Communication Arts

Public Relations Specialists

Designers

News Analysts, Reporters and Correspondents

Public Relations Specialists

Career Description

An organization's reputation, profitability, and even its continued existence can depend on the degree to which its targeted "publics" support its goals and policies. Public relations specialists—also referred to as communications specialists and media specialists, among other titles—serve as advocates for businesses, nonprofit associations, universities, hospitals, and other organizations, and build and maintain positive relationships with the public. As managers recognize the growing importance of good public relations to the success of their organizations, they increasingly rely on public relations specialists for advice on the strategy and policy of such programs.

Public relations specialists handle organizational functions such as media, community, consumer, industry, and governmental relations; political campaigns; interest-group representation; conflict mediation; or employee and investor relations. They help an organization and its public adapt mutually to each other. However, public relations are not only about "telling the organization's story." Understanding the attitudes and concerns of consumers, employees, and various other groups also is a vital part of the job. To improve communication, public relations specialists establish and maintain cooperative relationships with representatives of community, consumer, employee, and public interest groups, and with representatives from print and broadcast journalism.

Informing the general public, interest groups, and stockholders of an organization's policies, activities, and accomplishments is an important part of a public relations specialist's job. The work also involves keeping management aware of public attitudes and the concerns of the many groups and organizations with which they must deal.

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Training, Qualifications and Advancement

There are no defined standards for entry into a public relations career. A college degree combined with public relations experience, usually gained through an internship, is considered excellent preparation for public relations work; in fact, internships are becoming vital to obtaining employment. The ability to communicate effectively is essential. Many entry-level public relations specialists have a college major in public relations, journalism, advertising, or communication. Some firms seek college graduates who have worked in electronic or print journalism. Other employers seek applicants with demonstrated communication skills and training or experience in a field related to the firm's business—information technology, health, science, engineering, sales, or finance, for example.

Many colleges and universities offer bachelor's and postsecondary degrees in public relations, usually in a journalism or communications department. In addition, many other colleges offer at least one course in this field. A common public relations sequence includes courses in public relations principles and techniques; public relations management and administration, including organizational development; writing, emphasizing news releases, proposals, annual reports, scripts, speeches, and related items; visual communications, including desktop publishing and computer graphics; and research, emphasizing social science research and survey design and implementation. Courses in advertising, journalism, business administration, finance, political science, psychology, sociology, and creative writing also are helpful. Specialties are offered in public relations for business, government, and nonprofit organizations.

Many colleges help students gain part-time internships in public relations that provide valuable experience and training. The U.S. Armed Forces also can be an excellent place to gain training and experience. Membership in local chapters of the Public Relations Student Society of America (affiliated with the Public Relations Society of America) or the International Association of Business Communicators provides an opportunity for students to exchange views with public relations specialists and to make professional contacts that may help them find a job in the field. A portfolio of published articles, television or radio programs, slide presentations, and other work is an asset in finding a job. Writing for a school publication or television or radio station provides valuable experience and material for one's portfolio.

Creativity, initiative, good judgment, and the ability to express thoughts clearly and simply are essential. Decision making, problem-solving, and research skills also are important. People who choose public relations as a career need an outgoing personality, self-confidence, an understanding of human psychology, and an enthusiasm for motivating people. They should be competitive, yet able to function as part of a team and open to new ideas.

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Job Outlook

Keen competition will likely continue for entry-level public relations jobs, as the number of qualified applicants is expected to exceed the number of job openings. Many people are attracted to this profession due to the high-profile nature of the work. Opportunities should be best for college graduates who combine a degree in journalism, public relations, advertising, or another communications-related field with a public relations internship or other related work experience. Applicants without the appropriate educational background or work experience will face the toughest obstacles.

Employment of public relations specialists is expected to increase faster than the average for all occupations through 2012. The need for good public relations in an increasingly competitive business environment should spur demand for public relations specialists in organizations of all types and sizes. The value of a company is measured not just by its balance sheet, but also by the strength of its relationships with those upon whom it depends for its success. And, in the wake of corporate scandals, more emphasis will be placed on improving the image of the client, as well as building public confidence.

Employment in public relations firms should grow as firms hire contractors to provide public relations services rather than support full-time staff. In addition to those arising from employment growth, job opportunities should result from the need to replace public relations specialists who take other jobs or who leave the occupation altogether.

