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Journal of Higher Learning for Today’s Servicemember

Force Enhancer Daniel Sitterly Director, Force Development, Deputy Chief of Staff for Manpower and Personnel for the Air Force

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October 2011

Volume 6, Issue 8

MAE Welcomes CCME President Linda Frank as a Contributor

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Virtual Campuses Educating ARSOF

O O

Criminal Justice CCME

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Pre-Learning Assessments

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• Free and honest evaluations of your military experience, testing, and training credits.

• Six-week quarter structure helps you finish your degree faster.

• Regionally accredited, founded in 1911.

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Baker College is a long-time partner of the GoArmyEd programs as well as DANTES, SOC, and VA approved.

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Baker College is accredited by The Higher Learning Commission and is a member of the North Central Association / 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504 / 800-621-7440 /www.ncahigherlearningcommission.org.

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Military Advanced Education

October 2011 Volume 6 • Issue 8

Features

Cover / Q&A Educating the Best to be Even Better

When it comes to education, Army special operations forces, or ARSOF, really are special. Soldiers in civil affairs, military information support operations and special forces who are attending courses at the United States Army John F. Kennedy Special Warfare Center and School at Fort Bragg, N.C., are being provided unparalleled access not only to the world’s best military training but also to a variety of civilian educational programs at the associate, bachelor’s and master’s levels.

By Dr. David Brand

4

From Military to Civilian Enforcer

If you’re preparing to transition out of the military but are unsure as to what path to pursue, a degree in criminal justice may be just the right fit. Whether you’re interested in working as a corrections or police officer, or think that a career in federal law enforcement is the way to go, a degree in criminal justice provides servicemembers with the education to complement their vast hands-on experience.

By Maura McCarthy

7

Internet U

10

Can’t make it to your local state college because of work or family obligations—or because you’re stationed halfway around the world? Hop on the information superhighway and check out the latest virtual campuses and online education outposts.

By J.B. Bissell

16 Daniel Sitterly Director, Force Development, Deputy Chief of Staff for Manpower and Services for the Air Force

Departments 2 Editor’s Perspective 3 People/Program Notes

Knowledge is Power

22

Before you can get to where you are going, you must know where you are. Pre-learning assessments provide students a better understanding of where they stand skill and experience wise before they enroll in classes, saving them time and money and sometimes even giving them the confidence they lacked.

By Celeste Altus

14 Class Notes 24 CCME Mission:

Education Enhancement

26 Money Talks 27 Calendar, Directory

University Corner

28 Kevin Currie Executive Director Northeastern University Online

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Military Advanced Education

Volume 6, Issue 8 October 2011

Journal of Higher Learning for Today’s Servicemember Editorial Editor Maura McCarthy mauram@kmimediagroup.com Managing Editor Harrison Donnelly harrisond@kmimediagroup.com Copy Editor John Marth johnm@kmimediagroup.com Online Editorial Manager Laura Davis laurad@kmimediagroup.com Correspondents Celeste Altus • J.B. Bissell • Kelly Fodel Kenya McCullum Art & Design Art Director Jennifer Owers jennifero@kmimediagroup.com Senior Designer Jittima Saiwongnuan jittimas@kmimediagroup.com Graphic Designers Amanda Kirsch amandak@kmimediagroup.com David Mackey mackeyd@kmimediagroup.com Scott Morris scottm@kmimediagroup.com Kailey Waring kaileyw@kmimediagroup.com Advertising Associate Publisher Glenn R. Berlin glenn@kmimediagroup.com

KMI Media Group Publisher Kirk Brown kirkb@kmimediagroup.com Chief Executive Officer Jack Kerrigan jack@kmimediagroup.com Chief Financial Officer Constance Kerrigan connik@kmimediagroup.com Executive Vice President David Leaf davidl@kmimediagroup.com Editor-In-Chief Jeff McKaughan jeffm@kmimediagroup.com Controller Gigi Castro gcastro@kmimediagroup.com Trade Show Coordinator Holly Foster hollyf@kmimediagroup.com Office Coordinator Diamond Matthews diamondm@kmimediagroup.com

Operations, Circulation & Production Manager - Circulation & Operations Toye McLean toyem@kmimediagroup.com Distribution Coordinator Duane Ebanks duanee@kmimediagroup.com Data Specialists Rebecca Hunter rebeccah@kmimediagroup.com Tuesday Johnson tuesdayj@kmimediagroup.com Summer Walker summerw@kmimediagroup.com Donisha Winston winstond@kmimediagroup.com

In early September, the Department of Education released the FY 2009 student loan default rate, which has risen from 7.0 in FY 2008 to 8.8. The rate increased for public, private and for-profit institutions alike.

This rate reflects the status of borrowers whose loans entered repayment between October 1, 2008, and September 30, 2009, and who defaulted before September 30, 2010. Of the more than 3.6 million student loan borrowers from 5,900 institutions, more than 320,000 defaulted. While it is absolutely necessary that borrowers be responsible, at the same time it is also important for there to be institutional safeguards in place to protect them from predatory practices. The government has undertaken a variety of initiatives aimed at helping students become informed Maura McCarthy consumers, protecting them from aggressive recruiters, and facilitating Editor loan repayment. For example, the Department of Education recently released College Affordability and Transparency Lists that provide students with information on tuition costs, fees and rate of price increases. Additionally, the department has passed a number of regulations to ensure institutions are offering high-quality programs and are preparing students for gainful employment. Moreover, to facilitate student loan repayment the income-based repayment plan bases monthly payments on a borrower’s income and family size, which can make repayment more manageable for students after graduation.

Students need to be aware of the financial reality of higher education. There is no question: higher education is expensive, but the doors a degree opens are numerous and lead to greater lifetime earnings. The nation needs educated and qualified workers in order to recover and compete globally, but students should not mortgage their future in order to pay for a degree that will never have the earning potential required to pay off the debt incurred. One way to help defray tuition costs is to apply for federal financial aid through the Free Application for Federal Student Aid (FAFSA). Servicemembers utilizing VA education benefits need to know not only that they are eligible for this aid, but also that DoD or VA benefits are not classified as federal student aid when considering Title IV eligibility.

In light of the changes to the Post-9/11 GI Bill, many servicemembers may be faced with unexpected out-of-pocket tuition expenses. Do not give up on the dream of an education, but instead realistically assess benefits you are eligible for and seek out alternative and financially responsible ways to finance your degree.

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P ROG R AM NO TES

New Poll Shows College Degree Key to Employment According to a new Gallup study, done in conjunction with Lumina Foundation, Americans now overwhelmingly believe that college degrees are essential to addressing the employment and financial uncertainty facing our country. Top-level findings from the study have been shared with national education leaders at a PDK International conference.

“Even with the wild gyrations on Wall Street this summer, Americans still believe that the road to greater economic prosperity for themselves and our country comes through education,” said Lumina Foundation President and CEO Jamie Merisotis.“Postsecondary degree completion provides the best path forward for a brighter future.”

A summary of key study findings includes that Americans agree that a degree is essential for a good job and financial security: 95 percent of respondents said that it is very or somewhat important for financial security. More women than men were likely to

respond this way (77 percent vs. 64 percent).

Additionally, higher-income respondents were more likely than low-income respondents to respond that a degree or certificate is “very important” (82 percent vs. 64 percent). Most Americans also think that students get education beyond high school to earn more money, with 86 percent of respondents indicating they went to college to earn more money or get a good job; 58 percent of respondents ages 18-34 indicated the one reason students get education beyond high school is to earn more money, while only 47.5 percent of those 65 and older responded that way. About half of Americans surveyed agree that people who obtain a college degree have a better chance of finding a quality job: At a time when nearly nine in 10 Americans say it is a bad time to get a quality job, about half (47 percent) agree that people who have a college degree have a good chance of finding a quality job and 10 percent disagree.

DANTES Awards Third Party Assessment Contract Defense Activity for Non-Traditional Education Support (DANTES) recently announced the award of the Third Party Assessment contract to Management and Training Consultants Inc. (MTCI), headquartered in Dumfries, Va. The contract will begin September 30, 2011.

The purpose of the Third Party Assessment contract is to assess the quality of off-duty post-secondary educational programs and services used by servicemembers regardless of location or duty assignment and to assist in the improvement of these education programs and services.

Periodic assessments will ensure the education programs provided to servicemembers funded by a tuition assistance program are of the same high quality and meet the same academic criteria as that of other quality

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higher educational programs. Since 1991, the Department of Defense has awarded five contracts to assess the post-secondary education on military installations. The outcome of such assessments is not an accreditation of the institutions or their programs, but an assessment of the quality of the delivery of education programs.

“With this contract, DoD will continue to oversee and assess the educational opportunities our Service members are pursuing as part of their educational goals,” said DANTES Director Dr. Carol Berry. DANTES, located at Saufley Field Pensacola, Fla., supports the off-duty voluntary education programs of the DoD and conducts special projects and developmental activities in support of education-related DoD functions.

People John D. Simon, vice provost for academic affairs at Duke University, has been appointed as executive vice president and provost at the University of Virginia.

Phyllis M. Wise

Phyllis M. Wise, provost and executive vice president at the University of Washington, has been appointed as chancellor of the University of Illinois at UrbanaChampaign.

Deborah Ware Balogh, provost and vice president for academic affairs at the University of Indianapolis, has been promoted to executive vice president and provost there.

James W. Harrington Jr., a geography professor at the University of Washington Seattle, has been selected as vice chancellor for academic affairs at the University of Washington at Tacoma.

Dennis Jameson, provost at Trinity Western University,

in British Columbia, has been named vice president of academic affairs at William Jessup University, in California.

Dennis N. Assanis, Jon R. and Beverly S. Holt Professor of Engineering and Arthur F. Thurnau Professor at the University of Michigan at Ann Arbor, has been chosen as provost, senior vice president for academic affairs and vice president for Brookhaven affairs at the State University of New York at Stony Brook.

Laurence A. Hinz, interim president of Santa Fe University of Art and Design, in New Mexico, has been named to the position on a permanent basis.

Terry Murrell, executive vice president of Western Iowa Tech Community College, has been promoted to president there.

Mark A. Pagano, professor of mechanical engineering technology and dean of the Extended Campus at Purdue University, in Indiana, has been chosen as provost and academic vice chancellor at Montana State University at Billings.

MAE 6.8 | 3

By Dr. David Brand When it comes to education, Army special operations forces, or ARSOF, really are special. Soldiers in civil affairs, military information support operations and special forces who are attending courses at the United States Army John F. Kennedy Special Warfare Center and School, or SWCS, at Fort Bragg, N.C., are being provided unparalleled access not only to the world’s best military training but also to a variety of civilian educational programs at the associate, bachelor’s and master’s levels.

