Mae 8 8 final

Careers & Transitions: EDUCATION Journal of Higher Learning for Today’s Servicemember

Education Evaluator Michele Spires Director Military Programs Center for Education Attainment and Innovation American Council on Education

Careers in Education O ESO Roundtable Credit for Life Experience O Troops to Teachers

www.MAE-kmi.com

October 2013

Volume 8, Issue 8

Are You Truly Prepared?

Prepare for the future with a degree from Fort Hays State University.

We fully understand the needs of military students. FHSU has staff members trained to support military students with a host of student services that are second-to-none. Our professors are dedicated to your success and will engage you every step of the way.

FHSU offers over 40 online degree programs and over 50 online certificate programs, so you can study wherever life takes you. Your education will help you do a better job in the military and provide you with a solid foundation to transition to civilian opportunities.

Here are some additional reasons to consider Fort Hays State University as your educational partner. FHSU facts: • • • • • • • • • •

LOI institution.

Fully accredited state university (Kansas).

An outstanding Troops to Teachers program.

GetEducated.com consistently ranks us a National Best Buy. Accepts DSST/DANTES and CLEP examination credit.

A Servicemembers Opportunity College (SOC).

Credits transfer easily.

A partner with GoArmyEd, AU-ABC, and NCPDLP. Consistently awarded the Military Friendly designation.

A Yellow Ribbon school.

Your Tuition Assistance will go far – Undergraduate tuition is $182 per credit hour.

Graduate tuition is only $247 per credit hour and MBA is only $400 per credit hour. www.fhsu.edu/virtualcollege/military – 800.628.FHSU Photograph courtesy of creativecommmons – jnn1776

MILITARY ADVANCED EDUCATION Features

October 2013 Volume 8, Issue 8

Cover / Q&A

Careers & Transitions: Education

6

10

Some veterans continue to serve even after they retire from the military, moving from combat to the classroom. The curriculum at colleges and universities is revolutionizing how servicemembers gain the skills they need to succeed.

By J.B. Bissell

A transition to teaching is made easier with the right kind of support. The Troops to Teachers program has assisted tens of thousands in making the switch, with personalized, expert support. Financial assistance awards available through Troops to Teachers are designed to make it affordable, while supporting needy schools and critical subjects.

By William McAleer

A Call to the Classroom

Proud to Serve Again

16 Michele Spires

Director, Military Programs Center for Education Attainment and Innovation American Council on Education

13

21

Many nontraditional students want to get a jump start on their degrees by taking professional experiences and converting them into academic credits. But can there be a balance between graduating early and still gaining the career knowledge that is critical to employment? An education services specialist explains why the fast track to a degree could come at the expense of critical learning.

By Bart MacMillan

As the military downsizes, more servicemembers are opting to transition to civilian life. Education services officers discuss what servicemembers preparing to leave the military should know before they set their paperwork in motion. Don’t wait until you are ready to become a civilian— use this professional advice now to ensure you are prepared for later.

Credit for Life ExperienceS

Departments 2 Editor’s Perspective 4 PROGRAM NOTES 5 People 14 CLASS NOTES 25 CCME GRAPEVINE 26 money talks 27 RESOURCE CENTER

The Civilian Transition

University Corner John Aldrich

Associate Vice President for Military Relations American Military University

28

“My proud accomplishments align with the power of collaboration: bringing diverse stakeholders together to delve into actual outputs with measurable deliverables, tangible accomplishments... while building communication infrastructures that are sustainable and creating replicable models.”

- Michele Spires

EDITOR’S PERSPECTIVE

Military Advanced Education Volume 8, Issue 8 October 2013

Journal of Higher Learning for Today’s Servicemember Editorial Editor Kelly G. Fodel kellyf@kmimediagroup.com Managing Editor Harrison Donnelly harrisond@kmimediagroup.com Online Editorial Manager Laura Davis laurad@kmimediagroup.com Copy Editor Sean Carmichael seanc@kmimediagroup.com Correspondents J.B. Bissell • Michael Frigand Maura McCarthy • Ramsey Sulayman

Art & Design Art Director Jennifer Owers jennifero@kmimediagroup.com Senior Graphic Designer Jittima Saiwongnuan jittimas@kmimediagroup.com Graphic Designers Scott Morris scottm@kmimediagroup.com Eden Papineau edenp@kmimediagroup.com Amanda Paquette amandak@kmimediagroup.com Kailey Waring kaileyw@kmimediagroup.com

Advertising Associate Publisher Gwen Silverstein gwens@kmimediagroup.com

KMI Media Group Chief Executive Officer Jack Kerrigan jack@kmimediagroup.com Publisher and 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

Operations, Circulation & Production Operations Administrator Bob Lesser bobl@kmimediagroup.com Circulation & Marketing Administrator Duane Ebanks duanee@kmimediagroup.com Circulation Barbara Gill barbg@kmimediagroup.com Data Specialists Raymer Villanueva raymerv@kmimediagroup.com Summer Walker summerw@kmimediagroup.com

A Proud Member of

Fall is upon us, and change is in the air. It’s happening here at Military Advanced Education, too, as I take on my first issue at the helm of MAE. Though this is the first time you are seeing my name under the fancy-looking title of “editor” over there to the left, I have been a longstanding contributor to MAE as a correspondent for the past six years.

As I make the transition to my new job, and all the challenges that come with it, I am reminded of the even greater difficulties veterans face in transitioning to new careers and completing their chosen educational programs. It is imperative that we assist them in this time of change. Thanks to all the benefits of the Post-9/11 GI Bill, more veterans than ever are pursuing their degrees and Kelly G. Fodel Editor looking forward to civilian careers.

A congressional hearing held on September 11 highlighted the supportive policies that many schools are putting into place for veterans. Chaired by the House Higher Education Subcommittee, the hearing welcomed representatives from military-friendly schools across the country. The witnesses addressed issues including PTSD, credit for prior learning, financial aid and flexible scheduling. They told the subcommittee that advising, mentoring and support services are critical if veterans and active-duty military are to succeed in postsecondary education.

Also on 9/11, the American Council on Education announced a new Toolkit for Veteran Friendly Institutions.

This online resource is designed to help institutions of higher education build effective programs for veteran students and share information. It highlights a variety of best practices including veterans-specific orientation offerings, on-campus veterans service centers, prospective student outreach efforts, faculty training, and counseling and psychological services for students. For more information, visit http://vetfriendlytoolkit.org.

This issue gives special attention to veterans choosing a career in education. It takes a talented and unique sort of individual to enter the classroom and instruct the next generation of learners, but servicemembers are well-suited to that type of challenge. Many skills can transfer from combat to classroom, and we aren’t just talking keeping kids in line with some classroom discipline (though it certainly can’t hurt).

We take pride in providing thorough and up-to-date information for our veterans who have sacrificed so much. In that spirit of support, enjoy this month’s issue of MAE.

KMI MedIa Group LeadershIp MaGazInes and WebsItes Border & CBRNE Defense

Ground Combat Technology

Geospatial Intelligence Forum

Military Advanced Education

Military Information Technology

Military Logistics Forum

www.GCT-kmi.com

www.GIF-kmi.com

www.MAE-kmi.com

www.MIT-kmi.com

www.MLF-kmi.com

Navy Air/Sea PEO Forum

Special Operations Technology

Tactical ISR Technology

U.S. Coast Guard Forum

www.TISR-kmi.com

www.CGF-kmi.com

Border Threat Prevention and CBRNE Response

Subscription Information

SPECIAL SECTION:

Military Advanced Education

ISSN 1938-4165 is published 10 times a year by KMI Media Group.

All Rights Reserved. Reproduction without permission is strictly forbidden. © Copyright 2013.

Military Advanced Education is free to qualified members of the U.S. military, employees of the U.S. government, and non-U.S. foreign service based in the United States.

All others: $65 per year.

Foreign: $149 per year.

Corporate Offices KMI Media Group 15800 Crabbs Branch Way, Suite 300 Rockville, MD 20855-2604 USA Telephone: (301) 670-5700 Fax: (301) 670-5701 Web: MAE-kmi.com

Integrated Fixed Towers

Border Protector

www.BCD-kmi.com

June 2012 Volume 1, Issue 1

Michael J. Fisher Chief U.S. Border Patrol U.S. Customs and Border Protection

Leadership Insight: Robert S. Bray Assistant Administrator for Law Enforcement Director of the Federal Air Marshal Service Transportation Security Administration

Wide Area Aerial Surveillance O Hazmat Disaster Response Tactical Communications O P-3 Program

www.BCD-kmi.com

Military Medical Military Training & Veterans Technology Affairs Forum

The Communication Medium for Navy PEOs

SPECIAL SECTION:

CARRIER ONBOARD DELIVERY OPTIONS

Carrier Craftsman Rear Adm. Thomas J. Moore

www.npeo-kmi.com

U.S. Navy Program Executive Officer Aircraft Carriers

Presidential Helicopter O Shipboard Self-Defense O Riverine Patrol Craft Precision Guided Munitions O Educational Development Partnership

www.M2VA-kmi.com

www.MT2-kmi.com

www.NPEO-kmi.com www.SOTECH-kmi.com

PHOTO USED WITH PERMISSION FROM UT2 NICHOLAS WALDO. USE OF MILITARy IMAgERy DOES NOT IMPLy OR CONSTITUTE DOD ENDORSEMENT.

WE CAN HELP PREPARE YOUR SERVICEMEMBERS

Whether the plan is to continue in the military or transition to civilian life, Baker can help your military personnel receive an online degree from anywhere in the world.

Baker College is a member of Servicemembers Opportunity Colleges (SOC), DANTES, GoArmyEd, and CCAF’s AU-ABC program. The college is eligible to receive Federal military and Veteran education benefits.

To help your servicemembers see how online classes work, watch our multimedia demo at bakercollegeonline.com/demo

100% ONLINE

NOT-FOR-PROFIT WE’RE IN IT FOR YOU

NO APPLICATION FEE

REGIONALLY ACCREDITED

NATIONALLY RECOGNIZED

LIFETIME EMPLOYMENT ASSISTANCE

GRADUATE SCHOOL

UNDERGRADUATE SCHOOL

bakercollegeonline.com

ATTENTION ESOs:

For inFormation about our programs or to schedule a Face-to-Face meeting on your base:

6462BCO-Rev1

call:

(800) 469-4062

Visit: bakercollegeonline.com

An Equal Opportunity Affirmative Action Institution. 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.ncahlc.org. Baker Center for Graduate Studies’ MBA program is also accredited by the International Assembly of Collegiate Business Education (IACBE). For more information about our graduation rates, the median debt of students who completed the program, and other important information, please visit our Web site at www.baker.edu/gainfulemployment.

PROGRAM NOTES Disney Offers Free “Veterans Institute” Workshop to Support Hiring of Veterans The Walt Disney Company is hoping to inspire other companies to employ servicemen and women transitioning to the private sector. Building on its successful Heroes Work Here initiative to hire, train and support military veterans, Disney will host a free Veterans Institute workshop at Walt Disney World Resort on Thursday, November 14, 2013.

The day-long Veterans Institute, co-sponsored

by Heroes Work Here and Disney Institute, is designed to help small- and mid-sized companies build effective veteran-hiring programs of their own. The event will feature experts from Disney’s Heroes Work Here, government officials, veterans,

No Greater Sacrifice Creates Council to Support its Mission of Educating Children No Greater Sacrifice (NGS), a nonprofit dedicated to the education of the children of fallen and wounded servicemembers, has announced the creation of the NGS Chairman’s Council. The council marks an acceleration of the organization’s mission and growth through enhanced strategic leadership and increased access to wideranging industry experience.

NGS has provided more than $4.5 million in donations and support to 40 recipients who now have their post high school education funded. To serve the growing need and awareness of the organization’s mission, the council will work collectively with NGS. “The creation of this volunteer council is a significant milestone for NGS as we increase concentration in critical areas to raise awareness and support our servicemembers and their families, and we are looking forward to their leadership and vision for NGS initiatives,” said John J. Brown, No Greater Sacrifice chairman.

