MAE 10.1 (February 2015)

th e c c me is s u e Journal of Higher Learning for Today’s Servicemember

Special Section: VITAL Initiative

Education Leader Jim Yeonopolus President Council of College and Military Educators

www.MAE-kmi.com

February 2015

Volume 10, Issue 1

Careers & Transitions: Degrees in Education

CCME O Admissions Counselors Roundtable O Fidelis LRM Troops to Teachers O Principles of Success O Sweizer Retirement

PHOTO USED WITH PERMISSION FROM UT2 NICHOLAS WALDO. USE OF MILITARY IMAGERY DOES NOT IMPLY OR CONSTITUTE DOD ENDORSEMENT.

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MILITARY ADVANCED EDUCATION Features

Cover / Q&A

Careers and Transitions: Degrees in Education

8

Serving and Protecting in the Classroom Some veterans continue to serve even after they retire from the military, moving from combat to the classroom.

The curricula at colleges and universities are revolutionizing how servicemembers gain the skills they need to succeed.

By Kasey Chisholm

special section:

VITAL Initiative

28

Providing ‘VITAL’ Services The Veterans Integration to Academic Leadership (VITAL) program is a partnership between the U.S. Department of Veterans Affairs (VA) and local colleges and universities.

By Dr. Jessica Thiede, Dr. Shannon McCaslin and Kai Chitaphong

7

13

A Learning Relationship Management tool helps veterans connect and succeed.

By Gunnar Counselman

Troops to Teachers is a U.S. Department of Defense program that helps eligible military personnel begin a new career as teachers in public schools.

By Teresa Daniels

Focus on the Personal

17

Admissions Advice The college admissions process isn’t easy, especially for veterans and servicemembers. That’s why many schools go out of their way to give special assistance to military students.

Departments 2 Editor’s Perspective 4,6 Program notes 6 People 22 Class Notes 41 CCME GRAPEVINE 43 RESOURCE CENTER

February 2015 Volume 10, Issue 1

Continuing Service

36

Doubling Down Are two major sign-on initiatives for colleges and universities, both promoted by the Obama administration, too similar?

A military education expert provides commentary.

By Michael Dakduk

25 Jim Yeonopolus

15

Innovative Pathways to Military Student Success A preview of CCME’s upcoming annual symposium in Anaheim, Calif.

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38

A fond farewell to Jim Sweizer, vice president of military programs at AMU, as he prepares for a 2015 retirement.

A variety of prior learning assessments can help students advance in STEM careers.

By Kent Seaver

A Well-Earned Retirement

President Council of College and Military Educators

Credit Where Credit Is Due

University Corner David Boisselle Director of Military & Veterans Affairs Regent University

44

The leading higher education resource for our nation’s servicemembers Targeted circulation reaches education services officers and content focuses on current trends in higher education and highlights pressing issues for military students.

“I hope that I have moved the organization forward into a new model of service to our members. We share the same challenges, especially in the areas of reduced voluntary education spending and increased legislation and reporting requirements.”

— Jim Yeonopolus

Military Advanced Education Volume 10, Issue 1 • February 2015

Journal of Higher Learning for Today’s Servicemember Editorial Editor

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EDITOR’S PERSPECTIVE Schools have become much more accepting of alternative ways for students to attain degrees, and a new consortium announced by the American Council on Education (ACE) seeks to embrace that flexibility.

This announcement is likely to be embraced by veteran and servicemember students, a population that has long been considered a nontraditional group on campus.

In December, ACE shared news that 25 colleges and universities are joining an alternative credit consortium as part of an innovative initiative to create a more flexible pathway toward a college degree for millions of Kelly G. Fodel nontraditional learners. The 25 institutions serving in this pilot project Editor have agreed to accept all or most of the transfer credit sought by students who successfully complete courses that are part of a selected pool of about 100 low-cost or no-cost lower division general education online courses. These institutions will also help identify the sources, criteria and quality of the courses.

The participating institutions represent a diverse group of four-year and two-year, public and private, nonprofit and for-profit colleges and universities that have a strong commitment to access and attainment and serving nontraditional learners. They are: American Public University; Capella University; Central Michigan University; Charter Oak State College; Colorado Community College System; Colorado Technical University; East Carolina University; Fayetteville State University; Fort Hays State University; Goodwin College; John F. Kennedy University; Kaplan University; Lakeland College; Metropolitan State University of Denver; National Louis University; Northern Arizona University; Northwestern State University; Notre Dame College; SUNY Empire State College; Texas Woman’s University; Thomas Edison State College; University of Baltimore; University of Maryland University College; University of Memphis; and the University of North Carolina.

Participating institutions have agreed to provide anonymized data to ACE regarding the amount of credit their institution accepts, as well as the progress and success rates of students transferring in courses through this project. Additional college, university and system partners will be recruited in fall 2015 to join the consortium.

This initiative is made possible by the generous support of a $1.89 million grant from the Bill & Melinda Gates Foundation. Its initial focus will be on the more than 31 million adults who have completed some post-secondary coursework but lack a degree or credential; many of these students represent first-generation, low-income students, so findings from this investment likely will also apply to younger students from that population.

Circulation

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NEVER STOP LEARNING Are you looking for a school that supports and serves military students?

You need Military Advanced Education’s 2015 Guide to Colleges and Universities–A guide to best practices in military/veteran education.

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PROGRAM NOTES

Compiled by KMI Media Group staff

Department of Education Outlines College-Ranking Framework The framework for a college ratings system was released in late December by the Department of Education (DoE) in response to President Obama’s August 2013 directive to create a ratings system.

After a year of challenging work, including criticism and backlash from schools, the initial details from DoE have translated the president’s directive into a system to measure the value colleges provide.

According to www.ed.gov/collegeratings, in the first version of the ratings, DoE is planning to include predominantly four-year institutions (colleges that primarily award baccalaureate degrees and above) and predominantly two-year institutions (degree-granting colleges that primarily award associate degrees and/or certificates). Graduate-degreeonly and non-degree-granting institutions will not be included in the initial version of the ratings.

This will be a ratings system using broad categories to highlight significant success and weakness, not a numerical ranking of institutions. DoE has received many comments that the ratings should be focused, clear, simple and avoid “rankings” and false precision. DoE is considering three rating levels: high-performing, low-performing and those in the middle. This will allow the ratings system to identify institutions that are performing very well and those that are weak or

struggling, without suggesting more nuanced distinctions than the data can meaningfully support.

DoE will, at a minimum, have separate groupings for two-year and four-year institutions. DoE is also exploring several other strategies for grouping institutions together for comparison purposes. In addition to presenting four-year institutions separately from two-year institutions, DoE is considering accounting for differences in institutional characteristics, such as degree and program mix and selectivity, and is currently conducting data analyses to determine what, if any, more granular groupings could be used.

This first version of college ratings will rely primarily on data from federal administrative data systems and data collections, including the Integrated Postsecondary Education Data System (IPEDS), the National Student Loan Data System (NSLDS) and earnings information. All data used for the ratings will be used and maintained according to the highest federal privacy standards. No student-level data will ever be released to the public; all student data will be presented only in aggregate.

DoE is exploring and seeking comment to weigh the pros and cons of possible metrics that could be used to narrow down the measures that will actually be used in the ratings system. Feedback may be given at http://www.ed.gov/blog/collegeratings/.

New Head of UMUC Military/Veteran Operations Major General Lloyd “Milo” Miles (U.S. Army, Ret.) has been named senior vice president for Military and Veteran Operations at University of Maryland University College (UMUC). He assumed oversight of all UMUC military and veteran operations and partnerships around the world on January 12, 2015. Miles spent more than 32 years on active duty in a decorated military career that included leadership positions involving education, training, combat readiness and leader development of U.S. troops.

“General Miles has a distinguished record of leadership and results that make him uniquely qualified to guide and strengthen UMUC’s historic relationship with the military,” said UMUC president Javier Miyares. “He has a deep pride in and understanding

4 | MAE 10.1

of the experiences of our armed forces as well as of the important role education plays in preparing servicemembers for success during and after their military careers. We are honored to have him join UMUC.” Miles will lead a key function within UMUC, as more than half of the university’s approximately 90,000 students are active duty military personnel and their families and dependents, reservists, members of the National Guard and veterans. UMUC, which has provided higher education to the military in Europe since 1949, won a 10-year contract in July 2013 to continue its offerings in Europe and has now submitted a bid to continue offering classes in Asia.

“It is a privilege to join an institution with such a long and

dedicated history of educating members of our military and their families,” said Miles. “UMUC has been a leader in meeting the needs of adult learners who are often juggling work and families—military personnel certainly fit this description— and I hope my experience and background can play a significant role in building on that great tradition.”

In his last duty assignment, Miles served as senior commander of Joint Base LewisMcChord, one of the largest military organizations in the country, with 40,000 soldiers and airmen and 15,000 government civilians and contractors.

His principal duties included the training and readiness of 10 army brigades for deployments to Iraq and Afghanistan.

Maj. Gen. Lloyd “Milo” Miles (Ret.)

Miles also supervised the multiyear reorganization of the installation into a joint base that was widely regarded as the most successful of the congressionally mandated installation mergers in the Department of Defense. Prior to his assignment at Lewis-McChord, Miles served as commanding general of the Iraq Training and Advisory Mission in Baghdad.

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CREATE YOUR MOMENT:

LEARN AT THE UNIVERSITY NAMED BEST FOR VETS UMUC has what you need to make the most of your military benefits and experience. And, we’re here to help you create your moment—the moment you realize your education is paying off and making a difference in your life and you have the confidence you need to succeed.

• More than 95 online and on-site undergraduate and graduate programs that fit your budget and your life • Dedicated veterans advising team and Veterans Resource Center to help you succeed • Potential to earn credit for military experience Visit umuc.edu/vrc for helpful links and information on a range of topics related to your transition.