In the spring of 2010, Major General Bennet Sacolick, commanding general of the SWCS, observed, “We have a remarkably trained, experienced but undereducated force. Our current operational force consists of a generation of hardened, combat-proven officers and NCOs. However, we have failed to provide a comprehensive, holistic opportunity to harness and nurture the intellectual curiosity that exists in our officers, warrant officers and NCOs.” Through training and repetitive deployments to Iraq, Afghanistan and other operations, ARSOF have produced warriors who perform superbly in their part of the operational spectrum. The only missing component in the training for ARSOF NCOs was the opportunity for higher-level education. Education provides the necessary regional knowledge, cultural awareness and advanced cognitive skills needed to succeed in the ARSOF operational environment and at the strategic level.

Over the past 16 months, Sacolick has led a campaign to provide the missing component and has created an education program for ARSOF soldiers not only at SWCS but also across ARSOF. Through Sacolick’s vision and leadership, soldiers in civil affairs (CA), military information support operations (MISO) and special forces (SF) now have an unprecedented opportunity to earn their associate, bachelor’s and master’s degrees, as well as the command support that encourages soldiers to participate in the program.

The first step to providing more comprehensive education began in August 2010, when SWCS implemented a pilot program 4 | MAE 6.8

that gave 23 soldiers the opportunity to receive college-level instruction in English composition, research skills, math, computer skills, communication and learningsuccess strategies. Credit for those courses, coupled with academic credits granted for completion of the SWCS qualification courses for civil affairs, military support operations and special forces, provided the soldiers with sufficient academic credit to earn an associate degree in general studies with a concentration in global studies from Fayetteville Technical Community College, or FTCC. Since the program’s initial run, more than 400 qualification-course students or graduates have enrolled; many have already graduated from FTCC, and others will graduate upon completion of their qualification course. In July, warrantofficer candidates attending the Warrant Officer Technical and Tactical Certification Course, or WOTTC, who did not already have an associate degree were offered the opportunity to take courses for college credit concurrent to their training to be special forces warrant officers. That WOTTC class will be the first in which 100 percent of the graduates have a college degree.

For the special forces medical sergeant there is an additional education opportunity. FTCC has articulated—or evaluated and granted equivalent credit for—the SF medical-sergeant curriculum taught by the Special Warfare Medical Group, and now grants 48 hours of credit toward the FTCC associate of applied science degree in emergency medicine. To earn the associate degree, SF medical sergeants take an additional 18 hours of college credit—six general-education classes and two medicalspecific courses. The courses need not be taken concurrent to training in the SF Medical Sergeants Course.

The academic credit that ARSOF soldiers earn at FTCC not only gives them education credentials but also helps make them better soldiers and special operators. Specifically, courses in areas such as cultural studies, ethics and community relations, underlying issues of terrorism, and terrorism and

emergency management help deepen their critical knowledge and region-specific skills, which include foreign language expertise, political-military awareness and cross-cultural communication.

When developing the initial plan to fill the education gap for ARSOF soldiers, Sacolick insisted that any associate degree-producing program offered them would have to lay the foundation for future education and be fully transferable to a variety of reputable higher-education institutions and bachelor’s degree-producing programs. Based on his guidance, the SWCS Department of Education set out to develop relationships and agreements with colleges and universities willing to accept the FTCC degree and fully articulate the credit earned into their bachelor’s degree programs. Numerous schools have recognized the value of the FTCC program and have signed articulation agreements accepting from 90 to 100 percent of the academic credit, allowing ARSOF soldiers who have earned the FTCC degree to enter a variety of bachelor’s degree programs as juniors.

ARSOF operators are some of the most specially trained soldiers in the Army.

Special forces are experts in conducting operations that don’t call for conventional military operations. Known as the Green Berets, they are deployed around the world during peacetime, crisis or war in rapidresponse situations. Special forces soldiers graduating from the ARSOF qualification courses with the FTCC associate degree can apply their credits toward Norwich University’s Bachelor of Science in strategic studies and defense analysis, or BSSSDA. BSSSDA is designed to build upon the SOF soldier’s knowledge in areas such as sociology, anthropology, geography, cultural awareness, regional politics and international conflict, as well as to complete recognized competencies in general education needed for the bachelor’s degree. Soldiers should be able to earn the BSSSDA by the time they complete the SWCS NCO Academy’s Senior Leadership Course, or SLC. Since it began in January with 23 www.MAE-kmi.com

UMUC CRIMINAL JUSTICE

GOING BEYOND THEORY The criminal justice program at University of Maryland University College (UMUC) goes beyond theory and policy and draws on the actual experience of seasoned professionals. Faculty members include veterans of police work, the judiciary, the military and security management. Choose an undergraduate degree or graduate specialization. In addition to gaining a broad understanding of the criminal justice system, you’ll study criminal behavior, investigative forensics and more, which will help prepare you to lead and protect in your community and beyond.

• Programs include intelligence management, criminal justice, investigative forensics, legal studies, fraud investigation and more • Opportunity to earn undergraduate credit for learning acquired outside the classroom with UMUC’s Prior Learning program • Interest-free monthly payment plan available, as well as military scholarships and financial aid for those who qualify • No SAT, GRE or GMAT required

The Council of College and Military Educators (CCME) has awarded UMUC the 2011 Institution Award, which demonstrates dedication and leadership in providing quality voluntary off-duty education programs to the armed forces.

ENROLL NOW. call 877-275-UMUC visit military.umuc.edu/explore

Copyright © 2011 University of Maryland University College

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ARSOF students, the program has more than tripled its enrollment.

In November 2009, SWCS’ parent command, the U.S. Army Special Operations Command, or USASOC, established a collaborative partnership with the University of North Carolina system so that the military and academic communities could benefit by sharing their capabilities, expertise and interest in national security. Under that agreement, SWCS began negotiations with North Carolina State University to articulate NCSU’s degree in leadership in the public sector, or LPS, with the FTCC associate degree and the civil affairs curriculum taught at SWCS. LPS focuses on leadership in local, state, federal and nonprofit organizations. Its premise is that leadership in the public sector is more challenging and more rewarding than in the private sector. The curriculum covers public administration, data and survey analysis, political science, foreign affairs, public policy, peace and war in the nuclear age, industrial and organizational psychology, and other social-science topics. The degree aligns well with the educational and operational needs of civil affairs soldiers, who routinely work with foreign civil authorities and civilian populations during peace, contingency operations and declared war to lessen the impact of military operations on the populace.

East Carolina University is working closely with FTCC to articulate the associate of applied science in emergency medicine with a variety of medical and nursing degrees available through its College of Nursing Programs and the Allied Health Physicians Assistant Studies.

SWCS is also partnering with Kaplan University to create advanced-start bachelor’s degree programs that address specific needs in areas such as management, business, information technology, marketing, operations management, psychology, public administration and communication. The degrees fully articulate with the FTCC associate degree and will give ARSOF operators, particularly those in MISO, a working knowledge of the political and cultural trends and attitudes in a variety of countries, practical understanding of the dynamics of social, individual and group psychology that expose information voids in foreign populations, and executing advertising and marketing campaigns meant to create favorable results for the supported unit or organization. Kaplan’s fully online delivery of instruction and its

flexible, soldier-friendly approach to education are a good fit for the much-deployed and fully engaged CA, MISO and SF operators.

Although SWCS has partnered with a number of universities, including the University of Kansas and the Naval Postgraduate School in Monterey, Calif., to offer soldiers opportunities for graduate degrees, the newest partnership with the National Defense University, or NDU, may be the most exciting because of the program’s opportunities for the ARSOF-enlisted soldier. The SWCS/NDU program is offered to NCOs in grades E7 and above, warrant officers and officers from all special operations branches who have a bachelor’s degree from a regionally accredited institution. The first cohort of 20 soldiers graduated from the SWCS/NDU program in June, and the second class, consisting of two cohorts of 20 soldiers each, is set to begin classes this fall.

At the SWCS/NDU graduation ceremony in June, Deputy Assistant Secretary of Defense Garry Reid said, “We have added a new weapon to our arsenal—the power of critical thinking, strategic analysis and academic reasoning.”

Education, when combined with the invaluable field experience of ARSOF soldiers, makes them an incredible force multiplier that will guide the ARSOF community for decades to come. The community believes that the power of the human mind is a fundamental national resource, but we must recognize that the progress of our force can be no swifter than the progress of our education.

For our force to succeed, we must understand that training, experience and education are three indispensable aspects of professional development, and our responsibility as trainers is to determine the proper ratio among the three. Our ultimate task is to produce special operators with the intuitive abilities needed to work with indigenous peoples. Our soldiers must be highly trained and experienced in warrior skills but more importantly, broadly educated so they can capitalize upon their experience. O Dr. David Brand is Department Chair, Directorate of Education at the John F. Kennedy Special Warfare Center and School.

For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

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Military to Civilian Enforcer From

Military

service translates exceptionally well into a career in criminal justice, so much so that former servicemembers are often favored candidates for jobs following completion of the degree.

By Maura McCarthy MAE Editor If you’re preparing to transition out of the military but are unsure as to what path to pursue, a degree in criminal justice may be just the right fit. Whether you’re interested in working as a corrections or police officer, or think that a career in federal law enforcement is the way to go, a degree in criminal justice provides servicemembers with the education to complement their vast hands-on experience. In the classroom, military students’ experience sets them apart from civilian students and when applying for jobs, a combination of military service and a criminal justice degree makes servicemembers attractive candidates.

Fits Like a Glove Some wonder how to translate military service into applicable “bullet points” on a college application that admissions boards will recognize and value. Fortunately, this is not the case for those applying to criminal justice programs, as many in admissions— and hiring officials—see former servicemembers as ideal candidates whose military experience is their strongest selling point.

Former servicemembers are able to naturally and successfully make the transition to a career in criminal justice for a variety of reasons, many stemming from their military www.MAE-kmi.com

experience and character traits that may have contributed to their decision to join the military in the first place. Servicemembers possess a demonstrated ability to operate in a structured work environment, a skill that transfers well to criminal justice agencies that often operate on a paramilitary structure. “Positions in criminal justice require high integrity and strong ethics, physical fitness, and the ability to work in differing environments and with diverse populations,” which are common attributes for servicemembers, noted Dr. Jennifer Allen, criminal justice coordinator at North Georgia College & State University.