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Earnings

Median annual earnings for salaried public relations specialists were $41,710 in 2002. The middle 50 percent earned between $31,300 and $56,180; the lowest 10 percent earned less than $24,240, and the top 10 percent earned more than $75,100. Median annual earnings in the industries employing the largest numbers of public relations specialists in 2002 were:

Advertising and related services $48,070
Local government $42,000
Business, professional, labor, political, and similar organizations $39,330
Colleges, universities, and professional schools $36,820

According to a joint survey conducted by the International Association of Business Communicators and the Public Relations Society of America, the median annual income for a public relations specialist was $66,800 in 2002.

*Source: U.S. Department of Labor - Bureau of Labor Statistics.

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Designers

Career Description

Designers are people with a desire to create. They combine practical knowledge with artistic ability to turn abstract ideas into formal designs for the merchandise we buy, the clothes we wear, the Web sites we use, the publications we read, and the living and office space we inhabit. Designers usually specialize in a particular area of design, such as automobiles, industrial or medical equipment, home appliances, clothing and textiles, floral arrangements, publications, Web sites, logos, signage, movie or TV credits, interiors of homes or office buildings, merchandise displays, or movie, television, and theater sets.

The first step in developing a new design or altering an existing one is to determine the needs of the client, the ultimate function for which the design is intended, and its appeal to customers or users. When creating a design, designers often begin by researching the desired design characteristics, such as size, shape, weight, color, materials used, cost, ease of use, fit, and safety.

Designers then prepare sketches or diagrams—by hand or with the aid of a computer—to illustrate the vision for the design. After consulting with the client, a creative director, or a product development team, designers create detailed designs, using drawings, a structural model, computer simulations, or a full-scale prototype. Many designers use computer-aided design (CAD) tools to create and better visualize the final product. Computer models allow ease and flexibility in exploring a greater number of design alternatives, thus reducing design costs and cutting the time it takes to deliver a product to market. Industrial designers use computer-aided industrial design (CAID) tools to create designs and machine-readable instructions that communicate with automated production tools.

Designers sometimes supervise assistants who carry out their creations. Designers who run their own businesses also may devote a considerable amount of time to developing new business contacts, examining equipment and space needs, and performing administrative tasks, such as reviewing catalogues and ordering samples. The need for up-to-date computer and communications equipment is an ongoing consideration for many designers, especially those in industrial and graphic design.

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Training, Qualifications and Advancement

Creativity is crucial in all design occupations. People in this field must have a strong sense of the esthetic—an eye for color and detail, a sense of balance and proportion, and an appreciation for beauty. Designers also need excellent communication and problem-solving skills. Despite the advancement of computer-aided design, sketching ability remains an important advantage in most types of design, especially fashion design. A good portfolio—a collection of examples of a person's best work—often is the deciding factor in getting a job.

A bachelor's degree is required for most entry-level design positions, except for floral design and visual merchandising. Esthetic ability is important in floral design and visual merchandising, but formal preparation typically is not necessary. Many candidates in industrial design pursue a master's degree to increase their chances of selection for open positions.

Formal training for some design professions also is available in 2- and 3-year professional schools that award certificates or associate degrees in design. Graduates of 2-year programs normally qualify as assistants to designers, or they may enter a formal bachelor's degree program. The Bachelor of Fine Arts degree is granted at 4-year colleges and universities. The curriculum in these schools includes art and art history, principles of design, designing and sketching, and specialized studies for each of the individual design disciplines, such as garment construction, textiles, mechanical and architectural drawing, computerized design, sculpture, architecture, and basic engineering. A liberal arts education or a program that includes training in business or project management, together with courses in merchandising, marketing, and psychology, along with training in art, is recommended for designers who want to freelance. In addition, persons with training or experience in architecture qualify for some design occupations, particularly interior design.

Employers increasingly expect new designers to be familiar with computer-aided design software as a design tool. For example, industrial designers use computers extensively in the aerospace, automotive, and electronics industries. Interior designers use computers to create numerous versions of interior space designs—images can be inserted, edited, and replaced easily and without added cost—making it possible for a client to see and choose among several designs.

The National Association of Schools of Art and Design accredits more than 200 postsecondary institutions with programs in art and design. Most of these schools award a degree in art, and some award degrees in industrial, interior, textile, graphic, or fashion design. Many schools do not allow formal entry into a bachelor's degree program until a student has successfully finished a year of basic art and design courses. Applicants may be required to submit sketches and other examples of their artistic ability.

