue leadership roles and make a lasting impact in healthcare organizations.

To learn about Ģ����ý’s online programs, visit acu.edu/online.��

FAQs About Healthcare Administrators

Do you need a degree to be a healthcare administrator?

In most cases, becoming a healthcare administrator requires at least a bachelor’s degree. Many entry-level positions in healthcare administration prefer or require candidates to have a bachelor’s degree in healthcare administration, health services management, business administration or public health.��

While a bachelor’s degree can qualify individuals for entry-level administrative roles, many healthcare administrators pursue graduate degrees to advance into leadership positions. Degrees such as a Master of Healthcare Administration (MHA) or Master of Business Administration (MBA) are common among professionals seeking higher-level roles.

What is the salary of a health administrator in the US?

The salary of a healthcare administrator in the United States can vary depending on factors such as education, experience, location and the type of healthcare organization where they work. Healthcare administrators working in hospitals typically earn higher salaries compared to those employed in smaller clinics or nonprofit organizations. Healthcare administrators in metropolitan areas or regions with higher costs of living may earn more than those working in rural areas or smaller communities.

The average salary for a healthcare administrator in the United States is .����

What is the highest-paying healthcare administration job?

Several leadership roles in healthcare administration offer high salaries, but one of the highest-paying positions is a hospital chief executive officer (CEO). Hospital CEOs are responsible for overseeing the entire operation of a hospital or healthcare system. They manage budgets, guide strategic planning, supervise leadership teams and ensure that the organization delivers high-quality patient care while remaining financially stable.��

The median annual salary for a hospital CEO is , with some salaries being as high as $306,500.

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Many want a career that allows them to make a meaningful difference in the lives of others. The roles are often called helping professions because they focus on improving the physical, mental, emotional and social well-being of people and communities. From

For those interested in a career focused on service and compassion, exploring helping professions can open the door to many meaningful opportunities.��

What is a Helping Profession?��

A helping profession is a job that focuses on improving the physical, mental, emotional and social well-being of people and communities. Most helping professions require direct outreach to individuals and communities to provide services and care to improve the overall quality of life.��

Common Helping Professions��

There are numerous careers and fields that are considered helping professions. Here are some of the most common roles, along with their job outlook and annual salaries.

1. Registered Nurse

A registered nurse is a healthcare professional who can provide care, coordinate and administer treatments for patients or serve as a patient’s primary caregiver. There are different types of nurses, including nurse practitioners, traveling nurses, licensed practical nurses and more.��

To become a nurse, students must earn a Bachelor of Science in Nursing (BSN) from a university or an Associate Degree in Nursing (ADN) from a community college. After completing their undergraduate program, students must apply and take the National Council Licensure Examination () and pass to become registered.��

Ģ����ý offers students the online Pre-Nursing Certificate, which allows students interested in nursing to take all the prerequisite courses needed to transfer into a BSN program. ��For students who’ve already earned their BSN, Ģ����ý’s BSN to DNP program offers a way to fast-track earning a master’s and earn their Doctor of Nursing Practice more quickly. Students will gain knowledge through coursework and in-person clinical training to provide quality patient care.��

There is always a constant demand for registered nurses and the projects a 5% increase in job openings by 2034. That is about 189,000 new job openings each year. The for a registered nurse as of March 2026 is $94,141.��

2. Psychologist

A psychologist is a mental health professional who performs psychological evaluations and provides support to individuals coping with trauma, relationship challenges and other mental health concerns. Psychologists can work in various settings such as hospitals, educational institutions, community centers or have their own private practice.��

Becoming a psychologist requires students to earn a graduate-level degree in psychology, advanced training and licensure. To practice independently in the United States, a psychologist it is required to get their license.

Ģ����ý has an online Bachelor of Science in Psychology program where students can build the foundation needed to pursue their master’s degree and pass their licensure exams. The curriculum covers topics such as theory, social psychology, leadership and more.��

The��is expected to increase 6 percent by 2034, with almost 13,000 new job openings a year. The for a psychologist is as of $114,139.��

3. Social Worker

A social worker wears many hats in their profession. Social workers help individuals, families and communities battle and overcome substance abuse, poverty and even illness. To become a social worker, students need to have earned at least a Bachelor of Science in Social Work to pursue beginner or entry-level roles such as:��

• Case manager
• Child welfare specialist
• Community outreach worker
• Substance abuse counselor
• Health educator

Earning a Master’s in Social Work will prepare students for clinical and higher-level roles such as:��

• Licensed social worker
• Mental health therapist��
• Family support specialist
• Clinical forensic specialist
• Policy analyst

Ģ����ý has both an online B.S. and M.S. in Social Work. Both programs are equipped with an industry-aligned curriculum to transform passionate students into skilled social work practitioners. Social workers are estimated to have a median salary of $61,330 and a job.��

4. Speech Language Pathologist

A speech-language pathologist (SLP) helps individuals who have difficulty speaking, understanding language, swallowing or communicating effectively.