AT YOUR SERVICE SINCE 1947



UMUC Is the No. 1 College for Veterans*



Be ready for what’s next Come talk to us at the CCME conference or visit military.umuc.edu/forvets *Military Times ranked UMUC No. 1 in its Best for Vets: Colleges 2015 annual survey of online and non-traditional colleges and universities.

Copyright © 2015 University of Maryland University College

PROGRAM NOTES Obama Proposes Two Free Years of Community College

It’s a potential game-changer for college students across America, similar to the impact of the GI Bill. In January, President Obama unveiled a new proposal: Make two years of community college free for responsible students across America.

Speaking to several hundred students and faculty at Pellissippi State Community College outside Knoxville, Tenn., Obama presented his plan as an economic imperative. He also said it was based on responsibility—of individual students, of colleges and of states in boosting their spending on higher education.

“This isn’t a blank check. It’s not a free lunch,” Obama said. “But for those who are willing to do the work, and states that want to be a part of this, it can be a game-changer.”

The White House said that Americans need to have more knowledge and skills to compete—by 2020, an estimated 35 percent of job openings will require at least a bachelor’s degree, and 30 percent will require some college or an associate degree. Obama said students should be able to get the knowledge and skills they need without taking on decades’ worth of student debt.

Congress would have to approve the $6 billion-a-year proposal.

If all 50 states choose to implement the president’s new community college proposal, it could save a full-time community college student $3,800 in tuition per year on average, benefiting roughly 9 million students each year.

Currently, Obama’s plan would require students to attend community college at least half-time, maintain a 2.5 GPA and make steady progress toward completing their program. Community colleges will be expected to offer programs that are either academic programs that fully transfer credits to local public four-year colleges and universities or occupational training programs with high graduation rates that lead to in-demand degrees and certificates. Community colleges must also adopt promising and evidencebased institutional reforms to improve student outcomes.

Federal funding would cover three-quarters of the average cost of community college. Participating states will be expected to contribute the remaining funds necessary to eliminate the tuition for eligible students.

President Obama also proposed the new American Technical Training Fund, which will expand innovative, high-quality technical training programs across the country. Specifically, the fund will award programs that have strong employer partnerships and include work-based learning opportunities, provide accelerated training and accommodate part-time work.

6 | MAE 10.1

Compiled by KMI Media Group staff

Biden Thanks Student Veterans for Service Vice President Joe Biden praised veterans and their contribution to America during the seventh annual Student Veterans of America conference in San Antonio. Biden was a surprise speaker to the 1,200 veterans in attendance, scheduling the address just days before appearing at the conference.

“You have a continued duty to your country. Even if you’re no longer in uniform, your country needs you. Your country needs your talent, your leadership, your experience,” he said. “We need your leadership as we transition into the 21st century.”

Biden said that veterans have the ability to determine the success of the nation.

“You’re the best-trained warriors the world has ever known. That’s who you are, that’s what you’re made of, that’s why I am here to tell you have to continue your obligation to your country,” Biden said.

Veterans Affairs Secretary Bob McDonald also addressed the crowd, along with Biden’s wife, Dr. Jill Biden.

PEOPLE

Compiled by KMI Media Group staff

Dan Peterson, former group vice president, vice chancellor, and campus president at Argosy University in Illinois, has been selected as chancellor and CEO at Daymar Colleges Group in Kentucky.

Adm. William H. McRaven

Admiral William H. McRaven, former commander of the United States Special Operations Command, has been chosen as chancellor of the University of Texas system.

The Cornell University Board of Trustees has approved the appointment of Elizabeth Garrett, provost and senior vice president for academic affairs at the University of Southern California, as Cornell’s next president. Garrett will assume the presidency July 1, 2015.

Gordon F. May

Gordon F. May, former president of Oakland Community College’s Auburn Hills Campus in Michigan, has been named president of Baltimore City Community College.

www.MAE-kmi.com

Focus on

the Personal

Learning Relationship Management Tool Helps Vets Connect and Succeed.

By Gunnar Counselman A few years ago, many colleges were underprepared for the wave of veterans returning from wars in Iraq and Afghanistan, the largest influx since after the Vietnam War. The same was true of many employers.

That time is past, and colleges and companies are doing a better job of understanding how to attract veterans. Not as much progress can be claimed, however, on the front of helping vets acclimate to campus and the workforce. The devil is in the details, of course. That’s where the Fidelis Learning Relationship Management System (LRM) comes in.

The LRM is an online tool. To use an analogy, LRM is to learning what CRM (customer relationship management) is to sales—a way to organize the complex relationships that people need to succeed in education and finding appropriate employment. Stanford University, for instance, used LRM to power its “Stanford 2 to 4: A Veteran’s Accelerator” scholarship program, designed to boost the academic skills of veterans enrolled in community colleges who plan to transfer to four-year universities.

Stanford’s associate dean, Jess Mathews, reported that the Fidelis LRM was invaluable not only in keeping students engaged in their academic pursuits, but also in making them better connected to their network of mentors, peers and mentees— the kinds of relationships that help drive better learning.

At American Military University (AMU), Fidelis’ LRM is well beyond the test phase.

In fact, AMU has many thousands of students already working within the software, and is rolling out LRM to all of its students.

“Most colleges would say that the student has always been central to their efforts, but I am not sure that any of us had as clear a way to demonstrate that to students,” said Caroline Simpson, AMU’s vice president of student services. “LRM helps us show students that they take center stage.” www.MAE-kmi.com

How exactly does LRM work? It helps institutions of all types map student needs, line up student resources and coordinate student learning relationships. Combining the right people, content and credentials helps students, especially students transitioning from the military, succeed. This support is particularly timely for today’s veterans transitioning from military service, who are entering institutions of higher education in historically high numbers but are also dropping out at high rates.

LRM virtually integrates personalized planning, coaching, mentoring, learning communities and credentialing in a way that puts students at the center, helping them set clear career objectives and guiding them through the education process. LRM maximizes the power of relationships with these key areas of focus: • ensuring each student has a personal learning plan that aligns with his or her long-term ambition for life • enabling mentors, coaches, advisors and instructors to collaborate to assist students • providing for digital learning communities that strengthen informal learning • ensuring that all students have exactly what they need to reach their goals • allowing schools to connect better and more relevant content to their students • allowing schools to connect with industry to ensure students are prepared for employment People can’t learn well without relationships. Sure, they can process information and take standardized tests, but a mind by itself can only answer its own questions and is rarely, if ever, inspired. Even 4-yearold children understand the importance of people to learning. When you ask kids about their favorite part of school, they always talk about their friends, teachers and the parents

who volunteer. Somehow, we lost our way in extending that concept throughout education. We must ask ourselves the question: How and where did that occur?

Folks put the blame in many different laps. It’s either our national obsession with standardized tests, low teacher pay, unions or the dissolution of the family. But it’s a lot more basic than that. It comes down to the sad reality that we’ve stripped relationships out of schools for the sake of efficiency, making them cold, transactional and demotivating. People, especially those who are transitioning from the camaraderie of their military service, just don’t learn like that.

We must ensure that every transitioning veteran, indeed every student, has the mentors, coaches and communities that they need.

It’s gratifying to see that so many institutions understand why it is important to have support structures in place for students. It’s in the creation of those support structures that the education technology field stands ready to help. O

Gunnar Counselman

Gunnar Counselman is CEO and cofounder of Fidelis Education. He is also a former Marine HUMINT officer who served in Iraq, Bosnia and the Horn of Africa before attending Harvard Business School.

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 10.1 | 7

Careers & Transitions: degrees in education

Serving and Protecting in the Classroom

Degrees in education offer new opportunities to serve for military veterans and servicemembers.

By Kasey Chisholm, MAE Correspondent

Current and former military members know the true meaning of service. When considering new career paths, many continue to seek jobs that speak to that innate desire to help others. Many with military experience find that path leads them from the uniform to the classroom.

Candace Roberts, chair of the education department at Saint Leo University, sees strong connections between the service and a call to education. She noted that former military members “understand the value in making a difference and giving back. They are willing to put their lives on the line for others.

They are heroes. That’s what good teachers are. What better fit?”

Candace Roberts Military experience can be a Saint Leo University great benefit to those considering careers in teaching. “One who spends any time in the service realizes that successful missions are built on effective communication 8 | MAE 10.1

and established relationships,” shared Dr. Robert Spagnola, assistant dean of the Regis University School of Education. He continued, “People working together get things done where individuals often fail. The leader who earns the trust and respect of his or her men is able to accomplish much more than those less skillful leaders who do not. Teaching is much the same.” While many may not see the connections between time served in the military and a strong candidate for a career in education, the similarities are there, and colleges are excited to accept such applicants into their programs.

Regis University The School of Education at Regis University is committed to molding its students into educational leaders through a strong curriculum as well as Jesuit ideals. Offering 17 degree programs, certificates and Adult Education and Training programs, Regis University provides a myriad of ways for education students to advance, whether through initial licensure or ongoing professional growth. www.MAE-kmi.com

“Our programs deliver nationally accredited and state-approved undergraduate, graduate and licensure education programs in Colorado and Wyoming, as well as many non-licensure programs,” stated Spagnola.

The undergraduate and graduate licensure programs at Regis are accredited via the Teacher Education Accreditation Council (TEAC) and the Council for the Accreditation of Educator Preparation (CAEP). Spagnola notes that the time to enter education is now, with a “retirement boom” headed for the profession in the years to come. In addition to retirements, Spagnola shared, “the Bureau of Labor Statistics predicts 6 percent job growth for high school teachers between now and 2022, and 12 percent job growth for elementary teachers.”

Regis University’s School of Education recognizes the strong connections between an excellent servicemember and an excellent educator. “Effective teachers fight for those who cannot fight for themselves. They stand up as advocates for their students, especially those who do not have strong voices supporting them,” explained Spagnola. “The language and uniforms may be different, but the same feeling of purpose and mission that we find in military service is present in the field of education.”