The Foundation for Interior Design Education Research also accredits interior design programs that lead to a bachelor's degree. There are about 120 accredited professional programs in the United States, located primarily in schools of art, architecture, and home economics.

Individuals in the design field must be creative, imaginative, and persistent and must be able to communicate their ideas in writing, visually, and verbally. Because tastes in style and fashion can change quickly, designers need to be well read, open to new ideas and influences, and quick to react to changing trends. Problem-solving skills and the ability to work independently and under pressure are important traits. People in this field need self-discipline to start projects on their own, to budget their time, and to meet deadlines and production schedules. Good business sense and sales ability also are important, especially for those who freelance or run their own business.

Beginning designers usually receive on-the-job training and normally need 1 to 3 years of training before they can advance to higher level positions. Experienced designers in large firms may advance to chief designer, design department head, or other supervisory positions. Some designers leave the occupation to become teachers in design schools or in colleges and universities. Many faculty members continue to consult privately or operate small design studios to complement their classroom activities. Some experienced designers open their own firms.

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Job Outlook

Overall employment of designers is expected to grow about as fast as the average for all occupations through the year 2012 as the economy expands and consumers, businesses, and manufacturers continue to rely on the services provided by designers. However, designers in most fields—with the exception of floral design—are expected to face keen competition for available positions. Many talented individuals are attracted to careers as designers. Individuals with little or no formal education in design, as well as those who lack creativity and perseverance, will find it very difficult to establish and maintain a career in the occupation.

Among the design specialties, graphic designers are projected to provide the most new jobs. Demand for graphic designers should increase because of the rapidly expanding market for Web-based information and expansion of the video entertainment market, including television, movies, video, and made-for-Internet outlets.

Rising demand for interior design of private homes, offices, restaurants and other retail establishments, and institutions that care for the rapidly growing elderly population should spur employment growth of interior designers. New jobs for floral designers are expected to stem mostly from the relatively high replacement needs in retail florists that result from comparatively low starting pay and limited opportunities for advancement. The majority of new jobs for merchandise displayers and window trimmers will also result from the need to replace workers who retire, transfer to other occupations, or leave the labor force for other reasons.

Increased demand for industrial designers will stem from continued emphasis on the quality and safety of products, demand for new products that are easy and comfortable to use, and the development of high-technology products in medicine, transportation, and other fields. Demand for fashion designers should remain strong, because many consumers continue to seek new fashions and fresh styles of apparel. Employment growth for fashion designers will be slowed, however, by declines in the apparel manufacturing industries. Despite faster-than-average growth for set and exhibit designers, few job openings will result because the occupation is small.

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Earnings

Median annual earnings for commercial and industrial designers were $52,260 in 2002. The middle 50 percent earned between $39,240 and $67,430. The lowest 10 percent earned less than $28,820, and the highest 10 percent earned more than $82,130. Median annual earnings were $61,530 in architectural, engineering, and related services.

Median annual earnings for fashion designers were $51,290 in 2002. The middle 50 percent earned between $35,550 and $75,970. The lowest 10 percent earned less than $25,350, and the highest 10 percent earned more than $105,280.

Median annual earnings for floral designers were $19,480 in 2002. The middle 50 percent earned between $15,880 and $23,560. The lowest 10 percent earned less than $13,440, and the highest 10 percent earned more than $29,830. Median annual earnings were $21,610 in grocery stores and $18,950 in florists.

Median annual earnings for graphic designers were $36,680 in 2002. The middle 50 percent earned between $28,140 and $48,820. The lowest 10 percent earned less than $21,860, and the highest 10 percent earned more than $64,160. Median annual earnings in the industries employing the largest numbers of graphic designers were as follows:

Advertising and related services $39,510
Specialized design services $38,710
Printing and related support activities $31,800
Newspaper, periodical, book, and directory publishers $31,670

Median annual earnings for interior designers were $39,180 in 2002. The middle 50 percent earned between $29,070 and $53,060. The lowest 10 percent earned less than $21,240, and the highest 10 percent earned more than $69,640. Median annual earnings in the industries employing the largest numbers of interior designers were as follows:

Architectural, engineering, and related services $41,680
Specialized design services $39,870
Furniture stores $36,320

Median annual earnings of merchandise displayers and window dressers were $22,550 in 2002. The middle 50 percent earned between $18,320 and $29,070. The lowest 10 percent earned less than $15,100, and the highest 10 percent earned more than $40,020. Median annual earnings were $22,130 in department stores.