Through their military service, soldiers gain experience that sets them apart from their civilian counterparts who may be pursuing the same degree and career. Critical incident thinking skills tend to be highly developed in servicemembers. “Especially if they’ve been in combat, they know what it means to have to make a split-second decision that involves matters of life and death,” Dr. Hank Fradella, chair of the criminal justice department at California State University at Long Beach, explained. The ability to be faced with dramatic challenges, remain calm and exercise sound judgment to make informed decisions is critical for a career in criminal justice, for as Fradella points out,

“That is, in fact, what police officers have to do all the time; it is what correctional officers have to do in the event of violence at a correctional institution. That can be a particularly overwhelming set of circumstances for people who are anywhere between the ages of 18 and 30 who have never faced a situation like that before.” Many law enforcement agencies view servicemembers as tried and tested in this regard and as a result, servicemembers have a significant leg up in the hiring process, Fradella noted.

Back to School At Walden University, students have a variety of online programs from which to select and that “provide a unique blend of theoretical application and homeland security and management skills that can be applied immediately on the job or used to help you advance your career,” according to Ronald Craig, Ph.D., academic program director for the master’s criminal justice and master’s in criminal justice leadership executive management at the School of Public Policy and Administration at the university.

For those just starting out, a Bachelor of Science in Criminal Justice blends theory on the nature, extent and cause of crime with study of national and international criminal MAE 6.8 | 7

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justice practices. Students in this program may choose to concentrate in computer information systems and security, crime and criminals, criminal justice management and administration, homeland security, or human services for criminal justice.

Criminal justice professionals who already have an educational background in the field may pursue a Master of Science in criminal justice and select a concentration in emergency management; homeland security policy; homeland security policy and coordination; law and public policy; policy analysis; public management and leadership; or terrorism, mediation and peace. Professionals who prefer to tailor their degree to their own interests and career goals are also provided the option of a self-designed specialization.

Another option is a Master of Science in criminal justice leadership and executive management, offering specializations such as emergency management; homeland security policy; homeland security policy and coordination; law and public policy; policy analysis; public management and leadership; and terrorism, mediation and peace.

Like the M.S. in criminal justice, this program offers a self-designed specialization.

Walden also offers a Ph.D. in public policy and administration with a specialization in criminal justice, which is geared toward professionals seeking upper-level management positions.

North Georgia College & State University requires the completion of at least 60 credit hours of core curriculum and the criminal justice degree requires additional courses in sociology, psychology, political science, courts, juvenile justice, criminology, corrections and legal issues. Students may also select a minor in criminal justice or criminal forensics, as well as a concentration in criminal forensics. For those potential students who are concerned about the demands of academia, former military students shine in the criminal justice classes.

“Nontraditional students bring a wealth of ‘real-world’ experience to the classroom.

They can often better relate to the material discussed and they can apply it to their own experiences in their written and oral work,” said Allen. “Soldiers and veteran students also seem to have more discipline and perform well in the classroom and in the online environment.”

California State University at Long Beach offers a bachelor’s and master’s in criminal justice, minors in criminal justice and forensic studies, a master’s in emergency

services administration, and certificate programs in applied forensics and high-tech crime. These programs are interdisciplinary, incorporating criminology, law, sociology, psychology, political science and philosophy.

A unique aspect of California State University at Long Beach is its relationship with the VA of Long Beach; the college shares its campus with the facility and as a result of the close physical proximity, the two institutions have forged a close working relationship. “We have developed with them partnerships where our physical therapy students are doing their PT internships helping veterans rehabilitate, our nursing program is doing their nursing hours in the VA, and our criminal justice students help to provide security at the VA building. We have a very close partnership with the VA Long Beach; as a result of that, many, if not all of the administrators in the College of Health and Human Services have undergone vet training. We all have a better understanding of the sometimes special needs veterans have, especially if they are returning from combat, and we are able to work with them to make sure they are getting the services they need on our campus,” explained Fradella.

Internships and Recruiting Internships allow students not only to practically apply classroom lessons in the field and gain hands-on experience, but also to get their foot in the door in an agency or department in which they may like to work following completion of their degrees.

In a tight job market, what you know definitely matters, but whom you know is an equally powerful resource. An opportunity to impress supervisors—and potential hiring managers—internships provide critical exposure for students to the work world outside of the classroom.

California State University at Long Beach requires criminal justice students to complete an internship, although exceptions are made for students who have opted to conduct research and write a senior honor thesis. Wherever a student’s interest lies, there is probably an internship perfect for them, as the university has partnerships “with every justice related agency in Southern California, every major sheriff department, local police departments, the California highway patrol, FBI, DEA, ICE DHS, and Border Patrol. We have many internships available on the corrections side as well, including prisons, jails, juvenile boot www.MAE-kmi.com

camps, and also in terms of probation and patrol,” noted Fradella. For servicemembers who were exposed to the law side of military life and aspire to a career in the legal realm of the field, the university also offers legal internships.

To facilitate job placement following graduation, California State University at Long Beach coordinates departmental recruiting efforts with their partner agencies mentioned above. Additionally, the school hosts a criminal justice career fair once a year and works closely with Los Angeles Police Department and other Orange County agencies to organize small group recruiting in a semi-private setting for seniors.

Internships are an important part of North Georgia State & University’s program and allow students “the opportunity to view the realities of the criminal justice system in operation and how it melds with the topics, theories and models discussed in classes,” said Dr. Brent Paterline, internship coordinator for the criminal justice department. Popular internships for North Georgia students are with law enforcement agencies including

sheriff’s offices, police departments and the Georgia Bureau of Investigation. Additional opportunities include local district attorney’s offices, victim assistance programs, probation and parole agencies and medical examiner’s offices. As a result of participating in internships, Allen noted that, “North Georgia College & State University has a very high job placement because of our internship program and many of our students end up obtaining employment with one of the previously mentioned agencies.”

Since the majority of its students are working full time, Walden does not require an internship program. To support student’s professional pursuits, the Career Services Center offers one-on-one career counseling and a host of online resources including resume writing tips, interview guidance, networking strategies, salary calculators, and personality, interests, values and skills assessments, Craig said.

A degree in criminal justice offers former servicemembers the opportunity to leverage their military experience to gain employment in an expanding field. With

the high cost of education and a competitive job market, the question on every student’s mind—military or civilian—is “What am I going to do with this degree when I graduate?” Fortunately for those considering a career in criminal justice, now is a good time to be looking for employment.

The 2011 Bureau of Labor Statistics Occupational Outlook Handbook suggests that, “Employment of probation officers and correctional treatment specialists is projected to grow about 19 percent between 2008 and 2018, faster than the average for all occupations … Employment of police and detectives is expected to grow 10 percent over the 2008-18 decade, about as fast as the average for all occupations.” If the time has come for you to transition out of the military, a degree in criminal justice may be just the right choice. O

For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

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MAE 6.8 | 9

Can’t make it to your local state college because of work or family obligations—or because you’re stationed halfway around the world? Hop on the information superhighway and check out the latest virtual campuses and online education outposts.

By J.B. Bissell MAE Correspondent

In terms of computers, and more specifically the Internet, the last 15 years or so have been a technological revolution.

Email allowed us to write electronic letters to friends and family members and deliver them across the state or around the world instantly with a simple click of the “send” button, no stamp required. Online shopping and various sorts of entertainment websites weren’t far behind. Then came the latest evolution in distance learning: online education.

10 | MAE 6.8

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Today’s online learning is worlds away with the strong benefits and understand that from some of the original off-site learning technology changes things all the time. formats that date back more than 100 years.

“For example, you wouldn’t think that “We actually got started with distance educayou could teach speech communications or tion doing correspondence courses in 1892,” public speaking online, but we do,” Smutz said Wayne Smutz, Ph.D, execcontinued. “We use videos. utive director of Penn State Students record their preWorld Campus and associate sentations and distribute vice president for academic outthem to all the people in reach. While the delivery and the class. They can watch offerings have changed—Penn and critique them. So techState World Campus now hosts nology keeps changing and more than 70 degree and cerallows us to do more and tificate programs—the intent more things.” hasn’t. The courses in 1892 Jim Hendrickson, vice were developed so that people president of military educaWayne Smutz who weren’t able to relocate to tion at Colorado Technical Penn State’s physical campus University, has absolutely could still reap the benefits of no concerns about the feasibility of commuhigher education. One hundred and ninenication via cyberspace. “These days, people teen years later, the goal remains the same. are meeting online and getting married,” he said. “They’re building that kind of relationship. So I do think the online interaction The Evolution between instructors and students continues to get better and stronger, and that it’s getThe process, however, has improved drating to be similar to the kind of classroom matically. “When we first started out with relationship you and your professor would the online movement in the mid-1990s,” have had in the past.”

Smutz explained, “the president of the university, Graham Spanier, was a very big supporter of us moving forward in a significant The Delivery way—not just to dabble. His vision was that if we were going to play in the online market That’s basically the only thing about Colwe had to make a really good run at it and orado Technical University’s program that’s try to be one of the best. similar to the past, though, because their “Still, back then everything was text, content delivery is positively cutting edge. text, text. Just print. Now we’re really pushThe school uses a technology they’ve dubbed ing to do more in terms of video and My Unique Student Experience (MUSE) to audio—along with some print—and also dispense online lessons and content that can to do much more interactively when we ultimately lead to degrees in everything from have the chance. We have always focused on business and management to engineering making the experience interactive and not to criminal justice and more. “It’s incredsimply a content dump onto students. So ibly interactive,” Hendrickson said. “MUSE they weren’t just reading things and then enables each student to change the virtual taking a test, but instead interacting with campus to meet his or her learning style. instructors, interacting with other students.

They’re able to adapt it to be more verbal or That continues to be a major push of our more visual, to have more reading materials philosophy.” or more listening—it can be set up to meet This interaction—or perceived possible the learning needs of individual students. lack thereof—also continues to be a main You’re going to end up with a mix of a whole point of contention for critics of online edubunch of different interactions, but you can cation. Smutz, however, believes there is an minimize some and maximize others.” For achievable balance. “People who have been students who aren’t always able to sit in around technology understand that you can front of a computer screen to watch a taped do a lot with it,” he said. “Sometimes you seminar or read through an in-depth colleccan do things with technology that you can’t tion of study material, a number of lessons do face to face, and sometimes you do things can simply be downloaded and listened to face to face that you can’t do using technolwhile traveling or commuting—or doing ogy. But you make up for the shortcomings yard work for that matter.

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Hendrickson also is convinced that service members have a distinct advantage with this sort of learning environment. “The military has gone to web-based education in a big way,” he said. “Military training is conducted more and more with online delivery, and this is a generation that’s grown up with computers and grown up being on the web.

They’re very comfortable with that. For those students, who are used to getting instruction through a computer, being able to modify your learning environment the way you want it is a huge deal, and a great advantage.”