The council will focus on four primary focus areas: finance, communications, development and events.

4 | MAE 8.8

and nonprofit veterans service organizations, who will share their experiences, best practices, and tips for making a successful transition from the military to the civilian workforce.

“We’re incredibly proud of the veterans who work at Disney, and we fully recognize the value, experience and skills they bring to our company,” said Robert A. Iger, chairman and chief executive officer, The Walt Disney Company. “Our Heroes Work Here program not only helps us find and hire highly qualified veterans, it also supports veterans and their families as they transition out of the military. We’re happy to share what we’ve

learned with other organizations so that more of these modern-day heroes have the tools and opportunities to build meaningful careers in the private sector.”

Disney launched Heroes Work Here in March 2012 with a commitment to hire more than 1,000 veterans by 2015—a goal the company has already surpassed. This past March, Disney increased its hiring goal to create opportunities for another 1,000 former servicemembers in the next two years.

For more information on the event, visit http://heroesworkhere.disney.com

Survey Shows Education and Unemployment Are Key Concerns for Wounded Veterans

Navy Offers New Career Program for Sailors Seeking Break from Active Duty

The Wounded Warrior Project has released the findings of their 2013 Annual Alumni Survey, based on responses from nearly 14,000 Iraq and Afghanistan servicemembers. Of the many veterans contending with multiple types of injuries, the impact on lifestyle for wounded veterans can result in financial struggle.

The survey showed that nearly 18 percent of respondents are currently unemployed.

Thirty percent said that mental health issues are the number one factor making it difficult to obtain employment, while 22 percent noted that a lack of education contributed to their struggle in finding a job.

“Our nation has focused on assisting injured veterans in the current stage of their lives,” said Steve Nardizzi, executive director of Wounded Warrior Project. “Wounded Warrior Project is addressing both shortterm needs and the lifelong challenges currently not considered by most of the predictive research available.”

Working in conjunction with RAND and Westat research organizations for this multi-year study, WWP’s data ranks as the most statistically relevant and largest sample size of servicemembers injured or wounded since 9/11.

The Career Intermission Pilot Program (CIPP) is a continuum of service initiative that allows sailors to take a break from active duty without permanently separating. CIPP provides eligible servicemembers a one-time temporary transition from active duty to the Individual Ready Reserve (IRR) for one to three years to pursue personal or professional growth outside the service and seamlessly transition back to active duty. During their time in the IRR, participants retain their full medical and dental benefits. Participants will also receive a small monthly living stipend. Sailors should refer to OPNAVINST 1330.2B for rules, eligibility, and application procedures. The Marine Corps is also opening up a similar program through 2015.

This deal does come with a catch. For every month in the intermission program, troops will incur two additional months of obligated service.

A Marine who takes the maximum of three years off from active duty will owe six years of service on top of any previous service obligation. If any participants fail to return to their duties after their career hiatus, they could owe the government thousands of dollars. According to the MARADMIN, they will owe back the cash value of all the benefits they took advantage of while in the program, including health care, the monthly stipend and the PCS costs.

www.MAE-kmi.com

Compiled by KMI Media Group staff

New Labor Department Rules to Help Veterans Find Jobs The U.S. Department of Labor has announced two final rules to improve hiring and employment of veterans and for people with disabilities. The rules strengthen existing regulations, and reduce barriers for vets to get employment opportunities.

One rule updates requirements under the Vietnam Era Veterans’ Readjustment Assistance Act of 1974; the other updates those under Section 503 of the Rehabilitation Act of 1973. For more than 40 years these laws have required federal contractors and subcontractors to affirmatively recruit, hire, train and promote qualified veterans and people with disabilities respectively.

“In a competitive job market, employers need access to the best possible employees,” said Secretary of Labor Thomas E. Perez. “These rules make it easier for employers to tap into a large, diverse pool of qualified candidates.”

The VEVRAA rule provides contractors with a quantifiable metric to measure their success in recruiting and employing veterans by requiring contractors to annually adopt a benchmark either based on the national percentage of veterans in the workforce (currently 8 percent), or their own benchmark based on the best available data. The rule strengthens accountability and record-keeping

requirements, enabling contractors to assess the effectiveness of their recruitment efforts. It also clarifies job listing and subcontract requirements to facilitate compliance.

The Section 503 rule introduces a hiring goal for federal contractors and subcontractors that 7 percent of each job group in their workforce be qualified individuals with disabilities. The rule also details specific actions contractors must take in the areas of recruitment, training, record keeping and policy dissemination.

The rules will become effective 180 days after their publication in the Federal Register. More information is available at www.dol.gov/ofccp/ vevraarule and www.dol.gov/ofccp/503rule. OFCCP enforces Executive Order 11246, Section 503 of the Rehabilitation Act of 1973 and the Vietnam Era Veterans’ Readjustment Assistance Act of 1974.

These three laws require those who do business with the federal government, both contractors and subcontractors, to follow the fair and reasonable standard that they not discriminate in employment on the basis of sex, race, color, religion, national origin, disability or status as a protected veteran. For general information, call OFCCP’s toll-free helpline at 800-397-6251 or visit www.dol.gov/ofccp.

VA Announces Big Expansion of “VetSuccess on Campus” The Department of Veterans Affairs will nearly triple the number of colleges and universities it partners with to offer on-campus vocational and rehabilitative VA counseling through its VetSuccess on Campus program. Curt Coy, VA’s deputy undersecretary for economic opportunity, said it will expand from its existing 32 campuses to 94.

On-campus VA vocational rehabilitation counselors help ease veterans’ transition to student life and assist them in using VA's Post-9/11 GI Bill and other education benefit programs. The counselors also maintain close relationships with local VA Vet Centers and VA medical facilities, referring veterans as needed for counseling or medical services.

The department looks for schools with veteran and beneficiary enrollment of at least 800 to 1,200 and strives to partner bigger colleges or universities with community colleges, so they can share resources.

Officials also try to make sure the campus is close to a VA regional center or medical facility.

PEOPLE

Randall Stauffer

Randall Stauffer has been named associate vice president for Academic Affairs at Woodbury University. As AVPAA, Stauffer will serve on the Deans’ Council and act in a liaison role with faculty governance on issues of curriculum and academic policy development. Stauffer will also serve as the accreditation liaison

www.MAE-kmi.com

Compiled by KMI Media Group staff

officer with WASC and will assist the provost’s office in managing personnel processes and in developing instructional plans and budgets. He is a longtime professor of interior architecture and leader within the School of Architecture.

Saint Xavier University has appointed Maggie Reneau, Ph.D, RN, as the new director of the school’s online Master of Science in nursing (MSN) program. Reneau has been part of the Saint Xavier faculty since 2012 as an assistant professor. A registered nurse since 1982, she earned her Bachelor of Science

in nursing from the University of Illinois and her MSN from Drexel University. Reneau’s Ph.D. in Education was earned at Capella University.

Richard Pera

American Public University System announced the appointment of Richard Pera as dean,

School of Security and Global Studies. In his new leadership role, Pera will be responsible for ongoing management and development of the school’s intelligence, international relations and national security industry programs.

Regent University has announced that Carlos Campo, president since 2010, is leaving the position immediately. The announcement did not give a reason for Campo’s departure from Regent, a prominent force in Christian higher education that was founded by Pat Robertson.

MAE 8.8 | 5

Careers & Transitions: Education

With many teachers expected to reach retirement age by 2020, increasing numbers of veterans are seeking out schools with excellent programs in teaching.

By J.B. Bissell, MAE Correspondent Making the shift from advanced operations bases, battlefield strategy and counterintelligence support to the ABCs of classroom management might not seem like a natural progression. According to Shaun Murphy, however, “there’s an incredible overlap between the skills fostered in the military and those we see in our most effective classroom leaders. These include demonstrated leadership ability, excellent critical thinking skills, and perseverance in the face of challenges. Our veteran teachers do whatever it takes to achieve expanded opportunities for students.”

Murphy knows because he’s seen every angle firsthand: He was a staff sergeant in the United States Army before matriculating with Teach For America (TFA) and ultimately becoming a classroom educator. He currently serves as TFA’s manager of veterans recruitment and oversees the “You Served For America, Now Teach For America” initiative, which launched in November 2012 and is focused on bringing “more veterans of the U.S. armed forces in to the fight against educational inequity” by putting “the power of transitioning military professionals and veterans to work in our nation’s highest-need schools.”

This goal speaks exactly to why Murphy believes veterans make such great teachers, and why he jumped at the opportunity to spearhead the “You Served For America, Now Teach For America” campaign.

“I hear time and time again from our veteran teachers that the desire to serve their country didn’t end with their military commitment,” he explained. “We want to be a part of something bigger than us. We are embedded in service and in service is where you will find that veterans gravitate.”

Still, Murphy has also found that some former soldiers don’t immediately believe that teaching will provide enough excitement to be worthy of a post-military mission. “Some people I’ve talked to have been wary of applying because they don’t see teaching as a real challenge,” he said. “They think, ‘I’ve led platoons and/or squadrons, teaching a class of 20 to 30 scholars can’t be that hard.’

“The reality is that teaching has the potential to be one of the hardest things you will ever experience. It takes committed individuals to do this work, and I encourage everybody to think about it seriously, because our kids are depending on them.”

Murphy isn’t the only one who suggests veterans—and other people, for that matter—think about it seriously, and do some research in order to decide whether a job in the school system will be a good fit.

In fact, each of the educators consulted for this article recommended working with children in some capacity before committing oneself to obtaining a teaching degree.

Volunteering as a camp counselor, being a tutor, mentoring, or coaching a youth sports team all are possibilities. No matter what, though, it’s important to understand that “kids are different from soldiers,” said Doug Hamman, Ph.D., director of teacher education 6 | MAE 8.8

and associate professor of curriculum and instruction at Texas Tech University. “Most respect and admire servicemen and women, and colleagues value their disciplined approach to the career, but in addition to the ability to focus, veterans will need the patience and creativity to find ways of accomplishing goals and ‘valuing’ in others what they do best.

“Clinical competency will be natural for the disciplined veteran,” said Hamman. “Sanctioning the capabilities of the hard-to-reach student and providing opportunities to explore different points of view are ‘soft skills’ that are particularly important when teaching adolescents.

These skills are often the hardest of all for individuals accustomed to carrying out orders.”

Skill Development Fortunately, Texas Tech’s TechTeach curriculum is revolutionizing how learners gain those skills. “We have undergraduate elementary and middle-level teacher certification degrees, secondary-level minors for teacher certification students, and a number of graduate degrees available,” said Hamman, and the foundation for each is based on the four unique cornerstones of the TechTeach program.

First, students are evaluated using the National Institute for Excellence in Teaching’s TAP rubric, which outlines distinct actions and provides specific goals for improving teaching outcomes. And those evaluations aren’t just in the form of a simple report card. Another component of TechTeach is recording lesson delivery with “video-capture technology,” Hamman added. “The video is self-rated, peer-rated, instructor-rated, and used to shape and evaluate teacher candidates’ instructional behaviors.”

Teacher candidate behaviors also are shaped by co-teaching with a mentor from a local school district, an approach that allows them to form a partnership with a working educator in a real classroom to implement and execute lesson plans. Finally, TechTeach wastes no time putting participants in real-world settings. “Students begin their clinical placements in the first semester with one full day per week,” Hamman said, and typically begin student teaching a semester sooner than other programs.

Syracuse doesn’t waste any time either. “New students start in major-related classes from day one,” said Zachary Schuster, Syracuse’s School of Education undergraduate admissions recruiter. “Students who are enrolled in teacher prep programs will typically be placed in a local school within their first year on campus, often as early as their first semester. The wide range of classes and variety of the placements help prepare our graduates as leaders in their respective fields.”