Forty-four veterans or servicemembers are currently enrolled in graduate or undergraduate education programs at Regis. The university participates with the Department of Defense’s “Troops to Teachers” program because, as a school, they believe “that vets’ and servicemembers’ commitment to service and to military core values correlates well with Regis’ own mission to train leaders who make positive impacts on the world.”

Regis offers students a military and veterans services coordinator who serves as a counselor and advocate. There are also

Student Spotlight

Lance Addison Former U.S. Army Sergeant First Class Education Major, Saint Leo University Middleburg, Fla.

I began my military career as an enlisted aviation armament technician and attended Basic Combat Training in Fort Jackson, S.C., and

www.MAE-kmi.com

A.I.T. in Fort Eustis, Va. Following my training, my first duty station was with the 10th Mountain Division in Fort Drum, N.Y. After a few years in Fort Drum, I applied and was accepted to the 160th SOAR (Airborne) under the Special Operations Command in Fort Campbell, Ky. My responsibilities included preparing for real-world and training deployments, conducting top-secret missions and training soldiers. I also completed many Army schools and trainings. While in the 160th SOAR, I served in Afghanistan during Operation Enduring Freedom and in Iraq during Operation Iraqi Freedom.

After my military career, I contracted for the Bureau for International Narcotics for the U.S. State Department’s Colombian Drug Erad-

two on-campus veterans resources centers for students to utilize.

Regis even offers the Yellow Ribbon program for select degree programs and a preferred tuition rate for active duty servicemembers. Regis staff members “are committed to supporting servicemembers through our online offerings or veterans transitioning to civilian life and looking to build a new post-service career,” said Spagnola.

Saint Leo University Saint Leo University’s education program is founded upon the six core values of excellence, integrity, community, respect, responsible stewardship and personal development. These values are evident in every program and course that potential education students will encounter throughout their studies. Offering programs in elementary, middle and secondary education, Saint Leo’s courses are research-based and practical.

Dr. Candace Roberts explained that “all methods courses are tied to field placements, so as students learn the theoretical underpinnings of why effective teachers do what they do, Saint Leo students develop the pedagogical skills to make learning happen in their classrooms for all learners.”

To ensure that learners are prepared for the task of educating others, pre-service teachers enrolled at Saint Leo will complete over 800 hours of field experience supervised by trained cooperating teachers—well more than the minimum 450 hours recommended by the American Association of Colleges of Teacher Education. Throughout their coursework, students will be exposed to innovative technology such as iPads, interactive whiteboards and more to ensure a true 21st-century learning and teaching experience.

ication Program in South America.

While working in Colombia, I served as a technical advisor and intelligence/force protection specialist.

Some of my duties consisted of training and mentoring Colombian military forces.

I had always enjoyed training and mentoring young soldiers. I also gave several presentations to my wife’s and other teachers’ classrooms, where I sensed and made a connection with the students. Therefore, I decided to give up my [military] career and pursue a career in teaching. I have always felt like I have done my little part to make the world a better place, and teaching is a way of doing that by guiding the future of America’s youth.

I chose Saint Leo University to complete my Bachelor of Arts degree in education because of the flexibility it gave me to continue my educational goals without sacrificing rigor or accreditation. Its staff and advisors are always available to assist with any issues and provide truly personal attention. Additionally, small class sizes allow for personalized instruction and the professors are current or recently retired administrators and professionals from the field who offer keen insight, unparalleled expertise and up-to-date information.

My future plans are to work as a mathematics teacher in a secondary school and maximize my GI Bill benefits by continuing my education and completing a Master of Science degree in mathematics.

MAE 10.1 | 9

Careers & Transitions: degrees in education The program is also careful to prepare its students for the workforce, assisting pre-service teachers with resumes, conferences and mock interviews. “Teachers are people who put their hearts and sometimes even their lives on the line for their students,” said Roberts. Military members understand this sense of sacrifice, knowing that just like military service, “it is a noble profession.” Saint Leo education graduates can find employment as teachers, tutors or curriculum writers in both private and public schools.

Currently, more than 20 active or former military members are enrolled in the education programs at Saint Leo. “Military experience gives a teacher a worldview,” something Roberts finds critical. “Active or veteran servicemembers are able to provide their students with insights and experiences outside of their schools, states and nation.” A veteran student services division at Saint Leo is helpful for military students, providing support and information needed for veterans’ success. Roberts elaborated, “Some of the services provided include a student veteran transition course designed to assist veterans as they transition from active duty to civilian, college life” for military members and their families. Another service is Kognito, an online experience intended to assist those having difficulty adjusting to the school environment. Tutoring services and peer mentoring are also regularly offered to military students to ensure the highest level of success.

10 | MAE 10.1

Trident University International The College of Education at Trident University International is dedicated to producing caring, competent leaders in the field.

Led by a diverse and highly qualified faculty, students enrolled in the graduate programs at Trident can expect a student-centered approach that focuses on advanced technology and the diverse needs of learners. The three graduate programs offered in Trident’s College of Education include a Master of Arts in education (MAED), a Doctor of Philosophy in educational leadership (PhD-EL), and a Doctorate of Education in educational leadership (Ed.D.).

The MAED program is intended to prepare students for leadership careers in the field of education, staff development and training. The degree addresses traditional educational institutions as well as adult education and training. The PhD-EL program prepares professionals from various sectors, including K-12 and higher education, to serve as leaders, educators, researchers and scholars. This program specifically prepares students for those professional settings in which academic and research knowledge and skills are required. Finally, the Ed.D. is intended for current educational leadership practitioners or those desiring a leadership position. Through this degree, students learn the conceptual/ theoretical, attitudinal and operational skills to transform educational systems, and graduates are prepared to lead change in an education system.

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Careers & Transitions: degrees in education Dr. Holly Orozco, dean of the College of Education, said that “a Doctor of Education degree is a timely and relevant choice because as the education system—at both the K-12 and postsecondary levels— consistently undergoes changes to improve and meet students’ needs, there is a necessity for qualified educational administrators to lead and implement these reforms.”

Dr. Heidi Gilligan Career prospects for graduTrident University ates from these programs include International educator leaders, principals, vice principals, superintendents and other administrative leaders in elementary or secondary educational settings, as well as others in the K-12 setting. Higher education also shows strong career prospects, including academic program administrators, campus administrators and student affairs or student services professionals.

Many students enrolled in the education programs at Trident are active or former military, including 51 percent of the MAED program and 20 percent of the PhD-EL program. Dr. Heidi Gilligan, program director, shared that “those with a military background are suited for this career path, as many already have

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the capacity to manage rapid and ongoing changes, apply and develop policy and procedure and work in a variety of settings.”

One hundred percent of Trident’s coursework is online and asynchronous, quite forgiving of busy military schedules and locations. The career advising and development team at Trident conducts webinars that discuss the transition from Dr. Phillip Schmidt military to civilian career paths and Western Governor’s general career development. Also, University many faculty, staff and administrators employed at Trident are former military themselves, understanding the unique needs of military students.

Western Governor’s University Offering more than 30 bachelor’s, master’s and post-baccalaureate teacher-education programs, the Western Governor’s University Teachers College prepares new teachers in all 50 states and provides graduate degree opportunities for teachers who are already licensed. Dr. Phillip Schmidt, vice president and dean of the Teachers College, shared that “according to a recent study by Eduventures, WGU produced the largest number of STEM (science, technology, engineering and mathematics) teachers in the United States in 2013.” WGU’s secondary math education program was recently ranked as best in the nation by the National Council on Teacher Quality as well.

Instead of measuring learning by traditional class time, WGU does it differently—through a competency model. Schmidt explained, “Students can use the experience and skills they’ve acquired to advance as soon as they demonstrate mastery of course subject matter, spending time focused exclusively on what they still need to learn,” which provides a level of flexibility greatly beneficial for military members. With demand for math and science teachers on the rise, a degree from WGU’s Teachers College will place graduates in prime position for employment.

More than 6,000 of WGU’s 53,000 enrolled students are active duty military, veterans or dependent family members of military personnel, with nearly 1,000 enrolled in WGU’s Teachers College.

Schmidt noted that “students who have acquired skills and knowledge through military and other experience are excellent students and go on to become excellent teachers.”

WGU offers tuition of about $6,000 per year, so veterans eligible for benefits can typically fully cover their tuition and fees.

In addition, active duty, Reserve and National Guard personnel are eligible for tuition assistance. At WGU, military students can excel by utilizing their vast knowledge and experience via the competency model, allowing them to advance quickly and focus on those things that they need to work on to better themselves as educators. 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.

12 | MAE 10.1

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Pride in serving continues through Troops to Teachers.

By Teresa Daniels

The members of the U.S. military are inarguably proud of their service to the nation. Whether they serve for one tour of duty or for 30 years, our troops are highly trained professionals. The teamwork, dedication and leadership they exhibit every day in uniform also makes them great assets for America’s schools.

Veterans who become teachers continue to serve our nation by inspiring young people in the classroom. The skills that were honed in the military, including leadership, initiative, discipline, integrity and the ability to thrive in an ever-changing environment, are a natural fit for the classroom. Troops to Teachers (TTT) participants are committed and passionate about a career in education, and more than 70 percent say they plan to remain in the teaching profession as long as possible or until retirement.

Troops to Teachers is a U.S. Department of Defense (DoD) program that helps eligible military personnel begin a new career as teachers in public schools where their skills, knowledge and experience are most needed.

Since its inception, Troops to Teachers has provided counseling, referral and placement assistance to more than 44,000 participants.

TTT was congressionally authorized in 1993 to help eligible members of the armed forces transition into second careers as teachers after they separate from active duty. Since that time, responsibility for program oversight and funding has been shared between the Departments of Defense and Education.