Professors also are learning how to best take advantage of this new educational atmosphere. Lectures and presentations, complete with charts and illustrations and other props, delivered to one’s personal computer using video, is almost certainly better than having to trudge through volumes of required reading material, but it might also be just the tip of the iceberg for this particular media’s range of possibilities. “There’s ample use of videos that can either be downloaded from a streaming server or viewed on YouTube or from some other source,” said Dr. Ken Udas, chief executive officer of UMassOnline, which offers more than 116 certificate and degree programs from the University of Massachusetts’ five campuses to learners at a distance.

“That’s a pretty commonly used tool.”

It becomes decidedly more exciting when “a faculty member wants to bring in resources from remote sites,” Udas continued. For example, “you might have a faculty member teaching a course that has some component of languages that are becoming extinct. They’ll be using videos from experts who are on-site in the Amazon or other remote areas of the world who we might not have easy access to on campus.”

The Support Amazon experts aside, students learning at a distance are assured of having easy access to a range of people on campus who can offer support with virtually anything they might need. “That’s an enormous part of the online experience for learners, particularly for adult learners who aren’t studying 9 to 5 and don’t have access to the physical registrar’s office, tutoring center and so on,” Udas said. Administrators and other personnel at the university locations or staff at UMassOnline itself provide exactly that type of assistance to students.

“We have an extended call center and help www.MAE-kmi.com

desk support,” Udas explained, “and our campuses have tutors available for online learners during convenient times. We have invested pretty heavily in meeting the students’ needs outside of the classroom.”

Inside the classroom, professors have adapted to be sure their online learners have the same opportunities as their placebound counterparts. “There are expectations of the faculty that their access will extend beyond traditional times,” Udas continued. “Many faculty members take it upon themselves to utilize their own productivity and efficiency tools—such as Skype, for instance. When a learner sees that a faculty member is on his or her work account and their status says ‘I’m available’ they can ping them.”

Udas also believes that one of the more unheralded benefits of online education is the assistance and encouragement students receive from their peers. “When somebody is getting done with their second shift job at midnight and is ready to tackle a lesson, or they put their kids down to bed and now they’re available to study from 9 to 12, it’s very likely that a fellow online student will have those same sorts of work or parental patterns,” he said. “So even when a faculty member might not be available, you can probably get clarification on an assignment or some other general information … maybe you’re wondering if anybody has had experience doing IT security under a particular set of circumstances or something like that. There’s a high likelihood

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that somebody else in the course is going to respond rather quickly. So that actually expands the support that a learner gets.”

The Real Deal Support from peers, administrators and faculty members is crucial to every student’s ultimate success, whether studying at a physical location or through cyberspace. For those who are still considering the pros and cons of distance education, there’s one thing to keep in mind: Higher education online is higher education. It’s very much real college. “A lot of people think taking an online course is somehow easier,” Smutz said. “It’s really not. It can actually be much harder, especially in terms of self-management skills and discipline.”

Smutz and his colleagues, however, remain aware of potential detractors, and spend a good deal of time making sure that every student has a quality educational experience. “Because of the early criticism that online learning faced across the country, we have always been very attentive to what the student evaluations look like, what the grade distribution looks like. Is it similar or very different from our on-campus courses?

We’re constantly watching the quality issue and faculty evaluations.”

Those faculty members aren’t hard to find either, because many times they’re some of the same professors who teach face-to-face courses. “For UMassOnline, by and large, all of the faculty who are teaching online are

part of the faculty of one of the physical University of Massachusetts’ campuses,” Udas said. “They might have different roles, but even if they’re not tenured or on the tenure track, they go through an academic review process to be a part of the faculty on their campus.”

For students who can’t get to one of those actual campuses, the actual professors really do come to them, and that can be very comforting—for a number of reasons.

“I think online education will continue to be of great interest to military students,” Hendrickson said. “It’s very difficult to maintain a class schedule, even if you have an instructor at a forward operating base, when you have to combine it with your normal duty routine and patrols.

“However, if you have Internet access while you’re deployed, you can continue working on your degree and I think that sort of takes away some of that feeling that you’re losing time while being deployed. You’re still moving your life forward to meet your goals.”

Just like those educational pioneers back in 1892 who took advantage of Penn State’s very first correspondence classes. It’s just that in the 21st century, the Internet makes the resources and tools you need to achieve those goals accessible virtually anywhere. O

For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

MAE 6.8 | 13

UC Davis Launches Agricultural Sustainability Degree This fall, the University of California, Davis, launches an undergraduate major focused on agricultural sustainability. The Bachelor of Science degree in sustainable agriculture and food systems uniquely integrates several subjects to provide students with a thorough understanding of the many issues facing modern farming and food systems, including production, processing, distribution, consumption and waste management. “This is an exciting addition to the college that reflects a change in how we think about food and agriculture,” said Neal Van Alfen, dean of the College of Agricultural and Environmental Sciences. “Students will gain a broad perspective of what

it takes to put dinner on the table in an era of greater demand and fewer resources.”

Students will focus on the social, economic and environmental aspects of agriculture and food—from farm to table and beyond. The program is designed to help students obtain a diversity of knowledge and skills, both in the classroom and through personal experiences on and off campus. Nine faculty members from eight departments are affiliated with the new degree program. Continuing students have already begun transferring into the sustainable agriculture and food systems major. Applications for freshmen and transfer students to enter the major will be available in November.

Texas Tech Offers Unique Wind Energy Program Unlike any other wind energy degree program in the nation, Texas Tech will seek to educate individuals in a multidisciplinary format, instead of focusing primarily on educating engineers and technicians.

Texas Tech’s new and diverse curriculum—courses ranging from design and construction to policy to atmospheric science and research—will qualify graduates to fill a variety of positions in the industry, such as weather forecasting, or working as a financial analyst or government liaison. “As the renewable energy field continues its rapid growth and development, the wind energy job market will continue to broaden,” program director Andy Swift said. “The Bachelor of Science in wind energy degree program will not only give students a more in-depth understanding of renewable energy, particularly in wind energy, but also equip them to fill any number of positions within the industry.” Lubbock’s location in the Great Plains Wind Corridor makes Texas Tech the ideal physical location for the study and development of wind energy. Serving as home to all five of the nation’s largest wind farms, Texas has reached an installed wind power capacity of 10,000 megawatts. While the program currently is based out of Texas Tech’s Lubbock campus, plans are underway to offer the degree in an online format as well.

Excelsior College Introduces New Cybersecurity Programs Excelsior College has unveiled five new programs at the bachelor’s and master’s level geared specifically to developing the next generation of cybersecurity professionals. “Technological progress over the past half century—and especially since 9/11—has connected our government, business, military, and our personal lives around high-speed computer networks,” said Dr. Jane LeClair, dean of Excelsior College’s School of Business and Technology. “So it should come as no surprise that we now face an escalating cybercrime threat. We must be vigilant in educating the next generation of cybersecurity professionals to

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defend our interests. Excelsior College is prepared to do our part with five new programs.” The new cybersecurity curricula have broad coverage on strategies, policy, ethics and legal compliance, operational processes, techniques, and technologies that secure and protect sensitive information and information systems. Excelsior College will have five distinct tracks from which students may choose: B.S. in information technology in cybersecurity technology; undergraduate certificate

in cybersecurity; M.S. in cybersecurity; M.B.A. in cybersecurity management; graduate certificate in cybersecurity management.

www.MAE-kmi.com

Compiled by KMI Media Group staff

LCC to Offer New Program to Ex-Military Medics Lansing Community College (LCC) is set to launch a unique medical program that will give a well-earned boost to men and women who served as military medics. Previously denied classroom credit for their prior medical training, this special group of veterans will now be credited for their efforts as they pursue civilian medical certification and licensure. The program, dubbed “Medic to Paramedic,” will welcome its first group of students in January. The initial class is expected to include 10-12 students who served as medics before being honorably discharged from the U.S. military. The goal is to expand the program to support future classes of 24-36 former medics—so they can use their lifesaving skills and rigid training to become licensed paramedics and registered nurses. “We’re excited about this program and have been attending military veterans job fairs to line up potential participants,” said Darrell DeMartino, coordinator for the program and a paramedic with two decades of front-line experience providing care to patients. “To the best of our knowledge, this program at Lansing Community College will be a pioneering effort, unlike anything being done nationally by any college.”

DeMartino explained that the program has received a $190,000 federal grant to help offset the costs of drafting a tailor-made curriculum and to fund the first class. The hope and goal is to continue the novel program after the pilot class has concluded. The veterans will be able to use their GI Benefits to pay for their studies. The program is a win-win. Society benefits by having experienced medical personnel available to respond to medical emergencies, and it serves as a way of saying ‘Thank you!’ to the combat medics who routinely set aside concerns for

their own safety and put themselves squarely in harm’s way on distant battlefields to aid their fallen comrades. The veterans, some of whom served eight years or more in the service, bring with them a level of maturity and a host of special qualities.

“They’ve had to respond to medical situations generally not seen in civilian life such as wounds from biologic weapons—you don’t see those in downtown Lansing,” DeMartino said.

Medics also serve an important role during peacetime by tending to routine injuries and commonplace problems such as colds and the flu. They administer inoculations and perform routine physical checkups. Their military medical work has introduced them to diverse populations, customs and cultures.

“They’ve developed an exemplary work ethic and a seriousness of purpose that should carry over into their studies at LCC; they can serve as role models for their fellow students,” DeMartino said.

Details are still being finalized between LCC and State of Michigan EMS officials, but here’s how the program is shaping up: Combat medics will get nine to 11 credit hours toward their paramedic certificate (they currently receive limited or no classroom credits for their intensive training and medical services performed in the military). This should allow them to cut a quarter or more off classroom instruction time, so they will need to attend about 750 hours of class time instead of the traditional 1,000 to 1,100 hours. Those who complete their paramedic training and pass the state’s paramedic licensure exam will be eligible to enroll in the college’s Advanced Standing Nursing track, allowing them to also earn an associate degree and be prepared for the nursing licensure exam.

UMass Lowell’s New Programs Prepare Grads for Global Economy University of Massachusetts Lowell recently added new programs including a doctoral degree in criminology and criminal justice, and bachelor’s and master’s degrees in peace and conflict resolution. New professional master’s degrees in pharmaceutical biochemistry, chemistry, polymer sciences and atmospheric sciences allow students to complete an advanced degree without a thesis. The new programs reflect changes that are reshaping the workplace and the world and will prepare students for 21st-century careers with hands-on learning, exposure to cutting-edge technology and opportunities for international study. “UMass Lowell continuously updates its programs to reflect the shifting demands of the marketplace so our graduates are prepared to become leaders in their chosen professions,” said UMass

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Lowell Chancellor Marty Meehan. Also new this fall are leadership options for graduate-degree programs offered jointly by UMass Lowell’s Francis College of Engineering and the College of Management in chemical, civil and environmental, energy, computer, electrical, mechanical and plastics engineering. The new degrees combine disciplines to allow students to get relevant engineering education and work experience while also learning critical business, communications and strategy skills. Additional new undergraduate programs include concentrations in the environment and society, Asian studies, and supply chain and operations management. New interdisciplinary undergraduate minors will be available in joint military studies, peace and conflict resolution, and work, labor and society.