Those potential fields are nearly as wide-ranging as the class choices. “Our most popular teaching preparation offering is our www.MAE-kmi.com

Inclusive Elementary and Special Education program,” Schuster said. Other possibilities include secondary education, an Inclusive Early Childhood and Special Education program, health and physical education, and art and music education.

“Another very popular track that’s located in the School of Education is our Health and Exercise Science Program,” Schuster added. “We tend to see most veterans gravitating toward that, and graduates are top candidates for careers in exercise physiology, sports psychology, athletic administration and other related professions.”

Whether the career path eventually leads to a classroom, the gymnasium, or an administrative office, “Syracuse University’s School of Education is committed to the principle that diverse learning communities create the conditions that both enrich the educational experience and provide opportunities for all to realize their full potential,” Schuster said.

The university’s professors also are committed to the principle that learning doesn’t just take place within the four walls of a classroom.

“Students engage in a series of progressively more intense field placements, requiring substantial commitments of time, care and effort to the learning and development of thousands of infants, young children and adolescents in the Syracuse area,” Schuster explained. “Students in the Inclusive Elementary and Special Education program engage in a total of 10 field placements, and students in our other preparation programs engage in at least five or six, over the course of their programs.

Each placement is linked to an on-campus course or seminar, during which issues related to field placements are analyzed and discussed.”

The Greater Good Eventually, of course, discussions turn to job prospects. Generally, the future of teaching is good. According to the United States Department of Labor’s online Occupational Outlook Handbook, the median pay in 2010 of kindergarten, elementary, and high school teachers was a bit more than $50,000 per year, and employment growth until 2020 ranges from 7 percent (for high school teachers) to 17 percent (kindergarten and elementary).

Money, however, is not the driving force behind the desire to teach.

“I’ve talked to some folks who went into the private sector and had very successful and lucrative careers, yet found they weren’t satisfied,” said Murphy. “There was still the call to be a part of something greater.

Teach For America provides a community of individuals on the front lines of education, committed to making things better for kids. Our country’s well-being lies in the next generation—their success is all of our success.”

This commitment to the country’s next generation is the essence of every quality teacher preparation program. “The Department of Childhood Education is a professional learning community that shares a common belief that all students deserve a quality education that meets

THE TOP CHOICE OF SERVICEMEMBERS. People talk. And right now, they’re talking about AMU. Built upon student referrals, AMU is the global leader in education for the U.S. military. Since we offer more than 90 online degrees, from Business to Transportation Logistics, you can do anything you set your mind to — whether in the military or transitioning out.

WITH 65,000 MILITARY STUDENTS, THE WORD IS OUT — BUT WE’RE JUST GETTING STARTED.

LEARN MORE AT WWW.AMUONLINE.COM/MAE

*As reported by Military Times/Edge Magazine

We want you to make an informed decision about the university that’s right for you. For more about the graduation rate and median debt of students who completed each program, as well as other important information—visit www.APUS.edu/disclosure.

Image Courtesy of the DoD.

www.MAE-kmi.com

MAE 8.8 | 7

Careers & Transitions: Education their individual needs,” said Michelle Torregano Ph.D., an assistant professor in California University of Pennsylvania’s Department of Childhood Education.

At Cal U, future educators learn about meeting those individual needs by means of “the constructivist model of teaching and learning,” explained Torregano. Students engage in “classroom learning activities that are discovery-based, experiential, project-based and task-based.

Educators who graduate from these programs are prepared to teach all students using developmentally appropriate and culturally responsive practices.”

And whether prospective learners choose Cal U’s “pre-kindergarten to fourth grade” or “grades four through eight” program, the coursework will include a variety of teaching methodologies that range from lectures and research papers to case studies and tests, as well as “plenty of hands-on activities,” Torregano said. “Additionally, each course contains a comprehensive performance assessment task designed to align with standards and assessments endorsed by national, state and local accreditation organizations.”

Requirements and Choices Recognizing different standards and requirements for state and local teacher certificates can be just as important as the hands-on activities. “Our programs are clinically rich and prepare students to be

researchers and reflective practitioners,” said Linda Horisk, assistant dean for Admissions and Enrollment at Fordham University’s Graduate School of Education.

There’s no arguing that, but practically speaking, enrolling in the Graduate School of Education ensures that teachers can continue teaching, because in New York, educators must either have a graduate-level degree or obtain one within five years of beginning their classroom career.

“We offer master’s programs that lead to New York State initial teacher certification,” Horisk continued. “For those who are already certified, we have extension programs that lead to additional certification areas, and advanced degrees for those who are certified but only have an undergraduate diploma. All teachers in New York must have a master’s degree and experience as a teacher to qualify for the ‘professional level’ of certification.”

Additionally, all of these programs “include coursework and practice in meeting the needs of students with special learning needs, diversity of culture and language, literacy development, content knowledge and methods of assessment,” added Horisk.

She was also quick to point out that members of the military should not be intimidated by the thought of tackling post-bachelor’slevel coursework. “Veterans bring transferable skills that serve them well in graduate teacher education—and the field of teaching as a whole—such as leadership, collaboration, goal setting, evaluation and

YOU’VE PROTECTED OUR TOMORROW.

now create YoUrS Yellow Ribbon Program Participant

Your military benefits can help you get an education at an Art Institutes school to launch your creative career.

Whether you choose a program in the field of Design, Media Arts, Fashion, or Culinary, talented faculty will guide your learning and help you gain real-world skills as you work with the professional technology you’ll use in the workplace. We offer a number of resources to assist student veterans on their academic journey, including financial and credit counseling, assistance with PTSD, relationship support, and help with other challenges.

veterans.artinstitutes.edu

1.800.894.5793

It’s all about preparing you to create your tomorrow.

Artwork (far left): Jevon Tsen, The Art Institute of Vancouver, 2009 Graduate, Diploma, VFX for Film & Television. Since The Art Institutes is comprised of several institutions, see aiprograms.info for program duration, tuition, fees, other costs, median debt, federal salary data, alumni success, and other important info. The Art Institutes is a system of over 50 schools throughout North America. Programs, credential levels, technology, and scheduling options vary by school, and employment opportunities are not guaranteed. Financial aid is available to those who qualify. Several institutions included in The Art Institutes system are campuses of South University or Argosy University. OH Registration # 04-01-1698B; AC0165, AC0080; Licensed by the Florida Commission for Independent Education, License No. 1287, 3427, 3110, 2581.

Administrative office: 210 Sixth Avenue, 33rd Floor, Pittsburgh, PA 15222. ©2013 The Art Institutes International LLC. 070513

8 | MAE 8.8

www.MAE-kmi.com

service learning. Veterans might also have backgrounds and experiences that could be a foundation for their chosen level of teaching, such as early childhood, childhood or adolescence.”

Choosing a specific area of teaching might be the most important decision of all. Western Michigan University’s Department of Teaching, Learning and Educational Studies prepares students to become teachers in either a childhood, elementary or secondary classroom environment. To an outsider, the difference between working in those three disciplines might not seem significant, but to a veteran deciding which to specialize in, the distinctions can be vast—and will certainly influence educational selections.

“The main difference between elementary and secondary programs is how teachers are prepared,” explained Regena Nelson, Ph.D. and chair of Western Michigan’s Department of Teaching, Learning and Educational Studies. “Secondary education majors must choose a content major in a teachable subject. For example, they identify as a biology or history major who will teach biology or history. Elementary education majors identify as teachers of a specific age group, such as an elementary or early childhood teacher, who can teach all subject areas.

“Thus, the requirements are different. Secondary majors take more content courses in a given subject area than elementary majors.

Elementary majors take more teaching method courses across all subject areas.”

Fortunately, incoming students have some time to decide which route they want to take. “As freshmen, they are pre-education majors,” Nelson said. “Late in their sophomore year or early in their junior year, they can choose elementary or secondary education. They take courses in teaching methods, classroom management, educational psychology, assessment, technology and child development. They also continue taking content courses to fulfill their majors.”

All the while—and no matter what level their focus—students are applying what they learn during class to varied field experiences that correlate to upper-level courses. “Then, in their final semester, they complete a full-time internship at a school,” Nelson added.

Admittedly, that first day at school—when you’re on the teacher’s side of the podium as opposed to the student’s—can be a bit nerve racking, which is why Murphy believes it’s so important that veterans “don’t leave behind what made them great leaders and servicemembers. Bring it all with you to the classroom! Expand on it and take it to the next level. Use the same tools and strategies you used in the military to build camaraderie in the classroom and motivate your students and colleagues. Build your own legacy.” O

For more information, contact MAE Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

My Degree. My Future.

My Choice.

SUNY Empire State College values my military experience and provides the support I need while completing my degree.

As experts in military education, our specialists are there to guide you, while your faculty mentor works with you to develop an individualized degree plan that can lead to the career you’ve always wanted.

• Credit for military training and experience • Pre-enrollment advisement • Online worldwide and at more than 35 New York state locations • Affordable tuition

Learn more: Call 888-372-3523 or Visit www.esc.edu/military

www.MAE-kmi.com

MAE 8.8 | 9

Careers & Transitions: Education

Troops to Teachers helps thousands of servicemembers make the transition.

By William McAleer

My days as an enlisted U.S. Army soldier and later working for the U.S. military as a counselor and advisor taught me the value of leadership. Leadership, in my mind, is without a doubt the most important attribute an individual can have when leading a squad, platoon, flight, division or classroom toward an objective. Leadership brings together planning, organization and logistics when assisting an individual toward success. Good leaders coach, mentor and inspire those for whom they are responsible.

Leading and teaching are synonymous and require hard work and responsibility.

With this responsibility comes a personal sense of accomplishment, and more than anything a sense of pride—of service and contribution. It is a real and honest joy. Servicemembers know this feeling. Teachers know this feeling. And that is why we say: “Troops to Teachers—Proud to Serve Again!”

With the structure of today’s force changing, the Department of Defense is committed to helping servicemembers capitalize on the skills they acquire while serving and transfer them to successful civilian careers.

Transitioning from military service can be a very exciting time, yet also challenging if a servicemember doesn’t know how to transfer the skills and education gained while serving into a civilian career.

There is no career where a person can make more of an impact in the lives of our youngest Americans than that of an educator.

Servicemembers bring the values of service to country and community to the classroom and are “proud to serve again” by becoming educators.

Troops to Teachers The Defense Department’s Troops to Teachers program is uniquely positioned to 10 | MAE 8.8

assist current and former members of the U.S. armed forces (active duty and reserve component) in pursuing a career as a pre-K through grade 12 teacher, or other non-instructional school position. Quality teachers are always needed in our nation’s public schools. Who better to teach chemistry and physics than, for example, a former United States Navy nuclear submarine captain? Students will not only learn history, math, science, or a foreign language from a teacher who formerly served, they will also learn from engaging stories of real-world experience told by the men and women who experienced history, calculated trajectories, built robots, flew jets, walked in foreign lands, talked to world leaders, and held the hands of people who needed them.

History and Organization Since 1994, the Troops to Teachers program has helped more than 14,500 former servicemembers transition to careers as teachers across the globe, from the lower 48 states to Guam, Alaska, Hawaii, Native American reservations, and the Virgin Islands.

Troops to Teachers provides unmatched, personalized, expert support to participants from the time they decide to become teachers.

This may be while the servicemember is still serving and simultaneously working towards a degree and/or license or it may be after transition.

Troops to Teachers staff across the country provide expert individualized guidance for each participant by evaluating transcripts, past military background, and listening to personal goals and objectives. In an effort to identify the right pathway to teaching, the Troops to Teachers staff provide counseling on the various degree/licensure programs in each state as well as state-specific requirements to become a teacher. With

this information in hand, the staff and prospective teacher develop an individualized plan. The final objective is successful placement of a transitioning servicemember into a classroom.

In addition to the above, Troops to Teachers participants who choose to teach certain subjects in high-needs schools may also be eligible to receive financial assistance to aid with their transition to the classroom.

Troops to Teachers staff are available to help any servicemember determine his or her eligibility and provide guidance through the registration process.