SLPs work with the children and adults who suffer from disabilities that are caused by genetics, autism, stroke and brain injuries, such as:

• Speech delays
• Stutter
• Voice problems
• Language disorders

Through assessment, SLPs are able to create personalized treatment plans and lead therapy sessions to help patients improve their speech, language and social communication skills. SLPs may work in various settings, including schools, hospitals, clinics and rehabilitation centers.��

Ģ����ý offers a unique online Pre-Master’s Leveling Pathway in Speech-Language Pathology to help students develop their communication and theoretical skills and enter a graduate program. After completing the Pre-Master’s Leveling Pathway in Speech-Language Pathology program, they can earn their Master’s of Science in Speech-Language Pathology.��

Speech language pathologists’ jobs are projected to , with 74,000 new openings annually. The average yearly salary for SLPs is $61,330.

5. Teacher

Teachers and educators help students develop knowledge, skills and critical thinking abilities through curated learning plans and lessons. They work hard to introduce and explain new concepts and create and lead classroom activities to monitor and assess student growth. Teachers also work to promote a safe and fun learning environment that fosters curiosity, creativity and collaboration among students.��

In most states, to become a teacher, students must pass a certification exam before they can start teaching. In states like California, Georgia, and Texas, there are to teaching through state-approved programs, internships, private teaching, and more.�� Ģ����ý’s online Master’s of Education in Instruction and Learning with Teacher Certification gives students a pathway to earning their certification while enhancing their teaching skills.��

Ģ����ý also offers other online graduate degrees in education with concentrations in principalship, school superintendent, education leadership and more:��

• Instruction and Learning��
• Higher Education��
• Doctor of Education in Educational Leadership
• Doctor of Education in Organizational Leadership��

Teaching is a profession with a steady demand, with higher demand for preschool roles (). The is reporting that the national average salary for teachers and instructors is $64,390.��

6. Occupational Therapist

Occupational therapists help people develop or regain the skills needed to perform everyday activities such as dressing, eating, writing or working.��

They work with patients who have physical injuries, developmental disabilities, illnesses and mental health challenges. Occupational therapists evaluate patients’ abilities and create personalized therapy plans to build strength, coordination and independence for daily functioning. They may also recommend assistive tools or modifications to homes, classrooms and workplaces.

To become an occupational therapist, students must earn a bachelor’s degree in either biology, psychology, health sciences or related programs. After that, students need to get a master’s degree in occupational therapy to pass their . On average, an occupational therapist makes over $98,000 a year and has a , or about 10,000 new jobs a year.��

7. School Counselor

School counselors support students’ academic, social and emotional development. They help students manage and navigate stress, family and peer issues, academic pressure and more. A school counselor will also help students establish educational goals, choose classes and plan for college. In addition to meeting with students individually, school counselors can also lead group sessions, find and coordinate support services, perform crisis intervention and work with families and teachers to ensure student success.��

Ģ����ý’s online Certificate in School Psychology program is a graduate certificate program for experienced educators and school-based professionals. This curriculum is a retraining model that prepares educators and professionals to meet the requirements for licensure to be a school psychologist.��

There’s a constant need for psychologists, with the projecting a six percent growth in jobs by 2034. There are almost 13,000 new jobs each year with an average salary of $94,310.��

8. Medical Assistant

Medical assistants support healthcare providers by performing both clinical and administrative tasks in medical offices, clinics and hospitals. Their responsibilities often include taking patients’ vital signs, preparing patients for exams, recording medical histories, scheduling appointments and updating medical records. Medical assistants also assist doctors during procedures, collect lab samples or explain treatment instructions to patients.��

To become a medical assistant, a minimum requirement is a high school diploma or GED and completing a medical assistant program or an associate’s degree from a college. There are over a year for medical assistants, with a median annual salary of $44,200.��

9. Behavior Specialist

Behavior specialists help individuals improve behavior patterns to develop positive social and communication skills. They often work with children or adults who have behavioral challenges related to conditions such as autism, ADHD or emotional disorders. Behavior specialists observe behavior to identify triggers and create structured plans to promote positive actions and reduce harmful or disruptive behaviors.