MAE 6.8 | 15

Force Enhancer

Q& A

Training and Educating Innovative Airmen Daniel Sitterly Director, Force Development, Deputy Chief of Staff for Manpower and Personnel for the Air Force Daniel R. Sitterly, a member of the Senior Executive Service, is the director, Force Development, deputy chief of staff for Manpower and Personnel, Headquarters U.S. Air Force, Washington, D.C. He oversees the development of strategies, policies and systems to foster continued development of the military and civilian force. Responsibilities encompass officer, civilian and enlisted force development through Air Force culture, language and regional programs, education and training, leadership development, commissioning programs, and diversity operations. Sitterly also oversees the Air Force senior leader development program.

Sitterly attended school in upstate New York and has a Master of Science degree in education from the University of Southern California, Los Angeles. He began his career with the Air Force in 1976, where he earned a commission and then served as a combat service support officer through 2003. In 2004, he entered federal service full time as the chief, Congressional Action Division, Office of the Secretary of the Air Force. In 2008, he became the director of Staff, Legislative Liaison, Office of the Secretary of the Air Force, where he served as a liaison between the Air Force and Congress on issues such as legislative and constituent inquiries, programs and weapons systems.

Sitterly has been an airman for 34 continuous years. He has qualifications in budget, accounting and finance, information management, communications, services, personnel and legislative affairs. After retirement from active duty, he entered the Air Force Reserve and retired in 2009 from the Air Force Personnel Center in San Antonio, Texas.

Q: Could you please describe your primary responsibilities as director, Force Development, deputy chief of staff for Manpower and Personnel for the Air Force?

A: In a nutshell, the job of the women and men of the Force Development team, which I am fortunate to lead, is to develop innovative airmen who can influence processes and inspire people to reshape and redefine the battlespace of the joint war fighting team—the Air Force team and the wider Department of Defense team. We do this through a continuum of learning which focuses on training, education and experience. We map our continuum of learning—at every level—to seven institutional competencies: employing military capabilities, maintaining enterprise perspective, managing organization and resources, thinking strategically, leading people, fostering collaborative relationships, embodying airman culture, and communicating.

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Q: Your career in the Air Force has included time on the officer and now, civilian side. Could you offer a brief sketch of your background and experience in the Air Force?

A: I am humbled to have been a part of the Air Force institution for 35 years this month … including a year as a defense contractor and over five years as a Reserve Individual Mobilization Augmentee after I retired with 28 years of active duty service. I served in accounting and finance, budget, information management, communications, security forces, personnel services, as a professional military education instructor, an executive officer, a commander in aircraft maintenance, and as a legislative liaison to Congress. I guess you could say I’m a jack of many trades, master of none. I spent 18 of my 35 years overseas. I have been fortunate to have had many, many mentors along the way … and still do today.

Q: What emerging issues have you identified as critical to force development? How will the Air Force address them and develop the Airmen of the future?

A: We pay very close attention to the National Security Strategy, the National Military Strategy, the Quadrennial Defense Reviews, the Air Force Strategic plan and other strategic governance to be www.MAE-kmi.com

sure we are developing our airmen—a term we use to describe our total force including active, guard and reserve, uniformed and civilian—to meet both the challenges they will face today and the challenges they will face in the future. When I first joined the Air Force it seemed that we had a revolution in military affairs about once in a decade or more. Today it seems we must retool our human capital to meet mission demands about once in an assignment. Our challenge then is to give our airmen the tools—education, training and experience—to adapt quickly to the fast-changing environment. Each day, the strategic challenges of the future come into sharper focus. We see the future security environment characterized by the interplay of three major trends—violent extremism, shifting regional balances of power and the proliferation of advanced technologies. While airmen conduct many missions, there are four which define us—gaining control of air, space and cyberspace; holding targets at risk around the world; providing responsive intelligence, surveillance and reconnaissance; and rapidly transporting people and equipment across the globe. We take pride in having a diverse, highly trained and educated force and will continue to devote the necessary time and resources to develop airmen who are prepared, individually and collectively. Every day we reassess our continuum of learning at basic military training in our Professional Military Education [PME] classrooms, at senior development courses and other developmental opportunities to ensure the curriculum content is mapped to our tactical, operational and strategic levels of

institutional competencies. We have a rich mixture of developmental opportunities … at our own Air University, Air Force Institute of Technology, civilian college and universities, fellowships, interagency, education with industry and more. We are focused also on increasing our ability to build partnership capacity.

Finally, since diversity is a military necessity, we focus on attracting, recruiting, developing and retaining a diverse workforce.

Diverse in every sense of the term—personal life experiences, geographic background, socioeconomic background, cultural knowledge, educational background, work background, language abilities, physical abilities, philosophical/spiritual perspectives, age, race, ethnicity and gender.

In the building partnership arena for instance, one of our greatest challenges is ensuring we provide combatant commanders with airmen who possess the language and cultural skills required to function effectively in diverse environments. One program we’ve established to address that issue is the Language Enabled Airman Program, or LEAP. This program establishes a core capability, which provides language acquisition, advancement and sustainment training for 400 newly accessed officers that will serve them throughout their careers.

Airmen that participate in LEAP will receive in-classroom and web-based training, as well as portable and interactive technology to develop, enhance and sustain language and culture competencies. Over a 10-year period, the LEAP program will support up to 2,500 members of the commissioned force, allowing them

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MAE 6.8 | 17

to receive advanced language skills training in order to meet a desired operational level language competency.

I mentioned diversity. We are working hard to attract talent from across America to have an innovative and diverse workforce to allow us to best meet our mission. To support this requirement, we developed a pilot initiative called ‘Air Force in the Community’ (AFiC). This event, which targets minority students at the 7th and 8th grade levels, was designed to increase awareness of the Air Force while encouraging physical fitness, responsible citizenship and science, technology, engineering and math [STEM] education via Air Force role models.

We held our first AFiC event in Santa Ana, Calif., in May 2011.

This event utilized in-place AF assets, including airmen from Los Angeles Air Force Base, U.S. Air Force Academy liaison officers and the local recruiting squadron, as presenters and role models to interact with community. We received positive feedback from parents and school officials, and we plan to replicate this event in other targeted communities as a key element of our outreach efforts. We’re planning additional AFiC events in the coming months, and we will continue to build on our experiences as we move forward.

Q: You’ve spoken of taking a deliberate approach to force development. How important is educational advancement in this approach and for the professional development of the airman?

A: Education is the great equalizer in our nation. The Air Force highly valued education when I joined 35 years ago and still does today. In fact, it is both the number one reason people join the USAF and the number one reason airmen re-enlist. Our AF Developmental Education [DE] programs expand knowledge and increase understanding of the role of air, space and cyberspace power. These education programs prepare AF personnel to anticipate and successfully meet challenges across the range of military operations and build a professional corps. Education is one of three core concepts that make up the Continuum of Learning [CoL] which encompasses the deliberate developmental path over the course of an AF career. The other two core concepts of the CoL are training and experience.

The CoL ensures the AF synchronizes force development efforts so personnel receive the right education at the right time throughout their careers. DE comprises professional and specialized education programs, research and doctrinal studies, fellowships and graduate-level studies. DE spans a member’s entire career and provides the knowledge and abilities needed to develop, employ and command air, space and cyberspace forces. Career field-specific officer and civilian development teams and enlisted career field managers oversee personnel development to meet functional and institutional, tactical, operational and strategic leadership requirements. As such, they evaluate developmental opportunities and provide input into the DE selection process.

A critical subset under the DE umbrella is Professional Military Education. One of the objectives of PME programs is to provide AF personnel with the skills and knowledge to make strategic decisions in progressively more demanding leadership positions while also developing strategic thinkers, planners and warfighters. Thus, strengthening the ability and skill of AF personnel to lead, manage and supervise.

I think of training as developing airmen to deal with the known and education as preparing airmen for the unknown. In this age of globalization and the strategic environment we face, it seems that education will continue to become even more valued.

Q: Given language, region and culture [LRC] skills are critical for partnership building, security cooperation, irregular warfare, special forces, security force assistance, intelligence communities and global engagement activities, what steps has the Air Force undertaken to integrate and sustain LRC training throughout the force?

A: The Air Force chief of staff’s Culture, Region and Language Flight Plan of May 2009, commits our service to the development of cross-cultural competence [3C] for all airmen. We must prepare all our airmen to deliver the global vigilance, reach and power that our nation expects of the Air Force. The Flight Plan emphasizes multi-purpose skills—the abilities to communicate, build relations and manage conflict—that can be applied in any culturally complex environment. The Air Force recognizes that developing 3C is a career-long approach and therefore has anchored our process in Professional Military Education [Air University], beginning at accession/pre-commissioning [USAFA/ ROTC] and continuing throughout the professional lifetime of airmen. The inputs to 3C are combinations of language, region and culture learning, the exact combination of which are based on air-

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men’s needs. The multi-purpose skills are then supplemented and honed with targeted region/country-specific expeditionary skills training [Air Advisor Academy] when airmen are identified for specific overseas assignment, or specialized programs for those who demonstrate both a willingness and ability in these areas.

The Air Force developmental model distinguishes the categories of LRC Professionals, LRC Enabled and LRC Familiarized. The Enabled and Familiarized categories constitute the entire general purpose force. The Professionals include specific career fields, like regional area specialists and crypto language analysts. LRC learning programs for each category of airman are tailored to specific developmental need. While some airmen need in-depth LRC training, we know that all airmen need a foundational understanding of LRC in their respective fields.

The Air Force has also developed a governance structure to oversee the development of LRC capabilities across the force. This includes an SES [Senior Executive Service] program manager within A1D who also serves as the AF senior language authority [SLA]. The AF SLA is advised by an executive steering committee with representatives drawn from AF LRC stakeholder organizations. The steering committee, in turn, has commissioned a Language Action Panel and a Region and Culture Action Panel, both of which are supported by a Science and Technology Working Group. Education and training development efforts are led by the Air Force Culture and Language Center for General Purpose

Forces and by the U.S. Air Force Special Operations School for Special Operations Forces.

Q: Could you talk about My Development Plan and its utility as a career development tool? What impact has its social networking capability had on force development?

A: My Development Plan [MyDP] is all about total force and is geared to help users make informed decisions about their career with information available at one site. MyDP’s primary goal is to be the one stop shop for all career-related applications, from career progression to potential job assignments. MyDP already gives individuals instant access to their records, career field information and a consolidated career summary—all from one website. MyDP allows airmen to take a more proactive role in their career development by offering a web-based resource for education-, training-, and experience-related information and opportunities.