Eligibility All current and former members of the U.S. armed forces are eligible to register for the Troops to Teachers program and receive counseling and referral assistance, as long as the last period of service is characterized as “honorable.” There are no time restrictions for registering with the program for participants seeking counseling and referral assistance. Registration does not commit a participant to any obligation, it merely allows the Troops to Teachers staff to obtain contact information and begin a conversation about goals, objectives and interests in pursuing a teaching career. Once registered, participants will be contacted to obtain documentation and transcripts to determine the path that best suits their needs.

Financial assistance awards available through Troops to Teachers are discretionary stipends. They are designed to assist participants in meeting the education and/or licensing requirements necessary to become a teacher and/or bonuses designed to encourage participants to teach in a certain type of school and region of the country, or teach a critical subject such as science, mathematics, www.MAE-kmi.com

E d u c a t o r

S p o t l i g h t

Sherman Fuller

U.S. Army (Ret.) Command Sergeant Major Principal, Global Village Academy Colorado Springs, Colo.

I began my military career as an enlisted soldier. I spent 25 years teaching and training soldiers using differentiated instruction. As their leader, I was to address their individual needs while teaching skills effectively, knowing that not teaching a skill properly could cost a soldier his life. I administered tests to ensure the tasks were learned and prepared soldiers for their next step in life by giving clear objectives, teaching organizational skills, providing guidance and motivating soldiers to learn. I taught military science at the Non-Commissioned Officers Leadership Academy, located at the University of Colorado in Colorado Springs.

Upon retirement, I felt it a natural progression to continue in teaching, and to help young people reach their full potential. Children must learn to make right choices. Making the right decisions and being properly prepared are keys to choosing the right or wrong path in life. I wanted to help students with that journey. I attained a master’s degree in education from Regis University in Colorado and the Troops to Teachers program was beside me the whole way, acting as my career

advisor. Their team supported my goals and guided me through the teacher certification process, while also providing financial assistance to achieve my dream.

I soon attained a job as a special education teacher at Helen Hunt Elementary School. After teaching for four years and receiving the Teacher of the Year Award, I enrolled in the principal licensure program at the University of Phoenix. I felt being a principal was where I could make the greatest impact in the education field. I had the desire to lead educators and support visions that inspired them to know that through sheer determination, they could accomplish great things.

Over time I have served as the assistant principal at Wilson, Monroe, Swaggart and Wasson Elementary, Middle and High Schools.

I currently serve as principal for the Global Village Academy in Colorado Springs. Education is the canvas where all things become real, and serving as a principal is the tool I use to paint a vision of success—a vision that was instilled in me through the Troops to Teachers program.

Then: Fuller as an enlisted soldier.

Now: Fuller has transferred his teaching skills from the battlefield to the classroom.

or a foreign language. For participants seeking financial assistance through the program, there are time restrictions for registration, requirements for length of service, and in some cases a requirement to commit to three additional years of service with the Selected Reserve after separation.

A Good Fit Traits that have led to successful military service naturally transfer to success in www.MAE-kmi.com

the classroom. Veterans thrive in an everchanging classroom environment because their military experience has given them the unique ability to adapt successfully to new challenges. Participants use their experience, integrity, responsibility and global views to directly influence the minds and actions of today’s youth. Veterans who found the love of teaching, instructing and leading while in the military have a passion for teaching, and understand the impact they can make in the lives of our next generation.

Troops to Teachers has helped many servicemembers successfully transition to a second career in teaching, supporting veterans’ long-term career goals and providing value to the schools and communities in which they are teaching. Many participants go beyond basic teaching responsibilities and have received awards such as school, district and state Teacher of the Year, the Toyota International Teacher Award, and have been selected for the USA Today AllUSA Teacher Team.

MAE 8.8 | 11

Careers & Transitions: Education Participants have also been promoted to leadership positions in the education community, and have been recognized for other positive contributions to their schools and communities in non-instructional school positions. For example, Troops to Teachers participants have been placed as engagement coaches at the Memphis Street Academy Charter School in Philadelphia, Pa., as part of the school’s Military Veterans Reform School Climate program. The engagement coaches provide a strong role model presence while they help mediate disputes, as opposed to traditional punishment approaches. This program was recently recognized by the Character Education Partnership as a 2013 Promising Practice. In addition, just as they moved through the ranks in military service, many Troops to Teachers participants currently serve in public and charter schools as assistant principals and principals around the country.

Schools and school districts today are faced with many challenges; many servicemembers are in search of new,

Park university

meaningful careers. The Troops to Teachers program assists schools and school districts to fulfill their need for experienced, highly qualified and disciplined leaders and connects them with servicemembers who are humbly accepting a call to proudly serve again as an educator. O

William P. McAleer

William P. McAleer serves as the chief of the Troops to Teacher program. Enlisting in the U.S. Army, he served three years with the

Army Security Agency until honorably separating. He received his B.S. and M.S. in counseling from Florida Atlantic University. Upon his graduation in 1970, he was employed for nine years as a school teacher and counselor by the Government of Guam Department of Education. In 1979, he was selected as a counselor with the Army Continuing Education system in the 2nd Infantry Division East Camp Casey, Korea, and later moved to Camp Greaves as the Education Services Officer. He later moved to Camp Red Cloud as the Combined Field Army Education Advisor and ESO. In 1989, Mr. McAleer joined DANTES as the first DANTES Far East Advisor, located in Seoul. In 2007, he was selected as the chief of the DANTES Troops to Teachers program, which is funded by the Department of Defense under the National Defense Authorization Act 2013.

For more information, contact MAE Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

on Campus and online

n | Since 1875.

UNDERGRADUATE GRADUATE CERTIFICATE PROGRAMS

Park University is a private, nonprofit institution of higher learning founded in 1875. We offer 42 undergraduate degrees, 11 associate degrees and 6 graduate-level degrees including an A.S., B.A. or B.S. in Criminal Justice and a certificate program in Terrorism and Homeland Security.

Park has built a relationship with the U.S. military over four decades. Park has campus locations at 37 military installations in 20 states.

visit us online at www.park.edu/mae or call (800) 755-7275.

PARK’S PROMISE: Serving those who serve their community and country with personalized, globally-relevant education for life.

12 | MAE 8.8

www.MAE-kmi.com

How to get the maximum credit without missing out on critical course skills and information.

The “credit” in this case refers to college credits. More and more, Americans recognize the value of a college degree or some sort of advanced secondary-level education. This includes a growing number of career military senior enlisted personnel, concerned that their many years of service alone may not be enough to secure employment— much less pursue a second career in the civilian sector.

Consequently, there seems to be no shortage of qualified students older than the typical brick-and-mortar campus undergraduate— clearly falling into the category of “nontraditional student”—who are more than willing to attend college. Schools attempt to recruit these potential students by offering the most up-to-date education, while making the most efficient use of a student’s time and finances. Let’s face it: A 45-year-old senior chief who may never have set foot in a college classroom may not relish the idea of following retirement with taking algebra (again!) to meet the typical general education math requirement.

Thankfully, many schools have taken to offering “credit for life experience.” This means that qualified college academic advisors are making judgment calls to take a nontraditional student’s professional experiences and convert them to academic credits for the purpose of creating a sort of jump-start to the baccalaureate degree. Converting anything to college credits means that the school accepts the content of whatever life experience is presented as representative of mastery of the content of specific coursework in a college’s course curriculum.

It is not a difficult process to transfer coursework from one college to another, especially in the general education area, as virtually all traditional liberal arts colleges and universities have general education requirements, and these “GenEds” are quite similar from one to another. Credit for life experience creates a much grayer area of judgment, however, on the part of the school’s academic advising staff.

Giving credit for life experience makes perfect sense in obvious situations, such as offering physical education or fitness requirements for servicemembers who survived the rigors of boot camp. Other situations are not so obvious. The American Council on Education offers detailed guidance for conversion of many military training to college credit, yet colleges still differ when it comes to how (or if) they award credits for these and other professional life experiences. This can be helpful, risky, or even detrimental, depending on the student’s situation.

The traditional four-year bachelor’s degree program offers a solid foundation of higher education through a wide range of subjects in general education courses, electives at both the lower and upper levels, and the upper-level coursework in the major. This degree curriculum provides necessary knowledge while developing the ability to think critically and offering numerous opportunities for students to separate themselves from the job market competition. This may sound marvelous, but many adults, especially servicemembers, may not have four years or finances to spare.

Some schools may award as much as 50 to 75 percent of the total credits toward a bachelor’s degree on the strength of life experience. www.MAE-kmi.com

By Bart MacMillan The course requirements remaining for the degree, in this instance, often are those in the student’s chosen major. This degree plan resembles that of a technical degree or specialty certificate. Schools providing such an education want to keep the coursework solely in the field, providing as much hands-on experience as possible without the traditional general education requirements. Getting a student to a degree relatively quickly seems practical, but it can also place a student in a narrow range of expertise and leave the student potentially vulnerable in a highly competitive job market.

The student is left with the challenge of determining what the best compromise is. An increasing number of schools are typically awarding up to 30 credits for life experience toward a traditional bachelor’s degree. This amounts to approximately 25 percent of the total degree coursework—roughly one year of the traditional four-year degree program—and this is slowly becoming an acceptable standard.

Typically, coursework in the major and upper level electives (those usually in fields related to the major) makes up roughly 50 percent of the degree coursework, while the GenEd requirements make up 25 percent, and the free electives make up the rest. The electives the student chooses may help shape the degree program to suit his or her own needs and distinguish the student from the rest of the competition. The area of electives is also where schools have the most leverage to offer credits for life experience, creating a potentially enticing shortcut to the degree.

The question the student needs to consider is how much of that shortcut might be at the expense of what the student really needs to be competitive in the job market, and how truly urgent is it for the student to simply finish the degree as quickly as possible. The simple bottom line is: The shorter the time and path to the degree, the greater the potential risk for the student. When the competition increases, will the student have the resume and portfolio necessary to be competitive?

The field of academia often circulates warnings to beware of schools that award a liberal number of credits for life experience.

This can be due to the competition amongst schools clamoring for students, but there’s no denying that too much awarded credit can be at the expense of the quality of education and ultimately the student’s best interests. Prospective students at any age cannot be encouraged enough to research a school before applying for admission, and to pick the right degree program for the right reason. The undergraduate college degree is a significant means to an end, and life experiences should count wherever appropriate to that end. O Bart MacMillan is an education services specialist.

For more information, contact MAE Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

MAE 8.8 | 13

CLASS NOTES New Pharmacy Technician Certification Exam Takes Effect this November The incoming participants of Santa Clara Adult Education's Pharmacy Technician Training Program are looking forward to qualifying for a newly updated version of the certification examination. As of November 1, there will be a new updated version of the PTCE given to new pharmacy technician exam candidates. Test takers who sit the exam before November 1 will be given the old exam, and anyone who sits for the exam on November 1 or after will take the new updated test.

The changes are a result of the Pharmacy Technician Certification Board (PTCB) Job Analysis Study, based on a survey looking at the roles and tasks performed by pharmacy technicians in the United States. The final results of the study were taken into consideration with regards to test reformation. According to PTCB, the updated certification exam reflects the new blueprint for the well-respected exam taken by pharmacy technician candidates intending to gain certification.

Prospective certified technicians will notice that the exam content is organized differently to represent a more task-focused examination.

“The PTCE is the foundation of PTCB’s certification program,” said PTCB Executive Director Everett B. McAllister, MPA, RPh. “We continually strive to ensure the PTCE is current and accurately tests the knowledge required in all sections of pharmacy practice. The updated PTCE is psychometrically sound, and reflects the results of our latest study across all practice settings, including community, hospital and federal.”

14 | MAE 8.8

Planned National Research Center Aims to Help Community College Students Succeed The Department of Education has announced the availability of grant funds for a National Research Center on Developmental Education Assessment and Instruction. The center will focus exclusively on remedial education assessment and instruction to inform policymakers and instructors on improving student outcomes. The center is expected to launch in 2014.