They collaborate with families, teachers, therapists and healthcare professionals to ensure consistent support across environments. Behavior specialists commonly work in schools, clinics or community programs.��

Ģ����ý’s online B.S. in Psychology can also create a career pathway for students to become a behavior specialist or counselor. The curriculum helps students build a foundation by covering topics such as biology, developmental and physical psychology, cognition and learning.��

The is projecting a faster-than-average growth rate for behavior, substance abuse counselors or mental health counselor job openings at 17 percent, with over 48,000 jobs. The average salary is $59,190 for this role.��

10. Epidemiologist

Epidemiologists study how diseases spread and how they affect populations. They collect and analyze data to identify patterns, causes and risk factors associated with illnesses, injuries or public health issues. Their research helps health organizations develop strategies to prevent disease outbreaks and improve community health. Epidemiologists often work for government agencies, universities, research institutions or public health organizations. They may investigate infectious diseases, environmental health risks or chronic conditions such as diabetes or heart disease.

The for epidemiologists is 16 percent, which is about 800 new annual job openings. An epidemiologist’s annual salary is .��

11. Community Service Manager

Community service managers plan, coordinate and oversee programs to support the needs of communities. They work with nonprofit organizations, government agencies,or social service groups to address issues such as housing, healthcare access, education and family support. Community service managers assess community needs, manage staff and volunteers, secure funding and ensure programs run efficiently. They’ll collaborate with local leaders, social workers and organizations to extend their outreach and services to the community.����

There is steady demand for community service managers, with a , with nearly 19,000 new job openings a year. On average, community service managers make $78,240.��

12. Nonprofit Program Manager

Nonprofit managers oversee programs that help organizations achieve their mission and serve communities in need. They help plan initiatives, create and maintain budgets and coordinate with staff or volunteers for program events to make sure goals are being met. Nonprofit managers may also lead projects that focus on:��

• Education��
• Healthcare
• Environmental protection
• Poverty relief
• Community development

They also work to retain and collaborate with donors, partners and community members to help promote and expand organizations and their programs.��

Ģ����ý’s online Master’s of Science in Management has a nonprofit leadership concentration that focuses on leaders wanting to work with nonprofit organizations. Students will develop skills in:��

• Leadership
• Financial reporting��
• Grant writing��
• Program evaluation
• Fund-raising techniques

The predicts a 6% increase in jobs for nonprofit program managers by 2034, adding almost 19,000 new jobs each year. A nonprofit program manager, on average, makes $78,240 a year.��

13. Victim Advocate

A victim advocate will provide support and guidance for individuals who have experienced crime, abuse or traumatic events. They help victims learn and understand their rights, navigate the legal system and find resources like counseling, housing and financial assistance. Victim advocates mostly work with nonprofit organizations, hospitals, law enforcement and government programs. Additionally, victim advocates will accompany victims to court hearings, help them file reports or connect them to community resources.��

The for victim advocates and social services assistants is estimated to be six percent by 2033, with nearly 51,000 annual job openings. The average yearly salary for victim advocates and social service assistants is $45,120.��

Pursue a Helping Profession Career With Ģ����ý��

A helping profession is more than a career, it’s an opportunity to bring meaningful change in the lives of people, families and communities. From supporting patients in the healthcare setting, helping students in the classroom or advocating for people in need, these roles help build healthier communities.��

Interested in pursuing a career that allows you to explore your calling to serve others? Getting the right education is the first step. Ģ����ý offers a variety of online programs that are designed to prepare students for impactful helping professions. With degrees in nursing, social work, education management and more, students can build their knowledge and skills with an industry-aligned curriculum. Explore Ģ����ý’s online programs today and begin working toward a career dedicated to helping others.

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Ģ����ý (Ģ����ý) is announcing a new partnership with the . TABSE is an affiliate of and is committed to improving the educational landscape and recognizing the achievements of Black students. With this partnership, members and employees of TASBE will receive a tuition discount on any online degree or certificate program offered by Ģ����ý. Ģ����ý will also waive the application fee for members or employees.��

The Texas Alliance of Black School Educators is a statewide organization dedicated to improving educational opportunities and outcomes for Black students. TABSE supports educators across Texas by promoting leadership development and advocating for policies that make quality education more accessible. The organization brings educators together through conferences and professional development opportunities, including master classes for coaches, special education professionals and school leaders. TABSE also has several regional affiliates across Texas, including chapters in Dallas, Austin and Houston.