Members can also use various forums to discuss career fieldspecific information or other relevant matters with fellow members throughout the Air Force. Another very beneficial tool within MyDP is the Mentor Network. Airmen can choose to work with several mentors and select a mentor through the Mentor Network within MyDP. If a potential mentor is requested by a mentee and doesn’t have a MyDP account, a request message will invite him or her to create one.

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MAE 6.8 | 19

We are still bolstering the social networking capability. The forums give members the ability to discuss career field-specific information or other relevant matters with fellow members throughout the Air Force. Force Development has both Twitter and Facebook accounts and these are used to disseminate information to users accustomed to receiving information via these mechanisms.

Q: What development policies, specifically education initiatives, have you been most encouraged by in recent years?

A: Oh gosh, we have so many great initiatives … 75 percent of degree credits are awarded through AF training schools. The AF consistently leads the way in degree completions, especially associate degrees because of our Community College of the Air Force [CCAF]. General education requirement for CCAF degrees is obtained via the General Education Mobile Program, which is a partnership between CCAF and other community colleges and four-year institutions to deliver freshman and sophomore level coursework.

Another successful initiative is the Air University Associate-toBaccalaureate Cooperative program, which builds on CCAF degree and links CCAF graduates to accredited civilian institutions offering CCAF-related bachelor’s degree. In this program, airmen need no more than 60 semester hours beyond the associate degree to obtain a bachelor’s degree. These initiatives reduce the airmen’s

time and AF tuition assistance required for completion of these degrees.

The AF also funds off-duty courses leading to completion of one voluntary technical, vocational, or professional certificate or license in an airman’s career. For example, CCAF helps the airmen align CCAF degree programs with industry standards that lead to credentialing eligibility after completing the CCAF degree. Professional credentialing is critical to the Air Force and our airmen for several reasons: It helps develop a more diversely skilled workforce, it broadens professional development of our airmen, it validates the airman’s professional knowledge and skills gained through Air Force technical education and training, and it helps prepare our airmen to meet mission challenges of the future. CCAF awards collegiate credit to airmen who possess specific national professional credentials that satisfy applicable degree program requirements; additionally, some civilian colleges and universities award credit for specific professional credentials. Professional credentialing saves Air Force tuition assistance funds toward degree program completion and prepares airmen for transition to civilian life.

Another successful initiative has been to further expand our strategic force development programs. Through the recent development of the Chief of Staff of the Air Force [CCAF] Scholar Programs, the AF is able to develop a cadre of officers with critical thinking skills relatively early in their career. This will promote broad AF and joint ‘strategists’—leaders who have the ability to communicate at a strategic level with civilian

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leadership across enterprises. The programs expose rising officers to a unique learning and networking opportunity at top-tier universities while working on a master’s or doctorate degree.

Additionally, our efforts to expand our strategic force development programs in line with the May 2010 National Security Strategy [NSS] calls for Strengthening National Capacity— A Whole of Government Approach. Specifically, the NSS directed us to improve the integration of skills and capabilities within our military and civilian institutions so that they complement each other and operate seamlessly. To that end, we restructured our existing developmental education Strategic Policy Intern program to make it a ‘whole of government’ Strategic Policy Fellowship [SPF] program whose participants are selected from the DEDB [Developmental Education Designation Board]. Beginning this summer, for the first time, we will have SPF Majors rotate into five interagency organizations—DHS, CRS, DoS, DIA, and DOT. The SPFs will each spend approximately six months collaborating on economic and competition policy affecting the air transport industry, facilitating the deployment of U.S. military forces throughout the world by coordinating agreements to meet the nation’s security requirements, researching global health issues as they relate to national security, and assisting in the development and implementation of one integrated emergency management network communication system.

Three years ago we started a Civilian Acculturation and Leadership Training course. It is a CSAF initiative to formally acculturate new civilians to the Air Force to ensure a firm foundation for future civilian leadership. This program provides civilians with basic knowledge, skills and attitudes used to develop new AF officers and develop foundational AF institutional competencies.

Q: What have been some of the most significant lessons you have learned since assuming your current position?

A: The importance of identifying and validating requirements— from civilian education requirements to Professional Military Education and all of the other great programs which keep our airmen the best in the world. We are about the smallest Air Force we have ever been with a very, very high operations tempo. For every day we have an airman participating in a developmental activity, that is a day that airman is not in her or his operational unit. We must ensure we develop the right people, at the right time and place, in the right skills, for the right reasons and then utilize that talent as effectively and efficiency as we can. It is key to ensuring we deliver educational opportunities to the right people. In a resource constrained environment, we have to continuously work with our functional experts to make sure we understand what skills they need in their force.

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Before you can get to where you are going, you must know where you are. Pre-learning assessments provide students a better understanding of where they stand skill and experience wise before they enroll in classes, saving them time and money and sometimes even giving them the confidence they lacked.

By Celeste Altus MAE Correspondent For the average student just starting a higher education program, there is usually one goal and one goal only: getting that degree. After all, a college degree is what typically stands between a higher pay grade, promotions and management. What may often be overlooked in the rush to earn that diploma are pre-learning assessments: testing, diagnostic tools and challenge exams can make a significant difference in one’s academic career.

That was exactly the case for Susan Bender Phelps, owner of Odyssey Mentoring.

Phelps went back to college in 2004 at the age of 52, after having been out of school since her early 20s, to earn an associate degree in advertising and communication. She could have quite easily applied to college, enrolled in classes and started on her bachelor’s degree. Instead, the associate degree she pursued at Marylhurst University in Oregon necessitated that she go through a series of pre-learning assessments to see what basic classes she should take, such as English and mathematics.

Phelps took a verbal skills test and a math skills test as part of the college’s prelearning assessments for re-entry students.

Phelps said she was confident in her verbal skills but was terrified of math. The results of her pre-learning assessment in math surprised her. “I guess my life experiences had changed my skill level; I scored very high on the test, which boosted my confidence when 22 | MAE 6.8

I took the required course in statistics,” she said. She sailed through the statistics class earning a B grade and went on to not only earn her bachelor’s degree but to complete a master’s degree as well.

“I can only imagine that there are many veterans who have been out of school for a long time,” Phelps said. “Some of them joined the military because they thought college wasn’t for them. If approached as an opportunity to see what one has learned and how one has matured in the intervening years, I believe that just as it was for me, prelearning assessment can be a very powerful opportunity to see how ready one really is for college.”

Due to the recession, job scarcity and better education benefits, more servicemembers are going back to school. As a result of recent expansions to the Post-9/11 GI Bill, more than 537,000 students received over $11.5 billion in benefits, according to the U.S. Department of Veterans Affairs. More aid is on the way as well. The VA announced in August that benefits would increase to include paying the actual net cost of all public in-state tuition and fees.

Placement tests and other diagnostic tools like these can be highly beneficial for active duty or veteran military students who are returning to college as adults with more life experience than a typical college freshman. Often, servicemembers join the military straight out of high school,

so extended time has passed since they have been in an academic environment.

For example, a servicemember may have completed calculus in high school, but if four years have passed, does he or she just enroll in calculus II? Pre-learning assessments answer those questions.

Pre-learning assessments come in many different forms. Standardized testing such as the SAT Reasoning Test (formerly known as the Scholastic Aptitude Test) is one of the most widely known, as it has been used in the United States since 1926. The SAT, which is owned, published and developed by the U.S. College Board, a not-for-profit organization, is intended to assess a student’s readiness for college. The ACT, American College Testing, competes with SAT as another standardized test for high school students to gain admission to college. Postgraduate standardized tests also exist for many different fields, such as the general GRE (Graduate Records Examination), the LSAT for law school admission, and the GMAT, (Graduate Management Admissions Test). There is also Credit for Life Experience (CLEP), from the College Board, a series of 33 exams that allow students to skip over basic courses. Using CLEP exams, students can jump ahead on many subjects, from American literature and foreign languages to sociology or accounting.

Lynn University, a private, non-profit college in Boca Raton, Fla., runs a comprehensive testing office called the Diagnostic www.MAE-kmi.com

Center for Educational Assessment (DCEA).

There the staff of education experts and a pediatric neuropsychologist administer tests to potential students to understand their learning styles in order to overcome obstacles, such as learning disabilities like ADHD and dyslexia. For college-bound students, Lynn University’s DCEA can provide feedback on whether the student’s learning style makes him or her eligible for special accommodations during standardized tests, such as more time or even un-timed testing.

The center is open to the South Florida community at large. “That is available to all our students,” said Gareth Fowles, vice president for enrollment management at Lynn. Fowles said servicemembers and veterans considering applying to Lynn may use the center just as any other potential student.

Parameters of testing vary from university to university and are dependent on the student’s age and experience. For example, at Tennessee Tech University in Cookeville initial assessment is required of all students, but the school requires secondary diagnostic assessment for degree-seeking first-time students who are under 21. For transfers to Tennessee Tech, students coming in without transferable college-level English credit must take a writing test; the same is true for reading and mathematics. Transfer students, as many servicemembers are, typically are not required to have taken the ACT or SAT aptitude test because their college proficiency has been proven in their prior collegelevel work.

Not all students need to take pre-learning assessments, but many can benefit from them and they can save time later, education experts say. Results of the tests and evaluations can be used for a variety of purposes: Students can determine which classes they should take, what academic discipline or major to pursue, how to play up their strengths and even what courses from which they may be exempt. Some of the more military-friendly universities do not charge extra fees for challenge exams, which are exams that measure knowledge of a subject not covered by standardized exams such as CLEP. Assessments can have a significant contribution to collegiate success. Some students, like Phelps, are surprised to learn their skills are far and above what they thought.

Others even challenge required classes, saving tens of thousands of dollars in tuition.

This kind of assessment is the concept behind KNEXT, a college credit advisory service designed to help students document www.MAE-kmi.com

prior learning in many forms: from on-thejob training, volunteering, and all kinds of real-world experience—and translate that learning into college credit. Military students have used the service to their advantage, said Brian Ouellette, general manager of KNEXT. Since one of its partner schools, Kaplan University, began to award experiential credit to students via KNEXT powered portfolio review in 2009, 14 percent of those awarded credit have had a military affiliation of some kind: active duty, veteran or spouse. Compared to non military affiliated students, the university’s military affiliated students tend to receive somewhat more courses (5.9 versus 5.3) based on experiential credits.

KNEXT has subject matter experts evaluate a student’s entire portfolio before recommending how much college credit each student should receive toward the students’ college degree. This can be done virtually.