The news accompanied a GAO report released in September concerning the quality of remedial education on community college campuses. The report is the result of a performance audit from August 2012 to August 2013.

The GAO conducted site visits at 11 schools in Texas, Virginia, California and Washington, which were identified by experts as states that had initiated innovative changes in their developmental education programs. The audit looked at what strategies

colleges are using to improve developmental education for community college students, and what challenges schools have identified while implementing these developmental education strategies.

Most community college officials noted that the limited availability of research in this area is a challenge to implementing strategies to improve developmental education programs. Specifically, they noted that it is difficult to determine whether new programs are working, and to gain faculty support for unproven models of teaching.

The Department of Education has estimated that 42 percent of students entering community college are not sufficiently prepared for college-level courses and are enrolled in at least one developmental education course. Researchers have also reported that fewer than 25 percent of developmental education students will complete a degree or certificate in eight years.

Excelsior Academic Partnership Forum Focuses on the Veteran Transfer Experience Excelsior College hosted its 2013 Academic Partnership forum in September for nearly 20 two-year institutions from as far away as Arizona, for a daylong discussion of higher education transfer issues.

The keynote session, “The Veteran Transfer Experience,” focused on helping veterans navigate through the “choppy seas” of higher education. The session was led by Jeremy Glasstetter, director of the Lt. Col. Bryant A. Murray Veterans Center, and former national president of the Student Veterans of America.

“A better-educated veteran is more likely to be a productive citizen,” Glasstetter said. His presentation

outlined the military and veteran-centric support services included within the Center, which Excelsior is also opening up to community college partners and their students.

Session panelists, comprised of academic advisors and financial aid and veterans affairs experts, discussed transition issues, student and academic support, and mentorship opportunities. The session focused heavily on the work of the Center for Military Education at Excelsior College, which helps identify college training that has been approved for college credit by the American Council on Education, among other priorities.

www.MAE-kmi.com

Compiled by KMI Media Group staff

Utica College Offers New Online Master’s Program in Cyber Operations One of the greatest concerns for government, military, law enforcement and corporations in today's digital world is security. The threat of a major system hack can pose danger in many ways. Utica College currently offers a master's program in specialized cybersecurity. The college recently added a third specialization option, cyber operations, for students in the master's program and financial security.

Joseph Giordano, UC Professor of Practice in Cybersecurity and Criminal Justice and the director of the cybersecurity program, said, “Cybersecurity is a top national priority. There is a serious need for new academic programs that address cyber operations to deter, detect, protect against and mitigate cyber attacks. The cyber threat is continually evolving and new ways of thinking about defense are needed. As a result, Utica College has forged a new academic specialization in cyber operations.”

The cyber operations specialization tackles the social, legal and ethical issues of cyber operations and its key tactics, techniques and procedures. Students learn about ethical hacking, vulnerability assessment, and stealth and covert cyber operations tactics. Other specializations in the Utica College program include computer forensics and intelligence.

Walden University Introduces New School Counseling Program Demand for credentialed school counselors is on the rise, with the Bureau of Labor Statistics projecting a 19 percent employment growth for school and career counselors by 2020. Walden University, an institution accredited by the National Council for Accreditation of Teacher Education, is introducing a new online M.S. in School Counseling program. This master’s degree program will help prepare graduates to become licensed or certified school counselors who will provide critical guidance and support to diverse student populations in preK-12 settings.

Coursework is tailored to meet the key needs of counselors today, including the use of technology, college and career readiness, and understanding learning styles. It is designed to address knowledge gaps within the counseling field as identified in the College Board's 2011 National Survey of School Counselors. The program also features field experiences and two in-person residencies as well as Walden's Virtual School, which uses online simulation to give students in the program perspectives on the school counseling profession.

Walden’s M.S. in School Counseling program features a General Program and three specializations: Military, Crisis and Trauma and Addictions Counseling. An optional accelerated track allows students to complete their coursework faster and earn a degree sooner.

Kaplan University Announces New Degree Programs Kaplan University is adding several new degree programs to its School of Health Sciences, School of Arts and Sciences, and School of Business.

“In 2012, the U.S. Department of Labor Education and Training Outlook for the 2010-2020 decade provided clear evidence that more occupations will require higher education,” said Kaplan University President Wade Dyke. “Kaplan University is offering these new degrees and certificates to help our students succeed in all levels of their careers.”

The new degree programs include: • Master of Health Informatics: Helps prepare students to utilize information technology and information management concepts to improve the efficiency and quality of health care services. The program includes graduate level courses on public policy, laws and legal issues, clinical taxonomies, data analysis, analytics and optimization, project management, organizational development, leadership, innovation and research.

• Master of Health Information Management: The Master of Health Information Management program uses an interprofessional education for

www.MAE-kmi.com

collaboration framework combined with an understanding of interrelations within and across global health information management markets.

• Medical Billing and Coding Certificate: Students earning this certificate will be prepared with the knowledge and technical skills needed to pursue an entry-level position as a coding and billing specialist in a health care system, medical clinic and/or physician’s office.

• Autism Spectrum Disorders Postbaccalaureate Certificate: The new certificate program is designed specifically for early childhood professionals working with and supporting young autistic children, including teachers, health professionals and social service workers.

• Industrial/Organizational Psychology Degrees: This specialization is designed to teach students how to apply research and knowledge to improve the well-being and performance of employees and their employers, including support in employee selection and development, understanding and applying job motivation initiatives,

and helping companies and their workforce through organizational change.

Degrees available include Bachelor of Science in psychology with industrial/ organizational psychology emphasis area, Master of Science in psychology with industrial/organizational psychology specialization, and Graduate Certificate.

• Investment CFA, Bachelor of Science in Business Administration: Strong growth is projected for careers in personal financial advising for the next few years as Baby Boomers approach retirement and seek help getting there. This career focus area is designed to expose students to concepts and methods used in portfolio management and securities analysis.

• Entrepreneurship Specialization, Associate of Applied Science in Business Administration: As entrepreneurship continues to aid in our nation’s economic recovery and serve a key role in job creation, this specialization is designed to prepare students for a successful career in this area by offering an online program with the essential tools needed to start or expand a business.

MAE 8.8 | 15

Education Evaluator

Q& A

Evaluating Training and Experience for College Credits Michele Spires Director Military Programs Center for Education Attainment and Innovation American Council on Education Michele Spires currently serves as the director, Military Programs for the American Council on Education (ACE). She has more than 18 years of extensive experience in both military and adult education, including curriculum, course design, development and execution, incorporating facets of distance learning and “virtual” program service structures. She excels in strategic development, project planning and implementation, outreach initiatives, and policy creation.

She is an active leadership voice in the evaluation of post-secondary learning acquired through formal military/corporate training and military occupational experiences. This includes leading academic teams for site evaluation visits and evaluator recruitment and training. Spires is a frequent speaker at national, state and local conferences, addressing topics that range from the evaluation of educational experiences that occur outside of the traditional classroom, non-traditional academic transcripts, and transfer of academic credit for the mobile student.

Prior to her role with ACE, Spires served as the start-up executive director of an off-campus higher education technology center catering to adult students, with live, mediated, satellite and videoconferencing capabilities for more than 40 degree programs. In addition to the internal administration and management of the Center, she directed external community and corporate outreach, marketed existing programs, expanded curriculum offerings and built industry partnerships throughout the region. Spires hired and evaluated faculty in collaboration with the main campus deans and chairs. With this process, she also created and facilitated faculty training workshops. Spires taught courses in interdisciplinary studies, leveraging technology tools such as video conferencing and web content management systems.

She holds a B.A. in French (SUNY Plattsburgh) and an M.S. in educational leadership (Troy University). She has also completed post-graduate courses with a focus on adult education and curriculum (Nova Southeastern University). Spires is the proud spouse of a veteran who served 22 years in the United States Air Force.

Q: Can you tell me a little bit about ACE’s history of supporting military students and the Military Evaluations contract?

training and experiences to gauge their eligibility for college credit recommendations.

In 1974, Military Programs began the assessment of military occupational specialties. More than 2,200 higher education institutions consider the Military Programs course credit recommendations; these credit recommendations can also assist in the servicemember’s career advancement. It is up to institutions to decide on a case-bycase basis whether to accept credit recommendations. ACE’s Military Programs is part of the Council’s Center for Education Attainment and Innovation, whose mission includes helping more adult learners gain college degrees and credentials.

The Military Evaluations Program through ACE is conducted via a contract managed by the Defense Activity for Non-Traditional Education Support [DANTES]. DANTES is an echelon 3 Navy command, based in Pensacola, Fla., and provides education services, resources and products to all of the armed services, including the Coast Guard.

For more information about the ACE program, the Joint Services Transcript or other programs managed by DANTES, please go to their website at www.dantes.doded.mil.

A: The American Council on Education was created in 1918 as the Emergency Council on Education as soldiers returned from World War I and searched for jobs. Since 1945, ACE has evaluated military

Q: How has your background and professional experience informed the approach you take to your role as the director of military programs for ACE’s Center for Education Attainment and Innovation?

16 | MAE 8.8

www.MAE-kmi.com

A: That’s a great question, because I feel like I bring a triangulated perspective. I’ve been an adult learner while we were stationed overseas, to complete my master’s degree. I have the experience of working as a campus administrator, working in higher education supporting adult learners from all elements of academic advising, admissions, enrollment, recruiting faculty, developing curriculum programs. And then [I have experience] also as a faculty member, in terms of teaching and digging into program curricula and developing academic courses.

Q: What does your position entail? What are your priorities this year?

A: I like to think of the director’s role as being the team captain.

Delivering and executing on the contract and ensuring our compliance with the reviews, the evaluations, the workshops and reporting deliverables that are identified within the scope of the contract. But also, I am expanding to engage collaboration with our military services, the schoolhouses and the learning centers—and also trying to provide support to our academic institutions and to our adult learners, servicemembers and the veterans.

In terms of priorities, this year has really been focused on supporting the transition to the Joint Services Transcript, with data integrity, with quality assurance checks, with communications and outreach to colleges and universities about the new transcript. Also, embracing and leveraging technology to streamline not only how we conduct our business and strategies with review and review processes, but also to continue outreach with more webinar technology and communications.

Q: How does ACE assist in evaluating how much and what kind of credit to award for military training and occupations?

A: I love to answer this question, because it’s the core, the essence of the work that we do. The course and occupation evaluations are conducted at the respective military installations. Prior to each visit, the ACE staff receives the appropriate material for new and revised courses offered by each service, as well as approved occupation manuals and descriptions. Basically, if we look at the process from an

Catching up on homework whenever and wherever is the name of the game when taking college classes. [Photo courtesy of DoD]

overarching view point, the ACE staff assesses the documentation to build an evaluation team, leads the review process, quality checks the outcomes, documents the findings and transmits a final report to the military school.

We at ACE facilitate the review process; we do not determine the credit recommendations. This is a rigorous, third-party, faculty-based peer review. College faculty who are currently teaching in those subject areas assess the content of the courses being reviewed. We lead academic teams into the field to actually touch, look at the instructor materials, student materials and assessments, and to dig into a consensus in terms of credit recommendations. We identify academic specialists to serve on the team—the faculty reviewers—based on the courses they are currently teaching, recommendations from postsecondary educational institutions, professional and educational associations, nationally recognized accrediting agencies, colleagues, and non-collegiate organizations. There is a formal selection process to identify the appropriate evaluators for the team.

Master the skills of engineering management without breaking a sweat.

Our Engineering Management Program gives you unparalleled, real-time distance learning in areas such as Project Management, Consulting, Leadership, Six Sigma and Quality Systems. Register today and start bringing everything together.

EngineeringManagement.com cuemp@colorado.edu 303-492-0954

There’s an easier way To manage. www.MAE-kmi.com

MAE 8.8 | 17

Q: What criteria are evaluated for the course review and the occupation review processes?