“Ģ����ý is proud to partner with the Texas Alliance of Black School Educators to support the important work they are doing to strengthen educational opportunities across Texas,” said Jessica Manning, chief enrollment and partnership officer at Ģ����ý. “Through this partnership, we hope to make higher education more accessible for TABSE members by providing affordable pathways to advance their education and careers.”

Ģ����ý brings affordable educational opportunities to the communities by offering over 50+ online programs in theology, education, healthcare, social work and more. Each program is designed to meet industry standards and prepare students with the knowledge and skills needed to advance in their careers or pursue new opportunities. By partnering with organizations that share a similar commitment to education and community impact, Ģ����ý continues to make higher education more accessible for students and working professionals.

Ģ����ý’s online programs are administered through its branch location in Dallas and include 18 bachelor’s degrees, 20 master’s degrees, five doctoral degrees, five undergraduate certificate programs and eight graduate certificates. For more information about our programs, visit acu.edu/online.

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Ģ����ý’s online Doctor of Education (Ed.D.) in Organizational Leadership has been named by The Princeton Review as one of the “.” The recognition places Ģ����ý alongside a national group of institutions highlighted for excellence in online doctoral education.

In announcing the recognition, The Princeton Review noted that online Doctor of Education programs have grown increasingly rigorous and appealing to working professionals, citing the flexibility, affordability, innovative technologies, diverse student backgrounds and global opportunities these programs can offer.��

Ģ����ý’s online Ed.D. in Organizational Leadership is designed for professionals across nonprofit, corporate, government and educational settings who want to strengthen their leadership practice through research, reflection and applied learning. The 60-hour program can be completed in three to five years and is built around five core competencies: personal development, positive leadership development, collaboration and communication, organizational assessment and organizational culture.

The program helps prepare scholar-practitioners to lead organizational change, shape workplace culture and conduct research that addresses real-world challenges. Delivered fully online, the Ed.D. also offers students the opportunity to tailor their studies through field-specific concentrations while learning within Ģ����ý’s Christ-centered academic community.

“Being recognized by The Princeton Review affirms the quality and relevance of Ģ����ý’s online Doctor of Education in Organizational Leadership program,” said Dr. Stephen Johnson, chief executive officer for Ģ����ý Dallas. “This honor reflects the dedication of our faculty and staff and the meaningful work our students are doing to lead with purpose, integrity and impact in their organizations and communities.”

Ģ����ý’s online Ed.D. in Organizational Leadership is offered through the College of Leadership and Professional Studies and is intended for professionals seeking to grow as ethical, thoughtful leaders equipped to inspire progress and organizational success.

Ģ����ý’s online degrees are administered through the Dallas campus, offering 18 bachelor’s degrees, 18 master’s degrees, two doctoral degrees, five undergraduate certificates and eight graduate certificates. Each program is designed to equip students with the skills for their next role or career. For more information about Ģ����ý Online, visit acu.edu/online.��

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For as long as Hannah Page can remember, sports have been part of her life. Growing up in Lubbock, she watched her father coach basketball and also played both basketball and volleyball herself. She spent her undergraduate career playing collegiate volleyball at multiple universities. Hannah’s deep love and passion for collegiate sports was something she wanted to hone into a career. Hannah’s journey to Ģ����ý was fast but fated. In the final semester of her undergrad, Hannah was introduced to Ģ����ý’s faculty within the athletic department, and everything took off from there.��

Becoming a Graduate Assistant at Ģ����ý

While completing her bachelor’s degree in communications at McMurry University, Hannah began working as a sports information intern for the university’s athletic department. During her internship, she was introduced to Ģ����ý women’s basketball head coach Julie Goodenough and the athletic staff. What started as a simple introduction quickly turned into something much more meaningful.

At the time, the program was preparing to bring on a for the upcoming season. During her visit, Hannah spent about an hour meeting with the coaches and staff, sharing her background, love for athletics and interest in potentially working in collegiate sports. Although the conversation went well, the position had already been filled. But just a month later, everything changed.