“The self-paced online modular course makes it extremely flexible for servicemembers to complete on their own terms, and at their own pace,” he added. The assessments can change one’s opinion on where to go to school as well. “It is really helpful to understand what you need before you begin and to understand what kind of institution will best meet your needs and goals,” Phelps said.

“I was so empowered by my undergraduate experience, I went on to graduate school and received a master’s in organizational management and leadership.” Ouellette said this is a timely issue in our country, because the U.S. Department of Education is calling for the use of prior-learning assessments to give credit for skills learned outside the classroom.

Adam Wes, an education expert and owner of Adam Wes Academics in Los Angeles, said he believes soldiers or veteran students who are considering higher education should not pass up pre-learning assessments.

“All students should definitely consider taking these exams, because your knowledge is constantly evolving, whether you are learning in a classroom or simply learning from life experiences,” Wes said. “Therefore it is always important to understand where you stand at a given point in time, to then know how best to approach an advancement in your learning.” O For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

MAE 6.8 | 23

CCME and State ACMEs

By Linda Frank This is the Council on Colleges and Military Educators (CCME)’s inaugural article in Military Advanced Education. Our goal is to provide monthly input to MAE on a wide variety of issues and topics critical to the delivery of quality education programs to the men and women of our nation’s armed services.

In that spirit, I would like to begin this monthly series by dealing with one of the premier partnerships that CCME has struck over the past decade, a partnership that was key to CCME’s growth during that timeframe: CCME’s affiliation with the state Advisory Councils on Military Education (ACMEs).

ACMEs were originally founded in the 1970s in states with high concentrations of military installations—states like California, Florida and Texas. They expanded to many other states since that time to include Colorado, Illinois, New York, South Carolina, Virginia and Washington. Their purpose was to bring senior state executive and legislative leaders together with senior military and academic leaders from across the state to address and resolve educational challenges impacting military personnel and their families. State chancellors of education; presidents, deans and directors of college programs on military installations; and directors of installation education offices became responsible for developing and implementing the general agreements made to provide quality and affordable education to the military communities within their areas of responsibility.

For decades, ACMEs successfully addressed and resolved pressing educational issues challenging military personnel and their families at the state level.

These included, among other things, issues such as residency for military members and their families, as well as reduction of and waiver of out-of-state tuition.

24 | MAE 6.8

Innovative as they had become, ACME leadership long expressed a desire to develop a lasting professional relationship with state and national education associations. ACME leaders and members attend conferences and symposia at both levels to ensure their currency and familiarity with issues relevant to their missions and to the needs and benefit of their common clientele, servicemembers and family members pursuing higher level education and careers of their own.

ACME leadership noted that neither they nor their members had the opportunity to participate in organized and structured training opportunities that would enable them to learn the skills needed to perform, to the extent they would prefer, many of the duties and responsibilities reflected in their charters. Areas of concern included remaining aware of developing trends in DoD education programs or new concepts of leadership development, as well as having the tools needed to address issues such as national and state legal and regulatory initiative impacting the ACMEs. Additionally, ACME leadership sought knowledge of trends supportive of military students and their families in other states, and input from DoD or the services about issues of interest that impact service personnel in their states and others.

To that end, ACME leadership began thinking about looking for a professional “home” familiar with their missions as they relate to military off-duty voluntary education programs. The ideal professional home would host national meetings, facilitate professional interaction of ACME leadership and membership, and serve as a forum for organizing professional development opportunities for ACME leaders and their general membership.

In early 2003, aware that DoD and the Department of Education had been

instrumental in forming the ACMEs in the 1980s at the request of Congress, several of the leading ACMEs approached Gary Woods, then chief of DoD Voluntary Education, and requested his assistance in seeking a national educational organization that could meet the requirements for a professional home envisioned by ACME leadership. Woods approached numerous professional organizations, talked with their leadership, and eventually suggested that they talk with the CCME Board about the possibility of forming an affiliate relationship with them. ACME leadership considered and decided to pursue the recommendation. Woods approached CCME, informing them of the ACMEs’ tentative decision and began developing a basic document that outlined what the ACMEs would like to realize from the relationship and then began working the details with CCME. The loose collaborative partnership that the ACMEs were looking for began to take shape in 2003 and 2004 when JJ Jones of UMUC was president of CCME, and was eventually “codified” when Ed McKinney of Coastline Community College and Rich Little of University of Oklahoma were president. They saw this as an opportunity to help leadership of statewide organizations with similar backgrounds and goals, while proactively providing a setting for the ACMEs to work closely with CCME in building common conference themes and professional development experiences in a single annual venue.

After lengthy discussion and coordination with CCME, ACME leadership determined that CCME could provide a setting fully attuned to the scope and intent of their missions, agenda and professional development requirements. CCME would provide organizational structure, an annual professional setting with expansive, www.MAE-kmi.com

central conferencing capabilities, and meeting and training opportunities that ACMEs did not possess in isolation on their own. Within the context of the loose, collaborative, professional affiliation CCME committed to, the ACMEs agreed to partner with CCME. ACMEs, as autonomous state organizations, continued organizing within their states and continued their involvement with senior political, legislative, applicable state governmental agencies, academic and military leadership from across the state, as well as with installation education officers, on-base college and university directors within the state, and applicable members of their staffs. They would be doing this as loosely defined “affiliates” of CCME and would work to bring institutional and installation education leadership from their respective states to central CCME meetings where they could learn from each other in a symbiotic setting designed to promote better, consistent and more expansive educational programs to military personnel nationwide.

They also committed to continuing to conduct business meetings annually within the state where they would elect officers, establish, deliberate and pursue an annual agenda supportive of the educational needs of military personnel and their families stationed within their states.

In addition, they committed to continuing to identify and address in-state issues and challenges and to keep CCME and their sister ACMEs apprised of their efforts, initiatives and successes. They would also strive to keep relevant constituencies and serviced populations involved in pursuit of resolutions to issues identified within their states.

They continued to canvas, survey and identify the leadership’s, membership’s and/or organization’s professional development needs, using those findings to develop program proposals for concurrent sessions and training opportunities within the context of annual conferences hosted

by CCME. Within that same national venue, each state ACME would host meetings www.MAE-kmi.com

at CCME as needed to meet their own operational needs.

State ACME leaders committed to collaborate with each other in forming a conference subcommittee designed to work closely with CCME, through an ad hoc ACME board member, to identify meeting themes, conference presentations, concurrent sessions and training opportunities designed to meet the needs of ACMEs and the constituencies they serve. The intent of the subcommittee was to establish the agenda for ACME meeting(s) held in conjunction with the CCME conference, arrange for speakers for their sessions, and work with the CCME conference planner to arrange for ACME meeting space and equipment requirements.

ACME members attending annual ACME meetings or training opportunities cohosted by the ACMEs and CCME would do so as registrants of the CCME meeting conference and would be authorized to participate in other CCME sessions and events.

In return, CCME agreed to become the professional development home of the ACMEs; include, for planning and communication purposes, one ACME president as an ad hoc member of the CCME Board (the ACME ad hoc representative is selected by the presidents of the state ACMEs); and ensure coordination with the ACME representative and conference subcommittee to plan and provide space and equipment for resulting ACME meetings and training opportunities held in conjunction with the annual CCME symposium.

To emphasize the significance and seriousness of this unique interrelationship, CCME and the ACME leadership developed and signed a Memorandum of Agreement in 2005 and 2006 that outlined the full framework of their partnership and the commitments that each was making to the other to better serve our military students across the country.

This relationship provided a win-winwin opportunity for all parties concerned.

The ACMEs were able to focus and devote

themselves within their states, better serving the military communities stationed there. CCME was able to provide a professional development setting for a more expansive group of educators from across the country who work day in and day out with the servicemembers and their families. More importantly, the men and women who defend the nation on a day-to-day basis can rest assured that the representatives from the institutions and installations providing them with the wide array of educational programs are afforded the opportunity for professional growth and development, thus ensuring they always have access to the most current and best educational programs possible. CCME is proud to be partners with the state ACMEs in this most worthwhile endeavor. O

Linda Frank

Note From Linda Frank, president of CCME: I would like to thank Gary Woods for the extensive background information and input that he provided for this article.

Gary has been dedicated for well over a decade to helping ACMEs organize and thrive, with a single focus of providing a quality, inexpensive education for servicemembers and their families serving worldwide.

For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

MAE 6.8 | 25

Compiled by KMI Media Group staff

University of the Rockies Expands Military Grant University of the Rockies has expanded its military grant, including tuition benefits, to cover additional members of the military community. The University of the Rockies Military Grant includes a tuition grant, a technology fee waiver and book benefits. Previously, this grant was only available to active duty servicemembers, members of the National Guard and reservists. Now, spouses of active duty servicemembers, members of the National Guard and reservists are also eligible for the grant. The grant extends to Department of

Defense employees, civilian employees of the U.S. Coast Guard and students using VA education benefits as well. “The expanded grant shows University of the Rockies not only recognizes the men and women who serve our country, but also the families who support them,” said Dr. Charlita Shelton, president of University of the Rockies. The expanded military grant joins other University of the Rockies programs, such as the Post-9/11 GI Bill and the Yellow Ribbon Program, in helping military students pay for their education.

CCME Extends Scholarship Deadline CCME has extended the deadline for scholarship applications to November 1, 2011. CCME offers $1,000 scholarships to servicemembers and spouses of servicemembers who are pursuing higher education degrees. The Joe King Scholarship will be awarded to five recipients; applicants must be a uniformed servicemember currently enrolled in a program at a regional or national accredited institution that is a member institution of CCME, and have a minimum of 12 unit hours with a cumulative 2.0 GPA if applying as an undergraduate or a cumulative GPA of 3.0 if applying as a graduate student. Applicants must submit an unofficial transcript and two letters of

recommendation. The Spouse Scholarship will be awarded to five recipients; applicants must be a uniformed services spouse currently enrolled in a program at a regional or national accredited institution that is a member institution of CCME and have a minimum of 12 unit hours with a cumulative 2.0 GPA if applying as an undergraduate or a cumulative GPA of 3.0 if applying as a graduate student. All applicants must submit an unofficial transcript and two letters of recommendation.

In addition to completing the online application form, students must also write a short essay. For more information visit CCME’s scholarship page, www.ccmeonline.org/scholarships.aspx.