The National Defense Authorization Act for fiscal year 2013 transferred oversight and funding responsibilities back to DoD. Within DoD, the Office of the Deputy Assistant Secretary of Defense for Military Community and Family Policy is responsible for program www.MAE-kmi.com

policy, funding and oversight. The Troops to Teachers national office, located within the Defense Activity for Non-Traditional Education Support (DANTES), is responsible for day-to-day operations and management of the program. Regional and state staffs are located throughout the country to assist potential and current program participants with counseling and placement services.

The goal of Troops to Teachers is to provide every servicemember interested in teaching with assistance to transition his or her leadership skills, training and core values to teaching in kindergarten through 12th grade schools. The program also helps reduce veteran unemployment, improve the education system by providing motivated, experienced and dedicated employees, increase the number of male and minority teachers and address teacher shortages in K-12 schools.

This vital program plays a critical role in DoD’s Human Goal to assist servicemembers transitioning to civilian life. In addition to the retiree population seeking a second career after the military, The Troops to Teacher program matches servicemembers who seek a teaching career with schools that need their experience and knowledge. [Image courtesy the group that TTT has tradition- of Troops to Teachers] ally served, increasing numbers transitioning to new careers. The Troops of younger servicemembers are leaving to Teachers program specifically assists the military as a result of force structure servicemembers and veterans by providing changes. Teaching is a viable career option individualized counseling to participants, that all servicemembers and veterans lookhelping them explore and select the best ing for a rewarding career after the military pathway to teaching based on their unique should consider. needs, goals and skills. TTT also provides Education and transition officers guidance on how to meet state teaching throughout the military share a comcertification requirements and select a mon goal of assisting servicemembers MAE  10.1 | 13

online.nebraska.edu/MAE 100+ academic programs that go wherever military service takes you.

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certification program, as well as ongoing support and mentorship enabling participants to successfully transition and thrive in a new career.

Facilitating a successful transition to a teaching career and securing available teaching positions requires ongoing collaboration with the education community and other stakeholders. Troops to Teachers has developed partnerships with state agencies and school hiring officials to support the hiring of veterans in their schools. Hiring officials have reported that veterans bring unmatched skills, experience and dedication to students, schools and communities.

Veterans offer students the chance to learn from their real-world military experience, which enhances their instructional ability and provides a valuable perspective to young people developing skills for life.

Classroom management is often viewed as one of the most significant challenges for new teachers. The strong leadership skills and experience with diverse populations ensures veterans are well-prepared to meet the overall needs of today’s learning environments. In a TTT report written in March 2014, school administrators overwhelmingly reported that veterans have a positive impact on student achievement and are more effective in instructional and classroom management practices than traditionally prepared teachers with similar years of teaching experience. School administrators have also found that Troops to Teachers participants interact more effectively with parents, community members and other teachers and staff. Current teachers who are former military credit their ability to successfully work with diverse populations and motivate students to their military experience. Veterans also serve as a resource for military-connected students and families and for teachers and administrators to understand the challenges that military children face.

Eligibility All current and former members of the U.S. armed forces whose last period of service is characterized as honorable may participate in the program for counseling and referral services. These services help participants meet education and licensing requirements to teach and subsequently help secure them a teaching position.

Registration can be completed online by visiting www.proudtoserveagain.com.

It is important to note that prospective 14 | MAE 10.1

participants must register prior to teaching to receive financial assistance.

There are three financial assistance features for which applicants may be eligible.

One is a stipend of up to $5,000 for teacher certification expenses, for which individuals must teach for three years at an “eligible” public school. The stipend may not be available to those who are eligible for the post9/11 GI Bill. There is also a potential bonus of up to $5,000 to teach for three years in an “eligible” public school, or a bonus of up to $10,000 to teach for three years in a “highneed” public school. The maximum amount available through any combination of financial assistance is $10,000. During FY14, 624 participants were awarded bonuses totaling more than $4.3 million and 134 participants were paid stipends totaling $590,846.

Education Requirements for Financial Assistance Servicemembers interested in receiving financial assistance must also meet education requirements. For academic licensure or employment, the participant must hold a baccalaureate or advanced degree from an accredited institution. For career-technical licensure or employment, the participant must either meet state career-technical teacher requirements or have the equivalent of one year of college with six years of military experience in the vocational or technical field. O

Teresa Daniels

Teresa Daniels is the assistant chief for the Troops to Teachers program. For additional information, visit http://www. dantes.doded.mil/service-members/troopsto-teachers.

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.

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Innovative Pathways to

Military Student Success The 2015 CCME conference.

Influencers in the world of military education convened in Anaheim, Calif., January 26 to 29 at the Anaheim Marriott for the Council of College and Military Educators Annual Symposium. In addition to CCME’s usual focus on military and veteran students’ education, this year’s event investigates not only the innovation that enhances student success, but also the technology that allows for these advancing techniques.

New York Times bestselling author Stedman Graham provides the keynote address. In his speech, he shares insights on identity development, identity leadership and

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his “nine steps to success” process. Second Lady Jill Biden was also been invited to speak. “We have an outstanding program with terrific keynote speakers and dozens of concurrent sessions that will cover all aspects of DoD Voluntary Education programs,” said Jeff Cropsey, presidentelect for CCME. The symposium is expected to attract up to 1,000 attendees comprised of military educators, civilian educators, members of post-secondary educational institutions, and suppliers of quality education products and services.

They’ll take part in a variety of panel discussions and

MAE 10.1 | 15

“burning issues” roundtables that address the current topics of concern to military educators and students. “I am most looking forward to the roundtable discussions this year because we have lined up a wealth of panelists who will share their expertise on a great variety of topics,” said Louis Martini, associate vice president at the Office of Military and Veteran Education for Thomas Edison State College. “These roundtables are always informative and interesting, and allow attendees to hear an array of perspectives.”

So what will some of the hot topics be at this year’s symposium? Cropsey said there would be a variety of issues on the table. “I think the number one issue will be to get some clarity on base access,” he told MAE. “Almost every institution is reporting different access policies from service-to-service and even base-tobase within a service. This fundamental need to support military students as made clear by President Obama in his Principles of Excellence for military education is being hampered by arbitrary and, in some ways, conflicting policies regarding base access. The DoD MoU was supposed to provide order and stability for base access, but so far it has not happened.”

Cropsey is also concerned about the end of SOC as a unifying force in VOLED. With recent DoD-mandated changes in the SOC program, SOC school membership will drop from over 1800 schools to fewer than 200. “[That] hardly seems to be a wise move if DoD is concerned about maintaining quality educational programs,” Cropsey said.

According to Jim Cronin, vice president of the Office of Military Partnerships at University of Maryland University College, “I think the big issue that kind of umbrellas all of the hot topics … is the uncertainty. Institutions, education personnel and, most importantly, students are uncertain of the future. With so much uncertainty in terms of management controls, future of TA policy, SOC changes and a whole host of issues is the uncertainty of what will take place even the next year. Decisions have to be made, and without knowing what is going to take place, it is difficult.”

Symposium attendees can expect a diverse range of concurrent session topics.

“Some of those I most look forward to include immediate past president of CCME, Dr. Mike Heberling’s session on the ‘Impact of Program Integrity Regulation Rules on Voluntary Education Institutions,’ ‘Innovative Practices for Integrating Social Media into Contemporary Military Education,’ and ‘Navigating DoD Installation Access On Base,’” said Martini.

“As the chair of concurrent sessions, I look forward to all of them,” Cronin said. “We have selected about 65 this year, along a number of tracks so there should be something for everyone. I personally like the ones that take a controversial position or are a little provocative and allow some good give and take. I find that brings out some really good points to ponder. I have found that you just never know how good something is going to be until you sit down yourself.”

Those who attend this year’s CCME symposium will see some exciting changes to the traditional format. For instance, CCME will no longer hold a closing banquet, instead incorporating the awards and scholarships into the lunches on Tuesday and Wednesday. Participants are sure to enjoy the networking receptions at the close of each day’s sessions, providing ample time for contact development.

Current CCME president Jim Yeonopolus passes the torch to incoming president Jeff Cropsey. Martini said that Jim has shepherded CCME through a time of transition, making effective changes to programming in order to meet the needs of an evolving audience, which is comprised of fewer ESO participants and more veteran and higher education-oriented populations.

“Jim and his CTC support team have done an outstanding job of providing leadership and support for this year’s conference,” said Cropsey. “In times with reduced travel money and criticism of military higher education, Jim has done everything possible to make the 2015 conference a must-attend for anyone interested in military education.” 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.

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Admissions Advice Admissions counselors explain the ins and outs of college acceptance and enrollment.

The college admissions process brings out the anxiety in almost everyone. If you’re a veteran or servicemember, the challenges of getting accepted into college can be even greater. Fortunately, most schools recognize that military students need some extra guidance when it comes to admissions.

Here, a group of experts explains how the admissions process differs for a military student as opposed to a traditional student and how counselors are poised to assist veterans and servicemembers in navigating the process.

Catherine Palmer

Vice President of Enrollment Berkeley College

Making the decision to attend or return to college as an adult can be daunting. However, for servicemembers and veterans, the anxiety surrounding that experience is compounded when they inquire at colleges where their unique needs and requirements are either misunderstood or ignored. The veteran’s focus on educational outcomes, www.MAE-kmi.com

the career they will qualify for when they graduate, is far different from the traditional student’s angst over scholarships, grants and financial aid. Yet most colleges persist in sticking to the “script” by highlighting affordability over relevant career education as they speak with prospective veteran students.

MAE 10.1 | 17

Career outcomes should be explored as a part of the initial contact with the college; the admissions counselor provides answers not only about coursework (including either internships or clinical experiences for all majors) but also about careers. They introduce the veteran to the career services office, explaining that one of Berkeley College’s more than 20 career counselors will be available to assist all along the way, including information about part-time employment while in school, as well as resume preparation and career counseling prior to graduation.

Perhaps most important, early on in the process, the veteran should be introduced to someone from the Office of Military and Veteran Affairs for expert advice on navigating the complexities of the college experience and finding camaraderie on campus. Berkeley College understands that this, more than anything else, is important to our servicemembers and veterans as they pursue their education.