The graduate assistant who originally committed to the role was ultimately unable to come to Ģ����ý. It was then that the women’s basketball team reached out to Hannah to offer her the job. However, Hannah was still playing collegiate volleyball and wrapping up her final semester before graduation. “We’ll wait for you,” was what the team told her. She worked with Ģ����ý’s women’s basketball team during the summer before returning to McMurry University to finish earning her bachelor’s. Immediately after she finished her final volleyball game, she began working as a graduate assistant. “It was a fast transition from being an athlete to working on the coaching side of things,” Hannah said.��

Joining the Sports Leadership Management Program

Along with her new position as a graduate assistant for the women’s basketball team, Hannah started pursuing her online master’s in sports leadership with Ģ����ý. She started the program in January and quickly developed an appreciation for the online format. “It allows me the freedom to do my coursework and be present in my job here,” Hannah said.��

As a graduate assistant, her schedule often includes practices, travel, recruiting support and day-to-day program operations. The flexibility of Ģ����ý’s online courses allows her to stay fully engaged with the team while still making progress toward her degree. At the same time, Hannah is also grateful for the program’s Christian foundation.��

“I love the Christian community here. Being surrounded by coaches, staff and professors who share a faith-centered perspective has helped me grow.” Hannah explained. The faith-based curriculum has completely changed her approach to coaching and leadership. Hannah recalled being a vocal leader on the court when she was an athlete, but being a sports leader as a coach is completely different.��

Becoming a Better Leader Through Coursework

Now, as a graduate assistant helping guide athletes and support the coaching staff, she’s learning that leadership begins internally. “A recurring theme in my program is that you can’t lead others if you can’t lead yourself,” she said. “Now that I’m not on the court as an athlete, it’s way more important how I lead myself and how I handle situations when I’m happy, when I’m stressed, when I’m panicking.”

Her coursework has helped her develop a new awareness of emotional intelligence, communication, and leadership under pressure. “I’m learning how to handle my emotions and how to speak to staff and players in a way that’s well received,” she said. Her current classes have also opened her eyes to an entirely new side of collegiate athletics. Courses covering sports law, ethics and policy have been especially impactful as the college athletics landscape rapidly evolves with new opportunities for athletes.

“Everything is happening so fast in sports right now,” she said. “Players can monetize themselves, and there are so many legal and ethical factors involved.” Through her coursework, she’s learning about contracts, athlete safety policies and the broader responsibilities that come with managing collegiate programs. “As an athlete, you don’t always think about those details,” she said. “Learning about contracts and the ethics behind sports has really opened my eyes.”

A Lifelong Community

Another aspect that Hannah loves about her Ģ����ý experience so far is building a lifelong community among graduate assistants. She currently lives with three other graduate assistants who work with softball, soccer and strength training programs. Together, they share the challenges and rewards of balancing graduate school and coaching. “It’s cool to lean on the other GAs and have each other’s back,” she said.

Because many of them are also enrolled in the same academic program, they’re able to support each other academically while navigating the realities of working in college athletics. “We all deal with similar situations in our sports,” she said. “It’s nice to have people who understand what you’re going through.”

One moment in particular showed her just how much support surrounded her at Ģ����ý. Last August, she was preparing for the women’s basketball team’s media day when she received a call from her mom. Before she could answer, one of the assistant coaches pulled her aside.

Her father had suffered a heart attack earlier that day.

“I’ll never forget that moment,” she stated. “My mom actually called my boss first because she didn’t want me to receive that news alone.” Her coaches immediately stepped in, offering to help her return to Lubbock and ensuring she had the support she needed. “That meant so much to me,” Hannah said. Thankfully, her father has since recovered and is doing much better. But the experience reminded her how deeply the Ģ����ý community cares for one another.

Letting Faith Guide Her Future

Hannah’s faith continues to shape the way she approaches both her career and her future. She will marry her high school sweetheart this June, another huge chapter in her life she’s looking forward to. As she prepares for marriage, career transitions and the next steps in athletics, she holds tightly to one belief. “God’s not going to call me somewhere and leave me unequipped,” she explained. “He’ll equip me when I get there.” She knows that wherever her career leads, the relationships she has built at Ģ����ý will continue to support her. “Talking about community, I feel like I’ll have these people in my corner personally and professionally forever,” she said.

On top of working as a graduate assistant for the women’s basketball team, Hannah’s sports management degree will also equip her with the skills to break into the sports industry. When asked about her dream job, Hannah mentioned that she’d love to work for a Power Four School, or schools that are included in the SEC, Big 10, ACC or Big 12 conferences.��

For Hannah, Ģ����ý has provided the flexibility, mentorship and faith-centered education needed to grow as both a leader and a coach. Programs like the online master’s in sports leadership are designed to equip professionals with the skills to lead teams, navigate the evolving world of athletics and make a lasting impact in their field. Learn about Ģ����ý’s other online programs.

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