Life Catalyst Masters Program has been approved as a required Masters Course in the School of Nursing.

This is from one of our students:


Patricia Sigley, BSN, RN     

Clinical Nurse Specialist


Practice and Education.


My department touches many areas of the hospital, focusing on education of employees.  We write policies, research, teach

mandatory classes along with individual remediation.


Our department job description states:

"FUNCTION: The Clinical Nurse Specialist (CNS) serves as an expert clinical nurse who utilizes specialized knowledge, skill, and competency for promoting optimum care of patients, families and/or significant others within his/her area of identified expertise. The CNS acts as a consultant to the patient, family and/or significant other, nurse, institution, and community in the area of his/her expertise to direct movement toward maximum levels of health.


1. Graduate of Nursing Program, BSN / BA required.

2. Position requires a Master's of Science in Nursing and/or related field or expected date for completion of program of study. Will be referred to as a Clinical Specialist until Master's degree completion.

3. Current West Virginia State license as a registered nurse required.

4. Progressive clinical and/or managerial experience in area of specialty hired.

5. Analytical skills necessary in order to develop and assist in implementation of standards of care and standards of practice and evaluation of nursing care delivered to area of specialty.

6. Ability to assume responsibility for the best use of time and personal productivity in the interest of utilizing self as an important corporate resource.

7. Interpersonal skills necessary to communicate and coordinate programs with a variety of health care personnel, and outside individuals or organizations.

8. Ability to work based on the operational needs of the Hospital.

9. Possess the ability to deal tactfully and harmoniously with guests.

The Master's program offered through Life Catalyst Institute was approved for my position due to the emphasis on interpersonal skills and the development of analytical skills.

Communication is a vital part of my position, to groups as well as individuals.  Having the ability to apply the Life Catalyst training strengthens my skills and communication techniques at various levels.  With this observation, my director accepted this program as a Master's in a "related field."


The Center for Credentialing and Education has endorsed Life Catalyst and its curriculum. Dr. Wyser is a facilitator for continuing education units through CCE and is a founder.

This is an agency that certifies life coaches and with whom Dr. Wyser has credentials as well.

The Board Certified Life Coach Credential

The Center for Credentialing & Education(CCE), as an affiliate with the National Board of Certified Counselors (NBCC), manages theBoard Certified Coach (BCC) credential as a means to independently verify that applicants have met professional coaching competency standards established by CCE and subject matter experts. These standards reflect the common knowledge, skills and abilities of a professional coach. The BCC is a mark of quality. 

Life Catalyst Institute has created the only degree course in life coaching and it is based on the life catalyst model—a model that combines the skills of life coaching and teaching. This degree yields a certificate and degree and is designated MALC BCLC.   BCLC (Board Certified Life Coach Life Catalyst Model) is a mark of quality and achievement. MALC is the designation for masters of the arts of life coaching.

The achievement of the Board Certified Life Coach Life Catalyst Model credential solidifies the professional identity of the coach.  The BCLC credential is attractive to professionals who would like to provide independent third-party verification that they have achieved certain coaching competency standards.   

In order to re-certify, you will need to be able to document 100 hours of continuing education completed during your five-year certification period. At least three continuing education hours must be in the area of communication. In order to maintain a specialty designation (eg, Marriage Coach) at least 18 of the 100 continuing education hours must be applicable to that designated area. All continuing education activities must meet the BCLC Recertification Guidelines.

All of Life Catalyst Curriculum is approved for CEU’s.

Life Catalyst Life Coaching has the approval for training and certifying life coaches from Angelina College, Lufkin, Texas and University of Texas at Arlington, TX. This course is taught as the course is advertised and populated.

Life Catalyst Life Coaching is offered at Apostolic Theological Seminary and Bible School, and online school, as a Masters of Arts in Life Coaching. It will soon be in select Bible Schools as well.