The requirements and needs of servicemembers and veterans differ greatly from traditional students. From the first day when a veteran contacts the college, they should be assigned to an admissions counselor with specific training in military and veterans’ programs who has been trained to guide that individual through the admissions process and address veteran-specific needs and questions. Military benefits information, credit for prior learning, transfer credit, the ability to attend online classes while deployed and a variety of other services and benefits should be explained on the very first phone call or visit.

Here at Berkeley College, the veteran is encouraged to take a tour of one of the college’s nine campuses, which includes a visit to the veterans resource center where other veterans gather to study, socialize or take a moment between classes. The veteran may also be guided through a virtual tour of the online campus to learn about the unique benefits of an online learning experience.

David Renza

Assistant Director of Military Admissions Post University

The military student has considerably more challenges than the traditional student when it comes to the college admissions process.

For those who still serve, they have the obvious burden of service.

This can include day-to-day duties, deployments that, with training and mobilization, can take up to two years, and sudden emergency orders. Due to their military duties, it can prove to be challenging to work with a military student as an admissions officer. Many of the challenges above can preclude some students from being able to start at an easily determined date. Additionally, while many military and veteran students are excited to start school, they are used to being shepherded through a variety of processes in the military and may require more assistance than traditional students. Lastly, veteran and military students have a variety of payment options available to them, such as the GI Bill and tuition assistance. Often, they come into the

admissions process with little guidance on how these programs work, requiring the admissions counselor to provide guidance.

At Post University, we are prepared to meet the needs of military and veteran students. We feature a team of counselors, many of whom are service veterans themselves, who are able to discuss the payment options available to military students while empathizing with the challenges of military service and how difficult it can be to serve and attend school. Finally, based on the student’s military and civilian education and experience and a full analysis of what their future goals are, our admissions counselors are able to help a student progress towards their personal and professional goals through education, regardless of their serving status. As such, we support our military students as they transition to civilian sectors or work to advance or change careers.

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Mike Hughes

Director of Military Student Services Globe University

Globe University works with many non-traditional students; military students are one of those demographics. Currently, more than 18 percent of our student body is military-affiliated, whether they are active duty, drilling National Guard/Reserve, retired, a veteran or a family member. The admissions process is slightly different for military students in that we ask about their background up front and ensure that once a potential student is identified as a military student, they are then put into our separate student database so that we can follow up with them. As the military student services director, I assist military students by providing them with the current military student newsletter and military student checklist. I also order their Joint Service Transcript (JST) or Community College of the Air Force (CCAF) transcript to ensure all military education and training experience is documented and transferred in for appropriate credit towards their program. Support and communication between the director of military student services and all

military students is continuous throughout their entire educational experience at Globe University.

Globe has a military student services department that is always available to students through email, phone or in person. Even though there are many campuses, the director of military student services visits each campus every term to ensure all military students have face-to-face access. The director of military student services assists the campuses with interpreting Discharge from Active Duty (DD214), Veterans On-Line Application (VONAPP), GI Bill, tuition assistance and all other military-related questions and concerns. We ensure that our military students know there is someone on staff who has a “been there, done that� attitude, and fully understands their need to know someone understands what they are going through. We work with our military students to ensure they understand their options for those who have multiple VA benefits to get through the VONAPP process or any other veteran process.

Beth Carter, Ed.D.

Associate Vice President, Division of Continuing Education Saint Leo University

Since its inception 41 years ago, the military education program at Saint Leo University has catered to military, veterans and working adults by offering accelerated terms and convenient degree programs to accommodate the busy lives of professionals seeking college degrees. Our academic advisors help our military and veteran students navigate the admissions process and provide

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guidance on financial resources and transfer credits, and our Office of Veteran Student Services provides student resources.

Our academic advisors provide one-on-one orientations with new students. In addition to providing our military and veteran students with the admission requirements, academic advisors provide them with a financial aid guide which provides information

MAE  10.1 | 19

on the many financial resources available to them. They also provide guidance on receiving credit for military courses based on credit recommendations in the guides for the evaluation of military credit published by the American Council on Education (ACE), completing credit-by-examination tests such as CLEP or DANTES exams, and registering for the Prior Learning Assessment course offered each term in order to learn how and what to submit for review and consideration to receive prior learning credits for military training and experience.

The Office of Veteran Student Services provides support, resources and information to assist our student veterans.

Through a dedicated website and a Student Veteran Transition Resource Course, student veterans receive information on getting started at Saint Leo, veterans’ benefits, academic policies, and on- and off-campus resources. The transition course is designed to be more informational in nature than the typical academic required courses. We understand that transitioning from active duty can be a challenging endeavor; therefore, we have created this course in partnership with Corporate Gray to provide students with an abundance of resources to help ease or hopefully remove their burden as they pursue their college degree.

Katherine Stiles

Lead Enrollment Counselor Capella University

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Thanks to military affiliations and partnerships with organizations like GoArmyEd, DANTES and others, counselors are prepared to discuss benefit eligibility, guide students to the appropriate resources if needed and process benefits. Once the student applies, this team ensures that each military benefit—whether awarded internally or externally—is applied correctly prior to the beginning of courses.

In addition to a group of enrollment counselors with military knowledge and expertise, Capella University ensures that each enrollment counselor is equipped with the knowledge to assist servicemembers and veterans through the admissions process to ensure each military student has a great admissions experience.

But Capella’s military support doesn’t stop once courses begin.

Our military support team assists military-affiliated students with any issues that arise throughout their enrollment—including additional benefits questions or the need to take a military leave of absence (available for spouses, too). Capella is dedicated to giving military students full support all the way through their program and long after graduation.

Yell ow Ribb on S c

Prospective students typically begin their admissions process at Capella through a conversation about their goals and previous experience. Since those may differ for military students—whether it relates to advancement within the military or civilian workforce—the counselor will help them determine which degree program best matches their ambitions. The counselor will also discuss whether the traditional online program or FlexPath, the new self-paced, direct assessment model available for select programs, is a better fit for the student. FlexPath has been approved for GI Bill benefits. The eligibility of military tuition assistance (TA) benefits for FlexPath is pending.

The counselor will also work closely with the student to help identify all of the benefits their military affiliation awards them. Our team is experienced with Veteran Affairs (VA) and military TA benefits and can help students understand and take full advantage of these important financial resources. In addition, counselors work with students to explore other benefits, including a military tuition discount and earning credit for military training, military jobs and time in service.

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Bryon K. Williams

Assistant Director, Undergraduate Admissions Kansas State University

Kansas State University aims to provide uniformity of ease in the admission processes for both our traditional and nontraditional students as they work toward joining the K-State family. Whether we are working with active duty servicemembers, veterans or military spouses and dependents, we offer a host of resources on campus to ensure a clear, straightforward admission process.

Bryon Williams, assistant director for admissions, is one of the primary resources available to military-affiliated students applying to K-State. He is dedicated to helping veterans and active duty servicemembers navigate the admission process from start to finish, including facilitating personal visits to campus, answering questions and assisting with paperwork. Williams also assists military spouses and dependents who apply to K-State and need guidance maximizing GI Bill educational benefits.

K-State also provides services on site at the Fort Leavenworth and Fort Riley military installations, where staff is onsite to assist servicemembers and their family members with their educational interests, as well as the admissions process.

Rachel Schafer serves as an advising coordinator for militaryrelated students both on site and online. Cheryl Polson assists graduate students at Fort Leavenworth and coordinates onsite programs. Kirk Dimond provides similar services at Fort Riley and assists military students with tuition assistance benefits.

K-State is proud to offer a network of other on-campus resources, all dedicated to helping military students and veterans enroll at the university. In conjunction with the U.S. Department of Veterans Affairs, K-State participates in the Post-9/11 GI Bill

Rachel Schafer

Global Campus Academic Advisor Kansas State University

Yellow Ribbon program, which makes additional funds available to veterans and dependents without an additional charge to the veteran’s GI Bill entitlement.

A variety of enrollment options are available to veteran and servicemember applicants through K-State Global Campus, including on-campus programs such as Evening College and Intersession, as well as numerous degree and certificate programs available online. Through the online programs, active duty students have the option of taking the university with them wherever their assignments may take them and whatever their schedules may entail.

The university’s Non-Traditional and Veteran Student Services Office provides assistance and advocacy for students before, during and after their admission to K-State. Also available through Non-Traditional and Veteran Student Services is the veterans center, which provides study areas, meeting spaces, computers, printing services and tutoring resources to veteran and military-affiliated students.

Kansas State University helps military students navigate the admission process by providing a strong personal connection with the admissions department and collaboration with other on-campus or online departments from the beginning of the application process to degree completion. 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.

WE CAN’T WAIT TO SEE WHAT YOU’LL DO NEXT You’re the type that steps up and lives life like it’s supposed to be lived - always ready for your next challenge. And when you’re ready to go after that degree, we’re here.

Cal Lutheran is committed to honoring those who serve our country by making a quality education for veterans, military members and their families a reality.

Earn your degree with a diverse offering of undergraduate, bachelor’s completion, or graduate programs. Cal Lutheran has a dedicated Veterans Coordinator on campus to help you reach your educational goal.

Contact our Veterans Resource Office at (805) 493-3648 or veterans@callutheran.edu

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MAE 10.1 | 21

CLASS NOTES Michigan Starts New Minor in Entrepreneurship Beginning in 2015, an entrepreneurial education will be available to all students at the University of Michigan (U-M). The new 15-credit minor in entrepreneurship aims to attract students from diverse areas of study.

The minor expands on the nine-credit program in entrepreneurship currently offered and adds to the growing number of entrepreneurship programs and activities available for U-M students, including entrepreneurship centers, startup accelerators, countless competitions and more than 18 entrepreneurial student groups. Two hundred students are expected to enroll once the minor is launched.