Median annual earnings for set and exhibit designers were $33,870 in 2002. The middle 50 percent earned between $24,780 and $46,350. The lowest 10 percent earned less than $17,830, and the highest 10 percent earned more than $63,280.

The American Institute of Graphic Arts reported 2002 median annual earnings for graphic designers with increasing levels of responsibility. Staff-level graphic designers earned $40,000, while senior designers, who may supervise junior staff or have some decisionmaking authority that reflects their knowledge of graphic design, earned $55,000. Solo designers, who freelanced or worked under contract to another company, reported median earnings of $55,000. Design directors, the creative heads of design firms or in-house corporate design departments, earned $85,000. Graphic designers with ownership or partnership interests in a firm or who were principals of the firm in some other capacity earned $93,000.

*Source: U.S. Department of Labor - Bureau of Labor Statistics.

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News Analysts, Reporters, and Correspondents

Career Description

News analysts, reporters, and correspondents play a key role in our society. They gather information, prepare stories, and make broadcasts that inform us about local, State, national, and international events; present points of view on current issues; and report on the actions of public officials, corporate executives, special-interest groups, and others who exercise power.

News analysts examine, interpret, and broadcast news received from various sources. They also are called newscasters or news anchors. News anchors present news stories and introduce videotaped news or live transmissions from on-the-scene reporters. Some newscasters at large stations and networks specialize in a particular type of news, such as sports or weather. Weathercasters, also called weather reporters, report current and forecasted weather conditions. They gather information from national satellite weather services, wire services, and local and regional weather bureaus. Some weathercasters are trained meteorologists and can develop their own weather forecasts. (See the statement on atmospheric scientists elsewhere in the Handbook.) Sportscasters select, write, and deliver sports news. This may include interviews with sports personalities and coverage of games and other sporting events.

In covering a story, reporters investigate leads and news tips, look at documents, observe events at the scene, and interview people. Reporters take notes and also may take photographs or shoot videos. At their office, they organize the material, determine the focus or emphasis, write their stories, and edit accompanying video material. Many reporters enter information or write stories on laptop computers, and electronically submit the material to their offices from remote locations. In some cases, newswriters write a story from information collected and submitted by reporters. Radio and television reporters often compose stories and report "live" from the scene. At times, they later tape an introduction to or commentary on their story in the studio. Some journalists also interpret the news or offer opinions to readers, viewers, or listeners. In this role, they are called commentators or columnists.

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Training, Qualifications and Advancement

Most employers prefer individuals with a bachelor's degree in journalism or mass communications, but some hire graduates with other majors. They look for experience on school newspapers or broadcasting stations and internships with news organizations. Large-city newspapers and stations also may prefer candidates with a degree in a subject-matter specialty such as economics, political science, or business. Some large newspapers and broadcasters may hire only experienced reporters.

Bachelor's degree programs in journalism are available at more than 400 colleges or universities. About three-fourths of the courses in a typical curriculum are in liberal arts; the remaining courses are in journalism. Examples of journalism courses are introductory mass media, basic reporting and copy editing, history of journalism, and press law and ethics. Students planning a career in broadcasting take courses in radio and television news and production. Those planning newspaper or magazine careers usually specialize in news-editorial journalism. To create a story for an online presentation, they need to know how to use computer software to combine online story text with audio and video elements and graphics.

Many community and junior colleges offer journalism courses or programs; credits may be transferable to 4-year journalism programs. About 120 schools offered a master's degree in journalism in 2002; about 35 schools offered a Ph.D. degree. Some graduate programs are intended primarily as preparation for news careers, while others prepare journalism teachers, researchers and theorists, and advertising and public relations workers.

High school courses in English, journalism, and social studies provide a good foundation for college programs. Useful college liberal arts courses include English with an emphasis on writing, sociology, political science, economics, history, and psychology. Courses in computer science, business, and speech are useful as well. Fluency in a foreign language is necessary in some jobs.

Although reporters need good word processing skills, computer graphics and desktop publishing skills also are useful. Computer-assisted reporting involves the use of computers to analyze data in search of a story. This technique and the interpretation of the results require computer skills and familiarity with databases. Knowledge of news photography also is valuable for entry-level positions, which sometimes combine the responsibilities of a reporter with those of a camera operator or photographer.