Student Veterans of America Launches New Scholarships To meet the financial needs of veteran students, Student Veterans of America (SVA) has launched a Chapter Leader scholarship and a STEM scholarship. Recognizing the demands placed on chapter officers, SVA will award one student veteran a $10,000 scholarship for the 2012 academic year. The SVA Chapter Leader scholarship is open to a veteran from any era who demonstrates a commitment to service on campus and in the community, is recognized as a leading ambassador of SVA, and maintains a high level of academic excellence. Additionally, the applicant must be in a leadership role with an active SVA chapter, have received an honorable discharge or be in good standing with a Reserve or National Guard unit, be an undergraduate pursuing their first degree or academic credential, and be nominated by the chapter’s student group adviser. The application period closes October 15, 2011, and the recipient will be notified by November 15. SVA will also award one $10,000 STEM scholarship with the aim of motivating current and future STEM student veterans to achieve academic excellence. Applications must be completed by October 15 and eligible students must maintain a minimum 3.3 GPA in an accredited science, technology, engineering or mathematics program.

University of Dayton Offers Free Textbook Program First-year University of Dayton students can receive up to $4,000 over four years for textbooks by completing three steps of the fall 2012 application process by March 1. “We want to help parents and students understand that from the very first day, a University of Dayton education is very rewarding,” said Kathy McEuen Harmon, assistant vice president and dean of admission and financial aid. “Through this initiative, we want to underscore that a University of Dayton education is affordable and we are committed to helping families in very tangible ways,” she said. With the economy still difficult, Harmon said the free textbook program will bring families clarity and certainty about one piece of the financial puzzle. The requirement that 26 | MAE 6.8

families complete the FAFSA (Free Application for Federal Student Aid) can also help, Harmon said. “Many families don’t fill out the form because they believe they don’t qualify or think it takes too much time. They miss out on opportunities to get affordable financing or grant funding,” Harmon said. The program is an incentive for families to visit campus in a tight economy. Molly Wilson, executive director of enrollment strategies, said in some cases families are limiting the number of visits they make to various campuses. However, the campus visit is one of the most powerful and important aspects of the decision-making process. “We know if we get students on campus, they can see and feel if the University of Dayton is right

for them; we can begin understanding who they are and exploring their financial needs,” she said. Wilson said the textbook program is simple. By March 1, students must make an official campus visit, complete the federal form, apply and be accepted. Students participating in tuition remission and tuition exchange programs are not eligible. The grant will provide up to $500 per semester for textbooks purchased through the University of Dayton bookstore and are good for new, used or rental books. She said an estimated 75 percent of the first-year class is projected to take advantage of the offer, representing a $1.5 million annual commitment by the university. The program is expected to continue for several years. www.MAE-kmi.com

Mae CALEND A R & DI REC TO RY

The advertisers index is provided as a service to our readers. KMI cannot be held responsible for discrepancies due to last-minute changes or alterations.

Advertisers Index Art Institutes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 www.veterans.artinstitutes.edu Ashford University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 http://military.ashford.edu/mae Baker College Online. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2 www.bakercollegeonline.com Blackboard.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C3 www.blackboard.com/gov Council of College and Military Educators.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 www.ccmeonline.org Everest University Online. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4 www.everestmilitary-online.com Excelsior College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 www.military1.excelsior.edu Jones International University.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 www.jiumilitary.com Northeastern University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 www.discovercps.neu.edu/military.php Norwich University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 www.online.norwich.edu Thomas Edison State College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 http://military.tesc.edu University of the Incarnate Word. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 www.adulted.uiw.edu University of Maryland University College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 http://military.umuc.edu/explore University of Nebraska. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 http://online.nebraska.edu/mission University of Northwestern Ohio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 www.unoh.edu

Calendar October 10-12, 2011 AUSA Annual Meeting & Exposition Washington, D.C. www.ausa.org/meetings/2011/ October 14, 2011 Colorado Advisory Council on Military Education Colorado Springs, Colo. www.co-acme.org/acme/ November 2-4, 2011 South Carolina Council on Military Education Conference Litchfield Beach, S.C. http://comesc.org/conference.html www.MAE-kmi.com

January 25-28, 2012 American Association of Colleges & Universities Annual Meeting Washington, D.C. www.aacu.org/meetings/annualmeeting/ am12/sponsorships.cfm February 13-16, 2012 Council of College and Military Educators Orlando, Fla. www.ccmeonline.org April 12, 2012 Council on Military Education in Texas and the South Fort Worth, Texas www.cometsmilitaryed.org

NEXTISSUE

November 2011 Vol. 6, Issue 9

Journal of Higher Learning for Today’s Servicemember

Cover and in-Depth Interview with:

Gordon Nero ESS, Director Army Education Center, Kuwait

SPECIAL SECTION Social Networks

The possibilities social networks present to colleges seem endless and institutions of higher education are increasingly using social networks not only in the classroom, but also to interact with alumni and prospective students. MAE explores the most effective ways for schools to link in.

Features Engineering Degrees

Whether you’re in the Army Corps of Engineers, the Seebees, or somewhere in between, you may already be on the right path toward a degree in engineering. From building schools to constructing outposts, from repairing roads to coordinating irrigation and managing spillways, many soldiers have practical experience that will help them rise to the top of engineering programs.

GI Bill Update

As thousands of veterans head back to school this fall, MAE makes sure they are armed with the information they need regarding changes to the GI Bill. Learn how changes to the bill may increase— or decrease—available education benefits.

Admissions Applications

For any potential student looking to enroll in college, the blank admission application can be quite intimidating. Servicemembers may be wondering how to translate their military service into experience easily understood by admission boards. MAE solicits advice from colleges across the county on how to make your application as strong as possible.

Military Promotions

Captain Chuck Hollingsworth, commanding officer of the Navy’s Center for Personal and Professional Development will guest write an article highlighting the value education holds for military promotions.

Insertion Order Deadline: October 11, 2011 Ad Materials Deadline: October 18, 2011

MAE 6.8 | 27

University Corner

Military Advanced Education

Kevin Currie Executive Director Northeastern University Online Q: Could you please provide a brief overview of Northeastern University’s College of Professional Studies (CPS) history, mission and curriculum?

A: As the executive director of Northeastern University Online, I have been fortunate to participate in the growth of CPS’ online offerings, which I believe provide valuable educational opportunities for members of the military and others who need the flexibility of online learning at an affordable tuition.

For half a century, the College of Professional Studies at Northeastern University has employed a distinct, overarching mission to make a world-class Northeastern education accessible to students from our neighborhood, from our nation, and our world. The College of Professional Studies is committed to providing career-focused educational programs that are designed to accommodate the complex lives of motivated learners. Offered in a variety of innovative formats, our courses are taught by accomplished scholars and practitioners who have real-world experience. The result is an educational experience founded on proven scholarship, strengthened with practical application, and sustained by academic excellence.

We have developed a rich academic curriculum that corresponds to thriving industries such as education, management, health care and information technology. The portfolio of programs range from associate degrees in Business Administration and Liberal Arts, to doctoral programs that combine cutting-edge coursework with professionally relevant research projects.

Q: What makes Northeastern University’s CPS unique in the benefits and programs you offer to military servicemembers?

A: As a member of the Servicemembers Opportunity Colleges and participant in the Yellow Ribbon Program, we are committed to serving military students and veterans and will work to accept any previously earned credits. Through the Yellow Ribbon Program, Northeastern University’s commitment, combined with matching funds 28 | MAE 6.8

provided by the Department of Veterans Affairs, allows 162 veterans to attend the university each year at little or no cost.

Active duty military or veterans can enroll in any of our certificate or degree programs.

Q: What online degree and certificate programs at CPS do you offer and how do these distance learning programs fit in with the lives of active duty and transitioning military personnel?

A: Northeastern Online offers over 60 online undergraduate and graduate degree programs for students seeking a high level of academic quality and the convenience of online learning. Whether it is a new student who has completed service, a student whose education has been interrupted to serve and is now returning, or a student who began studies elsewhere and is transferring here, we will help guide each of them to the resources they need to make the most of the Northeastern University experience.

Q: What are some of CPS’ main goals in meeting the future challenges of online education for the military?

A: Our main goals are to be innovative in the growth of online offerings so that we continue to remain accessible globally. The flexibility of our course format, coupled with our liberal transfer credit policy, provides military with the resources they need to complete a certificate or degree program.

Q: What are some of your most popular programs at CPS, and which ones are the most appealing to military students?

A: Some of our most popular programs include: Bachelor of Science in management,

Bachelor of Science in leadership, Bachelor of Science in finance and accounting management, Master of Science in leadership, Master of Science in regulatory affairs for drugs, biologics, and medical devices, Master of Science in project management, Master of Education, Master of Science in criminal justice leadership, and Master of Science in global studies and international affairs.

Based on data from the past academic year, there were nearly 400 veterans actively enrolled in classes at Northeastern; approximately half are enrolled at the College of Professional Studies. The programs that are most appealing to military students include: Bachelor of Science in information technology, Bachelor of Science in management, Master of Science in project management, and Doctor of Education.

Q: What is CPS doing to keep up with growing technologies and opportunities related to distance learning?

A: We have a director of instructional technology and a team of instructional designers who regularly evaluate technology to determine what tools to equip students with to maximize their learning capabilities. The college also works to ensure essential software applications are available for mobile devices to align with one of our core values: accessibility.

In addition, we recently underwent an upgrade to Blackboard 9.1, the recognized leader in learning management systems. We provide support 24 hours a day, seven days a week. We have many online learning tools including: Smarthinking, an online tutoring system; Live Classroom, a web-enabled synchronous conferencing tool; and Voice Tools, a community building technology.

The Northeastern University Online Team was awarded a 2011 Blackboard Catalyst Award for Outstanding Staff Development for significant achievements accomplished with Blackboard. The award honors those who use Blackboard solutions to support and enhance faculty and staff development skills that provide a better student learning experience. The award emphasizes some of the innovations taking place at Northeastern University Online. O www.MAE-kmi.com

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IMPACT LEARNING EVERYWHERE IT HAPPENS

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EVEN IN THEATRE. No matter where learning happens, Blackboard is there to help capture and disseminate it across your entire organization so your people are ready when it matters. Blackboard Learn for Professional Education not only delivers engaging formal online training programs, but also captures the informal learning that happens when you least expect it. It’s one more way that Blackboard is built for the real world and why its used by so many great military organizations such as: Air University, TRADOC and National Defense University.

blackboard.com/gov © 2010 Blackboard Inc.

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Questions About Financing College?

At Ease.

The new Everest Military Scholarship can cut tuition by up to 50% for all active duty personnel and their spouses!

If you’re thinking about starting college but have questions about the costs, call Everest University Online. Our student finance planners are experts on the education benefits available to you.

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Call today for more information!

888-404-5942 www.everestmilitary-online.com

4780 (10-1209)

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And now, our expanded Military Scholarship for active duty personnel provides up to a 50% reduction on your tuition, giving you even more financial support.* That means you could be enrolling in one of our career-education degree programs sooner than you think!

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* Military scholarships and additional financial aid are available for those who qualify. Talk to an Everest military admissions representative for complete details.