The minor will be based in the College of Literature, Science and the Arts, and is the signature program of Innovate Blue, U-M’s campus-wide initiative on entrepreneurship and innovation.

“The University of Michigan’s thriving entrepreneurial culture is a big part of why I was so attracted to this campus,” U-M president Mark Schlissel said. “Our students are known for their interest in applying their talents and creativity in response to a need or problem. This program will provide students with knowledge they can use to further ignite their imaginations and pursue creative solutions to real-world challenges.”

The minor combines opportunities to learn and experience entrepreneurship on many levels. Students establish a foundation in creativity, innovation and business approaches through two core classes and have access to a variety of electives from high-tech to social science. The minor also includes an in-depth practicum and substantial selfdirected experiences outside the classroom.

The new academic program is a result of recommendations put forth by the multidisciplinary task force on campus-wide entrepreneurship education and substantial student input. Established in May 2012, the task force surveyed opportunities on campus and offered recommendations for an integrated, campuswide structure able to provide a leading, cutting-edge entrepreneurship education for Michigan undergraduate students.

22 | MAE 10.1

Army Launches Grad School Program Applications are being accepted for a new professional development initiative to provide up to 18 months of fully-funded graduate studies to basic-branch captains and majors of the active component.

Approximately 50 officers of the Operations, Operations Support and Force Sustainment functional categories will be selected for the Performance Based Graduate School Incentive Program that begins in the fall of 2016 or spring of 2017, depending on class start dates.

The Army Human Resources Command said the program “will allow our ‘top

performers’ to obtain a fully-funded, 15- to 18-month master’s degree as a resident student at an accredited U.S. institution.”

A board convenes May 12 to select officers for participation. They may pursue degrees in business administration, history, psychology, public administration and policy, computer science, international relations, philosophy, human resources, education or sociology. The annual tuition cost cap per officer is $43,000.

Applications must be received at the Human Resources Command by February 16.

IU Adds Data Science Master’s Degree The Indiana University School of Informatics and Computing has announced a new master’s degree in the rapidly expanding field of data science. The inaugural student class begins the program in January.

The new degree program capitalizes on the existing breadth of research and study at the school, with courses coming from computer science, informatics, information science, library science and statistics. There are two paths through the degree—a technical path and a decision-maker path—allowing students to easily customize the program to meet their professional goals.

The demand for big data jobs is a major driver behind the creation of the program. A 2011 McKinsey Global Institute report predicted huge demand in data science

positions, projecting up to 1.8 million jobs in the United States in the next five years across all industries.

The 30-credit program is available on campus, online or in a blended version with online and in-residence components. The online option provides an affordable, flexible opportunity for working professionals, while the residential program provides physical access to the school’s world-class faculty, opportunities to participate in cutting-edge research, and immersion in the Bloomington campus.

The hybrid option allows students to take the first year of courses online and complete the second year on campus.

Additional sequences will be available for those interested in specific domains, such as health, cybersecurity, life sciences and more.

Delaware Valley College Gets Approval to Become a University Delaware Valley College (DelVal) in Doylestown, Penn., will officially become Delaware Valley University on April 8, 2015.

The Pennsylvania Department of Education has approved the school’s application to become a university. There will be a news conference on campus Wednesday, April 8 to introduce Delaware Valley University, where the school will be unveiling new signage, a new website, a new logo and the vision for its future. There will also be celebrations on campus and in the local community

throughout the month of April to recognize this milestone.

To be classified as a university in Pennsylvania, an institution must offer a minimum of five professional master’s degrees and a doctorate. The institution must demonstrate a commitment to and evidence of scholarship that enriches the teaching and learning. Through the implementation of its strategic plan, in the past three years, DelVal has launched three new master’s degrees and an inaugural doctoral program. www.MAE-kmi.com

Compiled by KMI Media Group staff

Warrior-Scholar Project for 2015 Academic Boot Camps The Warrior-Scholar Project (WSP) is now accepting applications for more than 150 spots in its 2015 academic boot camps, which help facilitate enlisted veterans’ transition from the military to college.

The academic boot camps, scheduled for 11 major U.S. universities in 2015, are immersive, intensive programs designed to help military veterans develop and rediscover the skills and confidence necessary to successfully complete four-year undergraduate degrees.

WSP boot camps are open to enlisted veterans and transitioning current servicemembers who plan to enroll in or transfer into a four-year undergraduate program.

WSP donors cover all program costs for accepted students, except transportation.

Qualified veterans and transitioning servicemembers can apply for a spot in the program by visiting:

WSP originally launched at Yale University with nine participants in 2012. After steady growth from 2013 to 2014, WSP is making a significant leap forward in 2015, opening up spots for more than 150 veterans at boot camps scheduled for the following 11 schools:

https://warrior-scholar-project.slideroom.com/#/permalink/program/23562.

•

• • • • • • • • • •

Vassar College ( January 2015) Yale University (May-June 2015) Harvard University ( June 2015) University of Michigan ( June 2015) University of North Carolina-Chapel Hill ( June 2015) Syracuse University ( July 2015) Cornell University ( July 2015) Georgetown University ( July-August 2015) University of Oklahoma (August 2015) University of Chicago (August-September 2015) University of Southern California (August 2015)

Each WSP boot camp is run by a veteran and taught by university professors and graduate students. An intensive syllabus composed of both classic and modern scholarly works guides participants as they learn how to frame their ideas in an academic context, think critically and formulate a scholarly argument. Participants not only learn the subject-matter material; they learn how to learn.

In the application, veterans can indicate their top three host school choices for Warrior-Scholar Project boot camps and, if accepted, are placed in the most appropriate program based on preference, geographic proximity and availability during program dates. Applications are reviewed on a rolling basis, and students may be asked to complete an additional phone interview. Applications will be accepted until March 16, 2015, and all students will receive responses in early April 2015.

Indianapolis Health Care Advocacy Program is State’s First A new bachelor’s degree at the University of Indianapolis (UIndy) is designed to fill an urgent need in the health care industry: helping patients to navigate it. The Health Care Consumer Advocacy program is the first in the state designed to prepare graduates for careers supporting and promoting the rights and needs of patients and their families in a changing and often confusing marketplace.

Health care consumer advocates work in settings that include hospitals, medical practices, insurance companies, long-term care facilities and public and nonprofit agencies, often under such titles as “patient care coordinator,” “patient case manager” or “client services manager.” Traditionally, these roles have been filled by nurses and social workers who have to learn on the job about the complexities of financial management, information technology and industry policy and terminology.

The advocacy role is increasingly important in the era of the Affordable Care Act, with providers compelled to make services more efficient and affordable, and many patients entering the market with health insurance for the first time. More services are delivered at retail clinics, stand-alone labs and other outpatient settings, rather than traditional hospitals and doctors’ offices.

“The primary source of health care used to be a hospital setting, and that’s no longer the case,” said Norma Hall, director of

www.MAE-kmi.com

graduate programs in UIndy’s School of Nursing, who assisted in establishing the new program. “It’s difficult for patients, especially if they haven’t had health insurance before. We need to help them understand how to make the best use of their coverage and find the best services in any medical setting.”

Some health care consumer advocates do not serve individual patients but instead are employed by health care providers to promote legislative and policy changes. Others may set up their own businesses and operate independently. A National Association of Healthcare Advocacy Consultants has formed to promote standards in the field, and a national certification is under development.

The UIndy degree program is offered in accelerated five-week evening courses by UIndy’s School for Adult Learning. It can be completed in two to three years, depending on the student’s previous education history.

Development of the program began two years ago, when the university conducted a feasibility study among representatives of medical practices, long-term care facilities, hospitals and insurance providers and identified a strong demand for professionals with expertise in advocacy. The curriculum was developed with input from faculty in UIndy’s School of Nursing, College of Health Sciences, School of Psychological Sciences and Center for Aging & Community.

MAE 10.1 | 23

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Kaplan University cannot guarantee employment or career advancement. For comprehensive consumer information, visit www.kaplanuniversity.edu/student-consumer-information.aspx.

Education Leader

Q& A

Leading CCME in Engaging and Informing Military Educators Jim Yeonopolus President Council of College and Military Educators Jim Yeonopolus has been with Central Texas College for 40 years, and currently serves as president of the Continental and International Campus Operations. Before joining Central Texas College, he completed a four-year tour of duty in the United States Air Force.

Yeonopolus holds a Master of Education degree from the University of Arizona, a Bachelor of Science degree in education from Southwest Texas State University, and an Associate of Arts degree in business administration from Temple Junior College.

He has been a resident of Texas since 1959 and currently resides in Harker Heights, Texas, with his wife, Nancy.

Q: How long have you been involved in CCME, and what has changed in that time?

A: My involvement in CCME dates back to when it was the California Community Colleges and Military Educators Association (CCCMEA) in the 1970s. The organization evolved into what is now CCME. Of course, since that time everything has changed. We have seen increases and decreases in military strength, changes in the importance of and focus on military voluntary education and changes in technology. All this has changed the footprint and focus of who we are and where we will be in the future. We have to look at ourselves differently.

As an organization, we have tried to focus on the needs of our membership, and that has evolved over time. We work very hard to make the annual symposium the premier event for the military and veteran education community. This year, we have focused more on the impact of technology and have sessions and exhibitors that showcase how technology can support our programs.

Q: What value does CCME provide to members?

A: CCME is an active proponent for the professional development of those serving in the military voluntary education community. Our board includes liaisons from the Department of Defense to allow us to discuss issues and focus on hot topics in our member newsletter and symposium.

We also coordinate with the state associations on state-level and regional issues to ensure we are appealing to all our members. That connection is unique in that we provide a liaison from our CCME board that works with each ACME (state Advisory Councils on Military Education). One of the initiatives that resulted from that focus is that we will have an ACME booth in the exhibition area at this www.MAE-kmi.com

year’s symposium to allow attendees to learn more about existing ACMEs and to learn how to start an ACME if one does not exist in their location. There has been a significant increase in the number of these local organizations, which allows more involvement from institutions and individuals who cannot travel to our symposium.