Employers report that practical experience is the most important part of education and training. Upon graduation many students have already gained much practical experience through part-time or summer jobs or through internships with news organizations. Most newspapers, magazines, and broadcast news organizations offer reporting and editing internships. Work on high school and college newspapers, at broadcasting stations, or on community papers or U.S. Armed Forces publications also provides practical training. In addition, journalism scholarships, fellowships, and assistantships awarded to college journalism students by universities, newspapers, foundations, and professional organizations are helpful. Experience as a stringer or freelancer—a part-time reporter who is paid only for stories printed—is advantageous.

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Job Outlook

Employment of news analysts, reporters, and correspondents is expected to grow more slowly than the average for all occupations through the year 2012—the result of mergers, consolidations, and closures of newspapers; decreased circulation; increased expenses; and a decline in advertising profits. In addition to consolidation of local newspaper and television and radio station ownership, increasing competition for viewers from cable networks also should limit employment growth. Some job growth is expected in new media areas, such as online newspapers and magazines. Job openings also will result from the need to replace workers who leave their occupations permanently. Some news analysts, reporters, and correspondents find the work too stressful and hectic or do not like the lifestyle, and transfer to other occupations.

Most opportunities will be with smalltown and suburban newspapers and radio and television stations. Competition will continue to be keen for more sought-after jobs on large metropolitan and national newspapers, broadcast stations and networks, and magazines. Talented writers who can handle highly specialized scientific or technical subjects have an advantage. Also, newspapers increasingly are hiring stringers and freelancers.

Journalism graduates have the background for work in closely related fields such as advertising and public relations, and many take jobs in these fields. Other graduates accept sales, managerial, or other nonmedia positions.

The number of job openings in the newspaper and broadcasting industries—in which news analysts, reporters, and correspondents are employed—is sensitive to economic ups and downs, because these industries depend on advertising revenue.

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Earnings

Salaries for news analysts, reporters, and correspondents vary widely. Median annual earnings of news analysts, reporters, and correspondents were $30,510 in 2002. The middle 50 percent earned between $22,350 and $47,170. The lowest 10 percent earned less than $17,620, and the highest 10 percent earned more than $69,450. Median annual earnings of news analysts, reporters, and correspondents were $33,320 in radio and television broadcasting and $29,090 in newspaper, periodical, book, and directory publishers in 2002.

*Source: U.S. Department of Labor - Bureau of Labor Statistics.

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We maintain the right to modify these Terms and Conditions of Use at any time and may do so by posting notice of such modifications on this page. Any modification is effective immediately upon posting the modification on the relevant Site. Your continued use of the Site following the posting of any modification signifies your acceptance of such modification and your willingness to be bound by the Terms and Conditions of Use as modified. Thus, you will be bound by such revisions and should periodically visit this page to review the current Terms and Conditions of Use.

General

By using the site, you agree to these Terms and Conditions of Use. These Terms and Conditions of Use shall be construed in accordance with the laws of New York, exclusive of its choice of law rules. You hereby submit to the exclusive jurisdiction of the state and federal courts having jurisdiction in New York, and you waive any jurisdictional, venue, or inconvenient forum objections to such courts. In any action to enforce these Terms and Conditions of Use, the prevailing party will be entitled to costs and reasonable attorney fees. In the event that any provisions of these Terms and Conditions of Use are held to be unenforceable, such provisions shall be limited or eliminated to the minimum extent necessary so that these Terms and Conditions of Use shall otherwise remain in full force and effect. These Terms and Conditions of Use, together with any other agreements entered into between the user and Ellis, constitute the entire understanding between the parties pertaining to use of the Site, and any prior written or oral agreements between the parties are expressly canceled.


Privacy Statement for Ellis University

Your privacy and the privacy of others are important to Ellis University (“Ellis”). In particular, we believe that a vibrant learning community depends on maintaining a trusted user environment. As such, Ellis is committed to providing a clear and specific description of its policies to protect the privacy of its students and other users. By using the ellis.edu website (the “Site”) and entering your information, you consent to our collection and the use of that information as described below. In general, any information we collect from our users is for the internal use of Ellis University (“Ellis”) and Cardean Learning Group, which operates the Site and provides other services to Ellis, except as described below. Any material changes to our policy will be reflected on this page so that you are always aware of the information we collect and how we use it.