A: Certainly there’s a difference in terms of evaluating the military courses versus the occupation reviews. The courses and occupations are distinct, and one of the elements we’re working with at the Department of Defense is to provide better information on the rigor of the review process, or as I like to say, “the behind the scenes.”

For the course review process, the assessment of learning outcomes is critical, since regional college and university accreditation bodies emphasize assessment of student learning. The team looks for the direct alignment of the learning objectives of the courses to ensure that the rigor of the assessment methods accurately and comprehensively measure individual student progress. The team is required to see evidence of the learning outcomes before making a credit recommendation, including tests, papers, projects and performance rubrics. Evaluators exercise professional judgment and consider only those competencies that can be equated with civilian postsecondary curricula.

Intensive courses offered by the military don’t necessarily require as much outside preparation. Evaluators consider the factors of preand post-course assignments, prior work-related experience, the concentrated nature of the learning experience, and the reinforcement of the course material gained in the subsequent work setting.

The occupation evaluation is an assessment of a servicemember’s assigned profession to determine what learning has occurred above

At REGIS we SERVE those who have served our

COUNTRY

and beyond formal military training. The process involves an extensive review of the official service materials and then an interview with the servicemembers currently working in the pay grade to validate the professional duty expectations. The occupation review process maintains a meticulous focus in determining whether job knowledge, skills and abilities learned are of post-secondary rigor.

Faculty evaluators consider factors such as how the “on-the-job” experiences have been learned; if occupation expectations are reflective of post-secondary level learning; the key components of the occupation’s responsibilities and how they relate to competencies found in post-secondary curriculum; and the core related competencies and learning outcomes within the occupation field.

Q: How are credit-level recommendations made once the evaluation has been conducted?

A: Credit-level recommendations are made in four basic levels: vocational certificate, lower-division, upper-division and graduate.

Vocational certificate credits equate to course work normally offered in certificate or diploma [non-degree] programs that are usually a year or less in length and designed to provide students with occupational skills.

Lower-division describes course work normally taken during the first two years of a baccalaureate program and in programs leading to an associate degree. The courses stress development or analytical abilities at the introductory level. Upper-division describes courses

Regis University’s College for Professional Studies (CPS) is a proud participant of the Yellow Ribbon GI Education Enhancement Program. The Yellow Ribbon Program provides additional funding to veterans who are eligible for 100 percent of education benefits.

In addition to tuition benefits through the Yellow Ribbon Program, Regis offers veterans accessible, affordable options to earn their bachelor’s, master’s or combined bachelor’s to masters degree: • Earn academic credit for prior military, work and academic experience • Accelerated 5- and 8-week classes • Online and campus-based learning • Multiple start dates throughout the year

Regis.edu/CPS/Military | 800.267.4265 |

CLASSES START SOON 18 | MAE 8.8

www.MAE-kmi.com

taken during the last two years of a baccalaureate program that involve specialization of a theoretical or analytical nature beyond the introductory level. For both of these categories, a passing grade of 70 percent or higher is required in most cases.

Finally, graduate-level credits correspond with content found in graduate programs. Such courses require one or more of the following: independent study, original research, critical analysis, and the scholarly and/or professional application of the specialized knowledge or discipline. A passing grade of 80 percent or higher is normally required.

Acceptance of transfer credit is determined by the receiving institution.

Q: You mentioned the Joint Services Transcript [JST] earlier. Can you tell us how the JST works and its benefits?

A: We’re very excited to have a “purple” transcript! The Joint Services Transcript provides documented evidence to colleges and universities of the professional military education and training and occupation experiences of servicemembers and veterans.

The Army, Marine Corps, Navy and Coast Guard have a synchronized transcript presenting personal servicemember data; military course completions with descriptions; military experience; collegelevel test scores; other learning experiences; a summary page with Service-members Opportunity Colleges transferability codes; and an academic institution courses page.

The benefits of JST include an increased return on investment, uniformity and centralization, and the alignment of service-specific information.

One other key component to note is that ACE supplies data that populates the JST and performs quality checks on the transcript, but ACE cannot make changes to this document; only the applicable service schools are allowed to update information.

Q: Has ACE recently promoted any other initiatives related to military education that you would like to tell us about?

A: What I’d like to do is send a shout-out to my colleagues in ACE’s Veterans’ Programs and their tremendous work with the online Toolkit for Veteran Friendly Institutions. They’re our sister division within ACE’s Center for Education Attainment and Innovation, and they created this wonderful online resource designed to help institutions of higher education build effective programs for veteran students. It’s a great portal in terms of being able to share best practices, and it goes beyond just the transfer and award of credit.

There really are key components to veteran-specific orientations, student outreach efforts, faculty training, counseling, psychological services and beyond. I think that’s a wonderful resource that we want to share with the readership. The toolkit can be accessed at https:// vetfriendlytoolkit.acenet.edu/about/Pages/default.aspx.

Q: What education programs or policies inspire you the most?

100% Online Bachelor’s and Master’s Degrees!

Earn your undergraduate or graduate degree from a university with a tradition of excellence – the University of Oklahoma.

Appy today at ou.edu/cls The University of Oklahoma is an equal opportunity institution.

www.MAE-kmi.com

MAE 8.8 | 19

A: [I’m inspired by] those policies that really demonstrate empowerment and success to the servicemember and veteran in terms of their individual educational goals, policies that don’t pigeonhole them or push them into a direction they don’t want to go. I certainly bring a bias to this as a military spouse—it took my husband 22 years to complete his bachelor’s degree, which he did immediately after retirement. His success was driven on the high-touch support he received from his campus community, in terms of academic advising, support with veterans’ affairs, and getting him through those steps. I realize and embrace the fact that we live in a high-tech world. But leveraging the high-touch with high-tech is still a key component [in my opinion].

Q: What are you most proud of accomplishing over the course of your career?

A: I bring close to 20 years of working in higher education, and for me, my proud accomplishments align with the power of collaboration: bringing diverse stakeholders together to really delve into actual outputs with measurable deliverables, tangible accomplishments.

Building communication infrastructures that are sustainable and creating replicable models so that if I step away, somebody else can jump into my shoes without any questions.

Q: Oftentimes, it’s challenging for servicemembers and veterans to understand credit transfer policies at individual schools. What

Online Undergraduate or Graduate

VETERANS’ CERTIFICATE PROGRAM

15 credit hours completely online Offers a unique opportunity to work with veterans’ issues Prepares certifying officials

visit www.distance.msstate.edu/veterans or call 662.325.8876 for more information

MSU is an equal opportunity institution.

20 | MAE 8.8

should they know about credit transfer policies when choosing a new school to transfer to? What resources do you recommend they consult?

A: That’s a challenging question, because I’d like servicemembers and veterans to keep in mind that everybody has a unique background. I’d like them to take ownership in their own transfer process; they need to research and identify the institution that meets their needs as an individual and matches their learning style. There is homework in terms of learning and understanding their institution’s policies and procedures, and asking lots of questions early on in the process. We are currently updating our publication, “A Transfer Guide: Understanding Your Military Transcript and ACE Credit Recommendations.”

At the same time, DANTES has some tremendous resources and free tools to support a servicemember with self-assessment.

DANTES Pulse [http://doddantespulse.blogspot.com] is a great blog spot with a rich repository of resources, articles and links. Servicemembers can work with education centers, and in terms of mapping out their education goals, there’s also Service-members Opportunity Colleges and the degree network system.

Q: How do your partnerships with the military services help you accomplish your mission?

A: Rather than speaking from the ACE level, I’d like to dig back into the military evaluations contract level, because again, we’re a contractor to the Department of Defense. So I think it’s really important to illuminate that the Military Evaluations contract that ACE runs is constantly in partnership with the various branches of the service and working closely with them on a day-to-day basis.

ACE does not select the courses and the occupations for the review. It’s the service program managers who are identified to support the contract deliverables that are working with each major education command to identify the courses and occupations. They’re a key strategic partner with the contract and to the success of the review process, which then funnels to supporting the servicemembers and veterans for their use of the academic credit—which then triangulates and brings us to the academic institutions who may be receiving and considering the academic credit recommendations for transcript. The dedication, commitment and leadership of the service program managers often go unnoticed, but not by the ACE staff. We honor and respect their support, especially because this role is oftentimes in the “and other duties as assigned” category.

Q: Do you have any closing thoughts you’d like to share with our readership?

A: The ACE Military Evaluations contract is a strategic partnership with so many stakeholders. I, as the team captain, as the director of military evaluations, am proud to lead a very strong, powerful team of colleagues who execute on the day to day. They’re working in the field, managing and dealing with the details. We also have our service program managers, our joint service transcript team, our military schoolhouses, and the colleges and universities. Without all of these partnerships, the team collaboration, and communication working with one another, we wouldn’t have success. Despite the obstacles, the challenges, the bottom line is the servicemember and veteran. O www.MAE-kmi.com

What servicemembers should know as they plan for post-military employment.

Over the next several years, as the war in Afghanistan winds down and the services downsize in personnel, the number of servicemembers transitioning from military life to civilian life is expected to increase significantly. Many of these veterans will enroll in degree programs at colleges and universities as they look to improve their prospects for employment, and many will seek the assistance of education service officers and specialists.

MAE interviewed several of these education experts to learn how their roles are changing, and what advice they offer to the multitude of veterans making the civilian transition.

Henry Eagle and Hillary Bailey Education Services Specialists Army Continuing Education System, Fort Benning Regional Hub henry.eagle@us.army.mil and hillary.bailey3@us.army.mil

Anticipating a drawdown of standing U.S. military forces, and from research done in preparing the Veterans Opportunities to Work (VOW) Act of 2012, the Department of Defense has developed a much-expanded transition program for all the military services. The program, scheduled for full implementation this October, is called Transition GPS (Goals, Plans, Success). It is designed to provide tools and training for transitioning servicemembers www.MAE-kmi.com

and is focused on making decisions early on regarding future personal, family and career goals. Workshops are offered to facilitate planning for the transition phase and beyond. The ultimate purpose of Transition GPS is to fully prepare our transitioning servicemembers and families for success in civilian life and second careers.

One of the ways that roles are changing, specifically with Continuing Education, is with the implementation of the

Higher Education (HE) Track Workshop.

The HE Workshop is a two-day workshop that walks servicemembers stepby-step through the college admissions process. Identifying personal and career goals, selecting an institution, funding factors and admissions are explored in detail, and the servicemember will emerge with the tools and resources necessary to apply and be admitted to a college.

MAE  8.8 | 21

online.nebraska.edu/militaryed 60+ online education programs from four, military-friendly campuses, including: • • • • • •

Special Education Educational Administration Early Childhood Physical Education Music/Art Education And More

Proud participant in the Yellow Ribbon Program.

Every effort is made to let servicemembers know early on that they should be working on their education throughout their military service, instead of waiting until they only have a couple of years left, because it eases the burden down the road.

Planning for the future can be very important in the uncertain environment of today.

Downsizing is the obvious concern right now for many servicemembers. However, other things can happen that might put an unanticipated and prompt end to a military career. A young servicemember may make a bad choice, not realizing the severity of the consequences, a family member may get sick, or other unforeseen family issues could arise, leaving no choice but to separate from the military.

If it is too late to plan ahead due to special circumstances, servicemembers are encouraged to use all resources available to them (such as the transition program and

education counselors, Department of Labor counselors, Veterans Affairs counselors, etc.) to assist with developing the best plan possible in a short time.

All too often, we hear from transitioning servicemembers who wish they would have focused more on their education while serving. It is a sacrifice of time, and sometimes other resources, to go to school.

Servicemembers who have worked on or completed a degree while serving in the military will tell you that they had to sacrifice time with family and sometimes sleep, but they did not regret their choices due to the success and personal satisfaction that resulted.

What’s not new is the importance of education, training and experience when seeking employment in a second career.

Both military and civilian education and training are key components for success after military service.