Q: What role does CCME play in military and veteran education?

A: Through the symposium and our work with state and regional ACMEs, we provide a forum for the exchange of information on educational programs, strategies and innovation among institutions who serve military personnel, family members and veterans.

With so much focus on the transition, we have an increased emphasis on educational programs and partnerships that prepare our military students for civilian careers. We have also increased our focus on veteran issues and content in the symposium.

We are adding an industry component that will help us hone in on best practices related to industry and education partnerships.

You will see sessions related to these partnerships at the symposium. We need to better serve transitioning military personnel to prepare them for the civilian workplace.

Q: What were your goals as CCME president this year?

A: My primary goal was to keep the organization relevant by honing in on the symposium as the premier professional development MAE 10.1 | 25

event for military educators. Through our board and committees and coordination with ACMEs, I believe the agenda has been fine-tuned to provide maximum value to attendees. We have also focused on involving industry, specifically in the technology sector, to build partnerships for programs that will better serve transitioning military personnel.

I hope that I have moved the organization forward into a new model of service to our members. We share the same challenges, especially in the areas of reduced voluntary education spending and increased legislation and reporting requirements. Every conversation we have as a group helps us focus and direct the conversation at the national level.

Q: What challenges do you think CCME faces, and how is the organization addressing them?

A: We are currently facing the same challenges that our institutions face—uncertainty in military education, increasing costs and technology, and unfunded mandates from federal and state legislation. The best way to address these challenges is to work together. Together, we can share best practices and breaking information from our liaisons. That is exactly what we do with our annual professional development symposium.

As important and valuable as our sessions are, the value of networking with fellow educational professionals cannot be understated. Often, person-to-person dialogue at the CCME

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symposium turns into ideas for new programs or partnerships that can benefit our institutions and our students.

We have increased our focus on work with the state organizations. They are in the best position to bring grassroots concerns to the surface so that we can plan our future focus.

Q: The annual symposium is the highlight of each year. What are you most excited about?

A: I love the focus on technology this year—our theme is “Innovative Pathways to Military Student Success.” I think we’ve got some great sessions that focus on the opportunities and challenges technology brings. The updates we will receive on changes in military voluntary education and veterans’ education are also timely and important. I believe attendees will come away with information that will pay dividends throughout the year.

Possibly our most popular addition during last year’s symposium was our “burning issues” roundtable sessions. Each session has a volunteer “champion” from our board who volunteered to pull together experts on current topics in military voluntary education. Attendees will have time to select three of these to attend.

This year the sessions are: • Intersection of DoD Voluntary Education and Credentialing Initiatives • Education Service Officers Panel • Corporate Initiatives that Aid Transitioning Servicemembers/ Veterans • Best Practices in College Affordability • State Authorization and Reciprocity Update • Multi-State Collaboration Of course, the location is exceptional—not just because it is in sunny Anaheim, but because of the convenience of having the symposium sessions and exhibit hall in the conference hotel venue. We have also consolidated our awards and scholarships presentations into our luncheons to allow free time for everyone to explore the area and network in the evening.

Q: What kind of planning goes on to prepare for the symposium?

A: Planning for 2016 will begin as soon as the 2015 symposium concludes. The outgoing board will meet on Friday for an afteraction meeting that will be followed by the incoming board’s first planning meeting. We hold monthly phone conferences and we will have on-site meetings in February and September for planning the 2016 symposium in San Antonio. Generally, a theme will be decided on by the president early in the year. Solicitation for next year’s exhibitors and sponsors actually will begin before this year’s symposium concludes.

Q: How has technology changed the organization and the symposium?

A: All our communication is electronic via our website and email. This year, for the first time, we will introduce a CCME symposium app. Through the app, attendees will be able to check www.MAE-kmi.com

the symposium schedule, save their chosen sessions to their personal calendars and receive important updates throughout the event. The app can be used online or offline and will be accessible not only via mobile devices but also through laptop computers.

We have seen the interest in and number of exhibitors and sessions focused on technology increase each year. Many of our sessions this year will focus on technology that improves academic programs and student services.

Q: What is the difference between the ACMEs and CCME? A: The focus of CCME is national, but our ACMEs are able to focus on addressing military education issues within their respective states. The ACMEs focus on three major areas: • Evaluating and restructuring policies related to acceptance and transfer of credit for veterans, military students and their adult family members • Enhancing the educational aspirations of the military populations in the state • Making educational programs accessible in cost, location and scheduling We are excited that the number of ACMEs and the activity and success within the ACME community has increased in the

past few years. With more focus on veteran education, these state-level organizations are even more important. Symposium attendees will be able to visit an ACME booth at this year’s event to learn more about their state organization or learn how to start one.

Q: What advice will you give the president next year?

A: A year goes by more quickly than you might imagine. Listen to and trust your board. We have some incredibly experienced military educators on the CCME board. Each board member is dedicated to military voluntary education and to CCME and the symposium.

Q: How can a CCME member get more involved?

A: Contact any of our board or committee members to volunteer to serve on a committee. There is plenty of work to go around!

You can always get more information on our website, ccmeonline. org, or look for our board members (who will be identified on their nametags) during the symposium.

ACMEs, our state affiliates, are also a great and manageable way to get involved at the local level. Travel is often more manageable and the meetings are more frequent and focus on local and state topics of interest, in addition to national issues that are of concern to all. O

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MAE 10.1 | 27

special section: VITAL Initiative

Providing ‘VITAL’ Services The Veterans Integration to Academic Leadership initiative supports student veterans.

By Dr. Jessica Thiede, Dr. Shannon McCaslin and Kai Chitaphong Veterans are making the transition from military to academia in record numbers, a trend that is projected to increase. Veterans step onto the college campus with unique traits and experiences that are well-suited to the academic environment, such as a strong work ethic and sense of responsibility.

However, a significant number also face challenges to academic success, including those connected to combat-related conditions such as post-traumatic stress disorder (PTSD) and chronic pain.

To address such challenges, the Veterans Health Administration (VHA) implemented the Veterans

28 | MAE 10.1

Integration to Academic Leadership (VITAL) initiative in 2011. The VITAL initiative provides support and funding for VA medical center sites to develop partnerships with nearby colleges and universities to strengthen support for student veterans. Initially, five sites across the nation were selected for funding to develop collaborative programming. The success of these sites, and the enthusiastic reception by their academic partners, prompted an additional 18 sites to be funded.

At present, there are 23 sites serving over 100 campuses.

www.MAE-kmi.com

VITAL staff reaches out to student veterans, connecting them with VA support and clinical services. They join forces with campus faculty and staff, as well as community organizations, to improve existing programs and create new ones on campus. VITAL helps veterans meet their educational goals so they may find sustainable jobs, improve the quality of life for themselves and their family and become contributing citizens in the communities in which they live.

Who’s Served?

As of 2012, more than 945,000 of the 22,658,000 veterans nationwide were receiving GI Bill benefits, according to VA. While VITAL programs provide services to student veterans from every service era, those who have served in Afghanistan and Iraq comprise the Locations of current VITAL service sites. [Image courtesy of VITAL Program] majority of those utilizing education related health concerns such as chronic pain, hearing loss/tinnitus benefits. Consequently, one priority of VITAL is addressing issues and mental health issues. The cultural transition from military to faced by this population. civilian life and into an academic environment can also present The majority of veterans will transition back to their comchallenges. Concerns range from personal safety to responsibilities munity without difficulty. This success can be attributed to charoutside of campus to financial issues. acteristics common among servicemembers, including leadership, flexibility and adaptability. These attributes can also translate to success in the classroom. However, for those who face challenges VITAL’s Many Hats transitioning from military to campus settings, VITAL brings together a network of VA clinics and interdisciplinary treatOutreach: VITAL staff engages the student veteran population, ment teams, university professionals and community partners increasing awareness about the health care services and benefits to broaden support and minimize obstacles to care. The types of that VA can provide on and off campus and at their local VA mediconcerns addressed by VITAL staff are diverse and include combatcal center. Outreach activities include veteran-focused events on

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special section: VITAL Initiative campus, as well as education and job fairs. Often, these events are coordinated with university staff to develop a spirit of collaborative care and community support.

Engagement with Veteran Groups: Student veteran organizations such as the Student Veterans of America, American Legion chapters on campuses, Omega Delta Sigma, National Veterans Fraternity Inc., and other informal student veterans organizations are growing across campuses nationwide and are key collaborators with VITAL staff.

Partnerships among these groups are beneficial in a number of ways. Allegiances with student veteran groups promote the utility of VHA and VITAL services through testimonials and de-stigmatizes help-seeking among peers. Engagement with veteran groups offers academic leaders insight related to institutional practices that impact retention, completion and promotion of their institution among veterans. The veterans’ voice creates opportunities to dispel myths and decrease stereotypes experienced by veterans.

The veteran contribution in program development and best practices fosters meaning, purpose and commitment. Engaging all stakeholders, including veterans, VA and campus administration, makes each component more effective in promoting success for the student.

Care Coordination: VHA is a health care system with a nationwide network of 151 medical centers, 300 vet centers and 820

community-based outpatient clinics. The comprehensive structure of VHA allows considerable opportunity for care coordination and attention to veteran-specific needs. As a vet-centered program, VITAL’s mission includes coordinated care between academia and VA, and with VA specialty clinics and programs.

VITAL staff works closely with VA clinics/departments to ensure new patient enrollment, coordination of services, direct physical and mental health care, provision of resources and accommodation plans for academia and work. As consultants and liaisons between VA and academic institutions, VITAL staff is knowledgeable about and appreciates the unique culture and resources that exist on campuses. For example, collaboration with campus programs such as college counseling and wellness centers, disability services and student/campus life are mutually beneficial, and ensure optimal support for student veterans. In turn, VITAL staff offers expertise to academic institutions in the areas of outreach, mental health assessment and treatment and health care resources specific to the veteran population.