Upon completion of this masters course you may place MALC  BCLC after your name. (Master of Life Coaching {Life Catalyst Model}) (Board Certified Life Coach) {Mentor and Consulltant}

Life Catalyst Institute is incorporated and is a 5013c. All diplomas and certifications are issued from Life Catalyst Institute. The institutions that include this program in their curriculum put their approval on the diploma issued from their school. I become an adjunct professor for the institutions.

Life Catalyst Institute Master's Program has been approved as equivalent to a master's in health care and meets the master's requirement for nurses/


Life Catalyst Institutte master's Porogram meets the requirement for student success coaches employed by many colleges and univerities. 


 The Following is an article that indicates an employment/business oportunity which this course would qualify a person for.

Mentoring programs see girls, economically disadvantaged student get head start in STEM careers

Stuyvesant High School senior Wendy Chou is getting a head start on a career as a researcher thanks to a mentoring program at the American Museum of Natural History.

That’s where Wendy, who’s 18 and lives in Flushing, Queens, discovered a spider fossil in a 52 million-year-old amber sample on March 12.

“This is a really good experience because not many people my age are able to work with a museum scientist,” Wendy said of the program. “It’s much closer to what I’ll experience in college.”

Across the city, more girls like Wendy are getting a jump on careers in the white-hot fields of science, technology, engineering and math — better known as STEM.

Hands-on mentoring programs, such as the one at the Museum of Natural History, are being developed to encourage girls and economically disadvantaged kids to become deeply engaged in STEM before they graduate from high school.

And city schools are taking steps to get more of those kids involved in STEM as well.

Girls have been left out of the STEM revolution in city education for years, with female students accounting for only about a quarter of kids in the city schools’ top STEM programs in 2013.

But now, there are signs that city girls are making strides in STEM learning, said Devora Kaye, a spokeswoman for the city Department of Education.

 “Encouragingly, we have seen increased female participation in STEM opportunities, both in and out of the classroom,” said Kaye.

Female students took more than half of all STEM-advanced placement exams in the 2013-14 school year, Kaye said. Nearly two-thirds of the finalists in this year’s New York City Science and Engineering Fair are girls.

But still, there is plenty more work to do to erase the STEM gender gap.

A recent report by Change the Equation, a Washington, D.C.-based nonprofit that promotes STEM education, identified a “diversity dilemma” in STEM professions.

Since 2001, the percentage of women working in STEM fields like computing and advanced manufacturing has been stagnant, while the percentage of African-Americans and Latinos has shrunk.

Leaders of STEM-oriented companies are worried about the diversity of their workforce, said Linda Rosen, Change the Equation’s chief executive officer.

“It’s very well-documented that the most successful workplaces involve a diversity of perspectives and talents,” she said.

For both employers and potential employees, future success hinges on education. When students have STEM literacy, Rosen said, “all doors are open.”

In response to such demographic trends in STEM fields, the Department of Education has developed programs to improve access to STEM education for girls and black and Latino students.

The Software Engineering Pilot gives access to hands-on computer science learning to more than 2,600 middle and high school students, many of them from underrepresented groups in STEM fields. Schools also host mentoring events with representatives from companies like Google, Facebook and Twitter and groups like Girls Who Code to introduce students to professionals in the field.

And starting this year, the city’s new Science Research Mentoring Consortium will provide STEM mentoring programs for 300 talented but economically disadvantaged students at 11 city learning institutions, including five City University of New York research programs.

Likewise, the Summer STEM Program at Cooper Union’s Albert Nerken School of Engineering will offer financially disadvantaged kids, girls and kids of color a shot at STEM.

City students who are underrepresented in STEM fields can apply for financial aid to cover the full cost of the six-week program.

By inspiring diverse students to study STEM fields in college, programs like these help address growing workforce needs at the professional level, said Teresa Dahlberg, dean of the Albert Nerken School of Engineering.

“What’s good for underrepresented groups is good for everybody,” Dahlberg said.