Catherine Lovelady Education Services Specialist, Peterson AFB catherine.lovelady@hotmail.com

The increasing number of servicemembers transitioning to civilian life is changing our role as counselors. While we’ve always provided counseling to separating members, the Post-9/11 GI Bill makes pursuing a post-secondary education much more enticing. Combined with the introduction of the Transition GPS (Goals, Plans, Success) Accessing Higher Education Track, we are now more focused than ever on supporting personnel with their transition from military member to full-time college student.

The great benefits associated with the Post-9/11 GI Bill allow many veterans the opportunity to become full-time college students, and we’re seeing more personnel take advantage of this opportunity. In the past, much of the Post-9/11 22 | MAE 8.8

GI Bill counseling focused on transferring benefits to their dependents. Today we’re seeing an increasing number of members interested in using their GI Bill themselves. As such, we’re spending more time working one-on-one with servicemembers to ensure they know the benefits associated with the Post-9/11 GI Bill and how to use it to finance their education efforts.

We’re also taking on the role of facilitating the Transition GPS, a new program focusing on educating separating/retiring members on how to finance their education, as well as the myriad of details associated with selecting and applying for a postsecondary institution.

This presidentially-mandated two-day program guides members through the process of researching and narrowing www.MAE-kmi.com

down degree programs and institutions. In addition, the program provides students the tools and resources to help make the transition to full-time college student as smooth as possible. As we are required to start in October of this year, many installations, including ours, already have the program up and running. So far, feedback on the program has been extremely positive from the participants. Most attendees noted after attending they felt much more comfortable and prepared with transitioning from the military to their new role as a full-time college student.

Preparation is the best piece of advice I can give to members transitioning from the military to full-time college student.

That skill has been key to their success as a military member, and is equally important as

they change roles. Taking advantage of the Transition GPS is a great way to prepare for the transition. Additionally, working with education center counselors can help solidify plans. Counselors have access to a variety of free tools, from Kuder assessments to school resources. Becoming a full-time student is a huge transition. Most members take one or two classes a semester while in the military and now they are looking at becoming a traditional college student taking four or five classes a semester—it’s an adjustment.

Activating and using the GI Bill is an unfamiliar process for most veterans and is the way most will pay for their education. Education center counselors can guide members through these processes and help them develop crucial plans to make their transition successful.

Gordon Nero Education Services Specialist, U.S. Army gordon.d.nero.civ@mail.mil

ow n bo

Rib

www.MAE-kmi.com

on the many aspects of attending college, such as choosing a school, career assessments, funding an education, and distance learning versus the traditional classroom, to name a few. During this initial phase of counseling, it may also be determined that the servicemember could be in need of basic skills refresher training, which can be provided through our Functional Academic Skills Training programs.

During the servicemember’s career development counseling phase, I often try to touch on how his or her professional career goals could help during their transition from the service. I may have a young enlisted servicemember who is interested in one of the Army’s many commissioning programs, such as Officer Candidate School, Reserves Officer Training Corps (ROTC), or Warrant Officer Flight School, all of which may have an educational prerequisite or degree completion requirement. At

• Stratford has accelerated programs – 15 months for an AAS degree, plus 15 months for a BS degree, and another 15 months for an MS degree • Flexible class schedules – Day, evening, and weekend classes • Online degrees available • Five entry points per year: Jan., Mar., May, Aug., Oct. • Career placement assistance • Free tutoring available • Veterans on staff to assist you • Stratford accepts transfer credits – Transfer credits up to 75% for undergraduate and up to 50% for graduate degrees

ll Ye

As education services specialists for the Army, we are inherently tasked with counseling soldiers and veterans on their academic goals, ideally from the beginning of their careers to the end, whether they stay in the service for two years or 20. So to answer the question whether I see my role changing as more servicemembers transition out, I would have to answer no. However, I do see our roles evolving as today’s veterans transition from active duty.

Ideally, when servicemembers arrive at their first duty station, they encounter an education professional who helps them establish their educational and professional goals. It is a type of longterm planning, during which they are introduced to the many services and educational opportunities that are available to them. Should a servicemember decide to pursue an academic degree during the course of his or her career, then our job is to assist and advise

Degree programs designed to meet the educational needs of the Military

703-734-5326 Stratford.edu Six Convenient Locations to Serve You

• Falls Church, VA (Tysons Corner) • Baltimore, MD (Inner Harbor) • Newport News, VA (Oyster Point) • Richmond, VA (Short Pump) • Virginia Beach, VA (S. Independence Blvd) • Woodbridge, VA (Potomac Mills) MAE 8.8 | 23

that point I try to incorporate “life outside the military service” thinking. For example: “After you complete ROTC and retire as an officer, what do you see yourself doing?

Maybe we should explore a degree in that.”

Essentially, I try to align their short-term goals with their long-term goals.

As mentioned, we military education professionals are required to provide transition counseling to separating servicemembers at least 180 days prior to separation.

During this counseling we discuss the various Veterans Affairs education benefits, such as Post-9/11 GI Bill and Montgomery GI Bill (active and select reserve), as well as

financial aid, school selection, etc. With only 180 days to separation and a lot of information for counselors to provide in only a few hours, and even less time to spend in individual counseling sessions, this can all be overwhelming to some soldiers. This brings me to the most important advice I could give any servicemember who is separating, and I speak from experience. In an ideal world, begin your transition as early as possible, preferably from day one. Don’t wait until you are told that you have to leave the service to start planning. It’s like saving money. It is so much easier to save a little bit at a time versus a lot in a short

time. Become familiar with the personnel in your Transitions Assistance Programs (TAP).

Someone once told me in regard to the TAP program, “go early and go often.” This is great advice because things change, new programs become available, and what you thought you knew may have changed. Just look at all of the revisions to the Post-9/11 GI Bill since its inception. The good news for servicemembers who are now separating is that the Department of Defense has unveiled a redesigned transition program, where the focus is on the veteran’s individual goal, whether that goal is to seek employment or higher education.

Brian Streichert Education Services Officer, Coast Guard brian.de.streichert@uscg.mil

Fortunately, the war in Afghanistan has not really had an impact on many of our members serving in the Coast Guard, as much as it has impacted other branches. But we are seeing a larger amount of members getting out of the service for various reasons; most of which are implemented by those who make financial decisions way beyond any of our pay grades and have decided to downsize our military.

A group of USCG ESOs was recently asked to put on a pilot program for two days, for members who are preparing to leave the service. This pilot is part of the new extension requirements for the current Transition Assistance Program (TAP) workshop that gives servicemembers basic information concerning their benefits upon leaving active duty service.

The two-day extension has three tracks a member can choose, and one of those is focused on higher education for those interested in attending college. It does

not replace the TAP course. Instead, it supplements that training and provides them with much needed information and guidance they do not generally receive in TAP. And who better to train members concerning education than ESOs? I feel that we’ve taken on a much stronger counseling role, thus relieving the time senior enlisted and officers need to take in order to prepare their people for the future, especially in assisting those with resume writing, interview skills, college applications, FAFSA and a host of other tasks.

The advice I have for servicemembers preparing to separate is very simple: Be sure you have all the necessary information you require. Do not be afraid to ask questions. Keep in mind, ESOs are here in order to support you. That includes your families, as they are just as much a part of the CG family as those serving on active or reserve status.

With the changes to the GI Bill and the length of service required in order to transfer, know precisely what that means for you and how it impacts your decision to stay or leave the service. For those who do not intend on attending college or vocational training of any sort, still be sure to have a plan. I have heard too many times from chiefs and others that they only want to work as greeters at Walmart. Yes, I see your point, you do not want the hassle or responsibilities you’ve had in the past. But let’s face it, that responsibility is what has elevated you to the senior enlisted or officer rank. Do not throw your experiences and knowledge away!

Finally, be sure to talk all of your decisions over with your family. Leaving the service for whatever reason is an absolute lifestyle change, and open communication can eliminate many headaches, both personal and financial, down the road. O

For more information, contact MAE Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

24 | MAE 8.8

www.MAE-kmi.com

Tax Benefits For Education

By Bill Yaeger, M.Ed.

Are your education costs exceeding per credit and/or annual limits of military Tuition Assistance (TA)? Are you an educator assisting military students determining various ways to work around out-of-pocket college costs? Knowing that there are credits and deductions one may receive during tax time may make the difference between a student’s initial or continued college attendance or not. The IRS offers two credits, American Opportunity Credit (AOC) and Lifetime Learning Credit (LLC), and one deduction, the Tuition and Fees deduction. These are of particular interest to students using personal funds (loans included) to pay for tuition, fees and course-related books, supplies and equipment at an eligible educational institution.

The AOC provides up to $2,500 credit (partly refundable, partly nonrefundable) for each of the first four years for each student in a higher education degree or certificate program. It was originally due to expire at end of 2012 (and return to the nonrefundable Hope Credit), but the American Taxpayer Relief Act of 2012 extended it through 2017. The American Opportunity Credit originally modified the Hope credit beginning in tax year 2009—making the benefit available to a broader range of taxpayers, including many with higher incomes and those who owe no tax. It also added course-related materials, including books, to the list of qualifying expenses and allows the credit

to be claimed for four post-secondary education years instead of two. However, it can only be claimed for a total of four years per eligible student (including any years in which Hope credit was claimed for student). A student must be enrolled half-time at least one term throughout the year and must be pursuing an undergraduate degree or other recognized academic credential.

The LLC allows for up to a $2,000 nonrefundable credit for all years of postsecondary education and for courses to acquire or improve job skills. Unlike the AOC, this credit can only be claimed once per tax return, regardless of the number of students taking courses. Course materials are also qualified expenses, but only if they are required to be purchased from the academic institution. Additionally, it is available for an unlimited number of years, for one or more courses, without the need to be pursuing a degree or other academic credential.

In contrast to the above credits, a tax deduction only reduces the amount of income subject to tax, meaning you will not receive additional monies at tax time. But with the Tuition and Fees deduction, up to $4,000 can be deducted from income for those taking college or graduate courses. The aforementioned ATRA extended this deduction through 2013; unless Congress provides additional extenders, this deduction will not be

available in 2014 and beyond. Qualifying expenses are defined the same way as for the LLC. You cannot take both an education credit and a deduction for tuition and fees for the same student in the same year.

Students should consider, and when eligible, apply these various tax benefits for education when tuition assistance may not be available. If one has to pay for eligible costs with personal funds or loans, there is potential relief in sight during federal income tax reconciliation, albeit not immediate. Additionally, each of the above tax benefits has Modified Adjusted Gross Income limits. If you make a certain amount of money, you may not be able to take credits/deduction at all. There are other eligibility requirements that are too long to list here. Bottom line—students should consult with their tax professional and/or review IRS Publication 970, Tax Benefits for Education, to determine which credit or deduction best serves the student. O Note from Mike Heberling, CCME president: This month, Bill Yaeger, Military Outreach Specialist - Midwest Region, Office of Veteran and Military Education, State University of New York, Empire State College, and CCME Treasurer, wrote an excellent article on tax benefits. Make sure you plan on attending the CCME Symposium in Savannah, Ga., February 10-13, 2014.

PlEASE JOIn US FOR THE...

CCME 41st AnnuAl syMposiuM & Exhibition February 10-13, 2014 • Savannah, GA At The Westin Savannah Harbor Golf Resort & Spa/ The Savannah International Trade & Convention Center

www.MAE-kmi.com

REGISTER TODAY AT:

www.ccmEOnlInE.ORG

MAE 8.8 | 25

MONEY TALKS

Compiled by KMI Media Group staff

Post-9/11 GI Bill: Airmen May Transfer Benefits to Family Eligible airmen may be able to transfer their Post-9/11 GI Bill benefits to a family member, but some limitations apply.

Because the Air Force program is tied to retention, only those on active duty after August 1, 2009, are eligible to transfer benefits. Airmen must also have at least six years of service (active duty and/or selected Reserve) on the date of election and agree to serve four additional years.