Sources and Uses of User Information

Each time a visitor comes to the Site, information is collected from the visitor or user to improve the overall quality of the Site. We use your IP address to help diagnose problems with our server, and to administer the Site. Your IP address is used to help identify you and to gather broad demographic information. Our Site may use cookies to keep track of your visit to our Site. "Cookies" may be used to tailor content specific to your interests, to save your password so you don't have to re-enter it each time you visit our Site, and to track which areas of the Site are most popular with our users. With most Internet browsers, you can erase cookies from your computer hard drive, block all cookies, or receive a warning before a cookie is stored on your computer. Because cookies are used on our Site to provide certain functionality to registered users, if you disable cookies through your browser preferences, some features of the Site as well as Ellis courses may not work properly.

Some of our Site's registration and other forms may also ask users to give us demographic and contact information (like name and e-mail address), unique identifiers (like social security number), financial information (like account or credit card numbers), and demographic information (like zip code, age, or income level). You may also provide such information to your enrollment advisor or Advisor for them to register you on the Site or to enroll you in a course. We may use such information to send you information about our programs and services, check financial qualifications, bill for course enrollments, verify identity or to maintain student records. You may also voluntarily provide additional information to us. If you do not want your personal information collected, please do not give it to us. You will only receive general mailings from us if you provide us with your contact information or become a student. Any time after providing us with your contact information, you may opt out of our contact list and choose not to receive future mailings at any time by sending an email to your enrollment advisor or to admissions@ellis.edu. If you are a student and do not wish to receive mailings other than those related to your participation as a student, please notify your advisor or learnerservices@ellis.edu.

If you are a student at Ellis, you may have additional rights under United States Federal law. Please consult Ellis Student Handbook or the annual notification under the Family Educational Rights and Privacy Act for further details.

We may also be compelled to surrender personal user or customer information to United States or other legal authorities withoutexpress user consent if presented with a court subpoena or similar legal order.

Aggregated user information is used by Ellis, and Cardean Learning Group. In addition, certain aggregated information may be reported to United States and other regulatory agencies, as may be required by law, and accrediting bodies. This aggregated information cannot be used to personally identify or contact a specific individual.

If you provide information to Ellis through an Internet portal or other website, you should also consult privacy policy of the portal or website, since that policy may also apply to your information.

In the event of a violation of the terms and conditions of use of this Site or a violation of any restrictions on use of materials provided in or through this Site, we may disclose personal user information to our affected business partners or legal authorities.

We do not collect information at our Site from those we actually know are under 13, and no part of our Site is structured to attract anyone under 13. If a child has provided us with personal information, we ask that a parent or guardian of the child contact us at admissions@ellis.edu if they would like the information submitted by a child deleted from our database. We will use all reasonable efforts to delete such information from our database.

Learning Community

Our policies regarding privacy as well as our operating procedures are designed to limit participation in Ellis University courses to students, their specific faculty, and other staff of Ellis, and Cardean Learning Group who are responsible for quality delivery of the courses. We may use and share course discussions, deliverables and evaluations on an anonymous basis with third parties with whom we do business, or for marketing purposes, without tying them to particular students.

It is not our standard practice to make student work product available to employers. However, if your employer is paying all or part of the cost of your enrollment in any Ellis course, upon your request and authorization, we may make available to your employer progress reports relating to your participation in such program or course and notify your employer whether or not you have successfully completed a course, and the grade you received in the course. We will not provide such information automatically. It is your responsibility to notify us of your employer’s practices and its requirements, and to provide us with any additional authorization we need to release any information your employer may require as a condition to providing financial support for your enrollment in an Ellis program or course.

Links to Other Sites

Our Site contains links to other websites. Some of these sites offer products and services, including textbooks and other course materials. is not responsible for the privacy practices or the content of any third party websites, including those for which we may provide a link on our Site. Any information provided by a user to such third party sites is subject to the privacy practices of that third party and not those of Ellis University.

Public Forums

Our Site may make use of chat rooms, forums, message boards, and/or news groups. Please remember that any information that is disclosed in these areas or in course deliverables that you submit becomes public information and you should not disclose any personal information that you would not be comfortable having made generally available. Nor should you disclose any information about your employer if there is any chance the information might be proprietary or confidential information of your employer.

Security

Please note that no data transmission over the Internet is 100% secure. As a result, we cannot guarantee the security of the information that you transmit via our online services.

Changes to Policy

As Ellis University grows and technology evolves, this policy may need to change. We will notify you of changes to this policy by posting the revised policy on this Site. If the changes represent a material departure from our current practices with respect to the use of personally identifiable information, the changes will be posted on this page thirty (30) days prior to taking effect.