“The old reduced-service commitment periods expired July 31, and now everyone who applies for transfer of benefits will incur a four-year, active duty service commitment,” said Bruce Houseman, the AFPC Education Services and Benefits chief.

Post-9/11 GI Bill benefits vary in amount depending on the member’s aggregated service after the initial eligibility date. Members who intend to use the benefit for their own education have up to 15 years after retirement or separation to do so.

Benefits are transferred in month increments, so an airman with 36 months of education benefits can transfer all 36 months to a single dependent, transfer benefits equally among all dependents, or even transfer only a month to each, as they choose. As long as the transfer occurs before the member separates or retires, they can adjust the number of months each dependent receives.

“If you transfer all your benefits to one child and that child chooses to not use them—for whatever reason—you won’t be able to transfer them to anyone else once you separate or retire from the Air Force,” Houseman said. “Your

only option will be to retrieve your benefits and use them yourself, which you can always do later anyway. If you want to make sure one of your dependents can later use the benefit, we suggest you transfer at least one month to each dependent.”

Eligible airmen can apply to transfer their education benefit through the MilConnect website, or through the virtual MPF self-service actions section, accessible via myPers or the Air Force Portal.

“If you decide to apply, remember that all actions including submitting the signed statement of understanding must be accomplished within 30 days of applying,” Houseman said. “If you don’t complete all actions, your application will be rejected and you will have to start over later. The active-duty service commitment date is not retroactive to the first application attempt, so if you decide to reapply a year later, that’s when your ADSC will begin.”

In most instances, airmen just need to log into the Virtual Military Personnel Flight to complete the statement of understanding, and some enlisted members may be required to extend or re-enlist before they can sign the statement of understanding.

If a member requires retainability, the virtual MPF will display retainability requirements, which airmen can print and take to their military personnel section. Enlisted members do not have to wait until they are within 90 days of their date of separation to extend or re-enlist under the transfer of education benefits program.

Air Force Changes Tuition Assistance Airmen applying for tuition assistance (TA) in fiscal 2014 will see several changes in both eligibility for and administration of the program. This program is applicable to Guard and Reserve only when they are activated.

Airmen who apply for TA will be required to obtain supervisor approval for all requests. Supervisors many deny requests for airmen in any level of upgrade training, if the airman will be TDY (on official travel), will be PCSing during the academic term, if the airman is enrolled in PME (professional military education) or for any other factors the supervisor determines would impede the ability to complete the course.

Foreign language courses will only be approved if they are part of a degree or are on the approved language shortage list.

Airmen can only pursue degrees at a level they’ve already achieved—for example, a second Bachelor’s—if it falls into a handful of specialty categories.

TA requests from airmen who have unfavorable information files, failed/ overdue physical fitness testing, received referral performance reports or are on a control roster will automatically be denied.

The fundamental financial benefits of TA are unchanged. Airmen should contact their base education office for more details or for assistance in applying. Tuition assistance was abruptly halted in March in light of sequestration budget cuts, but then reinstated by Congress in an appropriations bill.

Raytheon Awards Scholarships Raytheon Company has awarded $10,000 scholarships to three military veterans pursuing degrees in science, technology, engineering or math (STEM). The three recipients have also demonstrated leadership in their local communities. The scholarships are part of Raytheon’s support of Student Veterans of America (SVA), which provides veterans with resources, support and advocacy to succeed in higher education and the workforce.

“The STEM fields are an increasingly important sector of our economy,” said Michael Dakduk, SVA’s executive director. “Raytheon’s generous support will empower three well-deserving student veterans to achieve their academic goals and continue to make valuable contributions to the nation.”

26 | MAE 8.8

Raytheon and SVA joined forces in November 2012 on the shared mission to empower veterans with the resources, support and advocacy needed to achieve their higher education goals. The multi-year partnership is expected to include additional scholarship grants.

Recipients of the 2013 Raytheon-SVA Scholarship are Adailin Lebron Bengochea, U.S. Coast Guard; Gwen Linde, Air Force; and Ryan Wilson, Navy Seabees and Navy Reserves.

To be eligible for a Raytheon-SVA scholarship, applicants must be military veterans pursuing a bachelor’s or graduate degree in science, technology, engineering, and/or math at an accredited four-year university, while also displaying leadership and engagement within the community.

www.MAE-kmi.com

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.

MAE RESOURCE CENTER Advertisers Index American Military University................................................... 7 www.amuonline.com/mae The Art Institutes................................................................. 8 www.veterans.artinstitutes.edu Baker College. . .................................................................... 3 www.bakercollegeonline.com/demo CompTia. . ........................................................................ 27 www.comptiastore.com/casp/mit Empire State College............................................................. 9 www.esc.edu/military Fort Hays State University. . ................................................... C2 www.fhsu.edu/virtualcollege/military Mississippi State University Center for America’s Veterans.............. 20 www.distance.msstate.edu/veterans Park University................................................................. 12 www.park.edu/mae Regis University. . ............................................................... 18 www.regis.edu/cps/military Stratford University............................................................ 23 www.stratford.edu University of Colorado Boulder.............................................. 17 www.colorado.edu University of Maryland University College................................. C4 http://military.umuc.edu/cyberdefense The University of Nebraska................................................... 22 http://online.nebraska.edu/militaryed University of Oklahoma Outreach........................................... 19 www.ou.edu/cls

Calendar October 17-18, 2013 2013 MBA Veterans Career Conference Chicago, Ill. http://mbaveterans.com/2013-conference

October 18-19, 2013 Military Spouse Career Summit Alexandria, Va. www.milspousesummit.com

February 10-13, 2014 CCME Symposium Savannah, Ga. www.ccmeonline.org

EXPERIENCE YOU CAN COUNT ON » Stability » Consistency » Integrity With more than a decade as editor of Military Information Technology, Harrison Donnelly has the background, relationships and understanding to lead MIT, widely considered the “Voice of Military Communications and Computing” and the most effective and trusted way to reach military IT professionals. His continuity of service guarantees the highest quality of editorial coverage, and makes advertisements in MIT all the more valuable. In a time of turmoil and change in both the defense and publishing worlds, “Hank” is someone that people across the community turn to when they want to deliver a message that makes a difference.

has published to serve the military, Congress, and the executive branch for 17 years by the same KMI Media Group management.

www.MAE-kmi.com

MAE 8.8 | 27

UNIVERSITY CORNER

Military Advanced Education

John Aldrich Associate Vice President for Military Relations American Military University which allows mobile accessibility to students viewing course materials on personal digital devices. We are also working on building interactive content into our courses, including simulations, instructional gaming elements, interactive case studies, and interactive video and mediabased assignments, among other features.

Q: What is your school’s background in military education?

A: AMU was founded in 1991 by a former Marine officer who had a vision to provide a quality education that would be professionally relevant, portable, flexible and affordable. The cornerstone of our success has always been a clear focus on developing programs that are distinct and related to a servicemember’s career, along with hiring customer-oriented faculty and staff that understand a military member’s lifestyle.

Today, we offer more than 90 degree programs to over 65,000 students serving on active duty.

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

A: We offer more than 180 career-relevant degree and certificate programs. Some of our most popular programs for servicemembers and veterans include strategic intelligence, homeland security, security management and logistics. Some of the more popular certificate programs include cloud computing, cybercrime essentials, infant and toddler care, digital forensics, cybersecurity, post-baccalaureate teacher preparation certification program, and paralegal studies. Our asynchronous course delivery affords busy servicemembers 24/7 access to the online classroom.

Unlike schools with traditional semesters, we offer new course starts the first Monday of each month. Our courses are offered over an eight- or 16-week term, providing maximum flexibility for servicemembers stationed throughout the world.

Q: What are the most pressing tasks and issues that your school currently faces?

A: Institutions serving the military community face a myriad of common issues: tuition assistance changes, 90/10 rule compliance, upgrading technology, balancing 28 | MAE 8.8

education outreach efforts, and confusing and sometimes contradictory federal policy mandates. Our primary challenge is to address these issues while anticipating and responding to the evolving needs of an ever-growing student population. We take pride in our high referral rate, especially among the military community. This allows us to keep marketing costs low and aids in our outreach activities.

Q: How has your school positioned itself to serve military students?

A: Our programs and services are tailored to not only meet the needs of servicemembers, but their family members, veterans and civilian students as well. Many of our staff and faculty have served in the military, or have family members or spouses who have served. A key component of our student-centered approach is a dedicated team of military education coordinators who provide face-to-face student services at military installations throughout the U.S., and online consultation for deployed and overseas students. Our education coordinators meet with more than 1,200 students monthly, half of whom are current students who desire real-time assistance.

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

A: AMU is working to leverage developments in instructional technology to increase student engagement and learning outcomes across our curriculum. We recently upgraded our Sakai Learning Management System to the latest version,

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

A: I worked in various positions in higher education for 10 years before joining AMU, migrating from an education center employee to the most popular school serving the military community. In my previous role, it was rather simple to apply existing policies or adhere to the local rules established by the education service officer. Now that I manage a team of over 20 individuals who must interact with students and education center staff on a daily basis, the challenges are more daunting.

I’ve learned to navigate the complexities of serving military students while managing expectations and different philosophies of those who manage education programs at the installation level.

Q: Do you have any closing thoughts?

A: I was recently reminded of why I chose higher education when I attended several graduation ceremonies on military installations. On each occasion, I asked graduates to tell me about their educational experiences. Their responses centered on who most affected their lives as students and contributed to their success thereafter, from professors and family members to education counselors and advisors. The common thread was that these “influencers” made them feel good about themselves, and instilled a sense that they could be successful. In fact, there is a substantial amount of research in higher education that finds when students know that someone cares, they do better, and that “someone” is us at AMU! O www.MAE-kmi.com

November 2013 Vol. 8, Issue 9

NEXT ISSUE Journal of Higher Learning for Today’s Servicemember

Cover and In-Depth Interview with:

Curtis Coy

Deputy Under Secretary for Economic Opportunity Department of Veterans Affairs

CAREERS & TRANSITIONS Continuing to Serve: Careers in Social Work The nation faces a critical shortage of social workers, especially those qualified to deal with the unique challenges of our armed forces members, veterans and their families.

MAE examines some of the best social work programs at colleges and universities, while looking at the job prospects for veterans who have a commitment to improving the quality of life of vulnerable people on the local, national and international level.

Features Boots on the Ground on Campus

Reintegrating to civilian life and college life can be difficult for veterans. Fortunately, more than 850 schools nationwide have a Student Veterans of America chapter. SVAs create supportive veteran campuses, with a peer-to-peer network for servicemembers attending the school. Chapters coordinate campus activities, offer pre-professional networking, and provide a touchstone for student veterans in higher education, leading to better student success rates.

Career Connections

Students today aren’t just looking for a degree; they want a school that will provide the career services and company connections that will result in a job. MAE takes a look at the ways in which colleges and universities are positioning their students for career success.

Now Reaching More of Your Target Audience with Expanded Distribution All Transition GPS Classes • All Warrior Transition Units • All Veteran Reps at America Job Centers Nationwide

Insertion Order Deadline: October 18, 2013 • Ad Materials Deadline: October 25, 2013

ARM YOURSELF FOR OPPORTUNITY WITH A CYBERSECURITY DEGREE.

To win the battle in cyberspace, we need more cyber warriors. University of Maryland University College (UMUC) has answered the call, educating the next generation of cyber security specialists in the public and private sectors. Our accessible online degree programs have been recognized for excellence by NSA and DHS. And many of UMUC’s courses address industry-standard certifications, including many on the DoD 8570 list. UMUC is affordable, too, with scholarships for those who qualify, interest-free monthly payment plans and participation in the Yellow Ribbon Program. Because the nation’s battle for cyber security can’t afford to be without you.

© 2013 University of Maryland University College

AT YOUR SERVICE SINCE 1947



University of Maryland University College is the nation’s largest public university.



Learn more • 877-275-UMUC • military.umuc.edu/cyberdefense