Direct Clinical Services: VITAL offers direct mental health services to student veterans on campus, eliminating treatment barriers of time and travel. These services are performed by highlytrained, licensed mental health professionals. VITAL programs focus on delivery of evidence-based psychotherapies implemented nationally by VHA. Some VITAL sites also provide on-campus

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psychiatry and telehealth services. Optimal health care services for veterans emphasize the importance of a comprehensive range of integrated clinical and support services. As such, specialized case management services, including linking student veterans with VA and non-VA resources, and ensuring follow-up for additional care, are also provided. This multisystem approach emphasizes early detection and intervention to assist veterans in overcoming barriers and minimizing negative outcomes in the classroom.

Education and Research: In response to the growing population of veterans on campuses, VITAL has received increased demand for training to better understand servicemembers’ experiences. Educating staff and faculty is an essential component of VITAL, as advisors and faculty members can directly influence conditions to assist student veterans’ integration into the classroom and campus. Furthermore, faculty and staff are part of the natural environment of the university, and are invaluable partners in destigmatizing help-seeking behavior by encouraging veterans to seek assistance as problems arise. Through trainings, in-services, local, regional and national conferences, and online resources, VITAL provides education about military culture, as well as the challenges of student veterans. Since the implementation of the program, more than 13,500 faculty and staff, student veterans and their peers have received training from VITAL.

Conclusion VITAL serves an important role in delivering needed services to student veterans on campus, as well as education and training to faculty and staff focused on supporting students. “VITAL has allowed us to connect over 1,100 student veterans since 2010, with services that they otherwise may not have known about or accessed,” said Keith Armstrong, director of the San Francisco VA Medical Center/City College of San Francisco VITAL program.

To find the nearest VITAL program as well as resources to support student veterans on campus, check out the VA Campus Toolkit at www.mentalhealth.va.gov/studentveteran/. O Dr. Jessica Thiede is the VITAL program coordinator at the Cincinnati VA Medical Center in Ohio, and serves as the national VITAL clinical chair. Dr. Shannon McCaslin is a clinical psychologist and serves as staff psychologist for the City College of San Francisco/San Francisco VA Medical Center VITAL site. Kai Chitaphong, LCSW, is the national director of the VITAL initiative.

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.

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MAE 10.1 | 31

An interview with Jim Sweizer, vice president of military programs at AMU.

Jim Sweizer joined the staff of American Military University in April 2005 after serving over 33 years in the Air Force as an active duty member and civil servant. As vice president of military programs, he oversees all military outreach activities and serves as the main liaison between the university and Department of Defense agencies.

Sweizer has an extensive background in adult continuing education, having served as a guidance counselor and education services officer at a variety of overseas and stateside military installations. He was named chief of the Air Force’s Voluntary Education program in 1999. In this capacity, he was responsible for the development and implementation of policy for off-duty voluntary education, dependent education and veterans’ benefit programs. He also managed the Air Force Tuition Assistance Program.

He served as the chair of the University Continuing Education Association’s Military Division from 1995 to 1997, and was a member of the Advisory Board of Servicemembers

32 | MAE 10.1

Jim and friend Jeff Cropsey of Grantham University at the 2010 CCME Awards Banquet in Nashville, Tenn. [Photo courtesy of John Aldrich]

Opportunity Colleges (SOC) and the Military Installation Voluntary Education Review (MIVER). He also served as president of the Council of College and Military Educators (CCME), the largest professional organization serving the military education community.

Sweizer earned a B.A. degree in psychology from Minot State University and an M.A. in education from North Dakota State University. He is a graduate of the Air War College nonresident program and Harvard University’s Institute for the Management of Lifelong Education (MLE).

www.MAE-kmi.com

Q: When did you first decide to get involved with voluntary education, and why?

A: My first experience with voluntary education was as a counselor to military students at the Grand Forks AFB education center while satisfying practicum requirements for a graduate degree in education from North Dakota State University. I thoroughly enjoyed helping young airmen pursue their educational goals and promptly accepted a position as a government guidance counselor when an opening became available. It’s a career move I’ve never regretted.

Q: Why did you join AMU after your government career, and what do you view as your greatest accomplishment during your tenure?

A: I was always impressed with the diverse military-related curriculum AMU offered while serving in the field as an education officer.

Shortly after I assumed my duties at Air Staff, enrollment in online courses increased at a steady pace each fiscal year. It was then that I noticed the growing popularity of AMU and the commitment of its senior staff to serving the military community. Considering I wanted to remain in military education after my Air Force career, AMU seemed a good fit.

My core mission when I joined AMU was to advance its reputation among the military community by providing our growing population of current and prospective students with personalized, face-toface service at the installation level. The first step was to grow our relatively small outreach team of four into a well-trained group that understood the many nuances of the military voluntary education program. We’ve accomplished that, and now have a well-respected team of nearly 30 professionals who provide advisement services at over 80 military installations nationwide. I am extremely proud of our team and how they assist our students on a daily basis.

Jim and the AMU Military Outreach Team in San Antonio, 2013. [Photo courtesy of John Aldrich]

issuance of a new AF Instruction that gave more flexibility to baselevel education officers, but led to inconsistency in how our students were treated across the Air Force. The key is to balance the obligation to be a good steward of government funds, while not forgetting that the voluntary education program was created to encourage and support the educational success of our servicemembers. I prefer not to let administrative expediency inhibit doing the right thing for a servicemember.

Q: What is the primary factor that has made AMU one of the top schools serving the military?

A: Contrary to the popular belief that aggressive marketing drives military students to schools, our unprecedented growth over the last decade is primarily due to word-of-mouth referrals from satisfied students. Additionally, our academics, student services, finance and enrollment management organizations, along with all staff and faculty who regularly interact with our students, contribute to the strong reputation of AMU and incentivize both our current students and alumni to become ambassadors on our behalf. I’ve been extremely fortunate to be part of this team effort over the past 10 years.

Q: What changes have you seen in the Voluntary Education program over your 30-plus years in higher education?

A: It is always precarious to reminisce about the “good old days.”

However, I can honestly say that today’s environment is much more prescriptive than in the past. When I first started in Air Force education in 1981, our governing directive was somewhat prescriptive, leaving little room for managerial discretion at the local level. The pendulum swung in the opposite direction a decade later with the www.MAE-kmi.com

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MAE 10.1 | 33

Q: What is the biggest challenge currently facing institutions serving the military?

A: I believe it’s the inability of DoD and the services to develop a single, automated solution to manage the Tuition Assistance Program (TA) and accompanying processes (degree plans, etc.).

In fact, it’s been a concern of many schools for a long time. I can remember it being addressed during a NAIMES meeting in 2002 and again by ESOs and other attendees at the DoD Worldwide Symposium in 2003. Unfortunately, instead of one process, a multitude of unique, service-specific processes have been developed over time that place financial and manpower strains on schools serving the military. We have no choice but to comply with newlydeployed processes that seem to change annually, yet are asked to keep tuition rates at a reasonable level. This trend is not sustainable over the long term. Schools should be viewed as partners with the shared goal of educating servicemembers; we should work together to find the best solution for all.

Q: What frustrates you the most about the current Voluntary Education program?

A: Nothing frustrates me more than the term “visiting school,” which was created to distinguish schools that conduct traditional courses on base from those who want to visit their students more infrequently.

This term might have been accurate years ago, when the majority of

Jim with his friend and mentor, Chief of AF Education Al Arrighi, 1998. [Photo courtesy of John Aldrich]

students attended schools operating on-base programs, but times have changed. According to DoD, nearly 80 percent of servicemembers using TA enroll in online programs. In fact, approximately twothirds of military students attend the top 10 TA recipient schools. Of those 10 schools, more than half offer online-only formats.

It begs the question of why online students are treated differently from their on-ground counterparts. How can online schools provide meaningful on-site academic and student support services to military members as instructed in Executive Order 13607 when their access

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to students is restricted by official guidance? Some time ago, a supervisor of an ESO at a large installation readily admitted to me that advising services by online institutions were needed, while conceding that they didn’t know how to break from the traditional decades-old memorandum of understanding method of doing business. If an ESO can bring a new traditional classroom program to a military installation based on the needs of the community, then this rule should also apply to meeting the needs of online students. It’s time we figured this out for the sake of our students!

Q: What will you miss most upon retirement?

A: I’ve had the good fortune of meeting great people and making many friends over my 35-year career in military education. I will definitely miss the collegiality and strong bond we share in helping improve the lives of others. I’ve always viewed military voluntary education as an avocation. ESOs, counselors and school officials who remain in this business for a long time truly love what they do, and that is what I will miss most about leaving this community of caring professionals.

With AF ESO Mike Campbell, AAACE Conference, 1982. [Photo courtesy of John Aldrich]

Chicago ranks up there as well. Best bagels? Surf Bagel in Lewes, Del., a 10-minute drive from my home. Best cannoli? Believe it or not, an Italian family recently opened a bakery in Charles Town, W. Va., close to AMU’s main campus. They make cannoli and Italian cookies to die for! Capisce? O

Q: Where can one find the best pizza, bagels and cannoli outside of Brooklyn?

A: Brooklyn rules! Here’s the next best outside of the Big Apple. Best pizza? Any place named Frank’s, Nick’s or Tony’s in New Jersey, and

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.

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MAE 10.1 | 35

Are President Obama’s Student Vet Support Initiatives Redundant?

There are two major sign-on initiatives for colleges and universities, both promoted by the Obama administration, in support of student veterans and servicemembers: the Principles of Excellence and 8 Keys to Veteran Success. Both are meant to be distinct, yet they appear strikingly similar in format and practice.

The Principles of Excellence, an offshoot of an executive order issued in 2012, is a voluntary sign-on initiative in which postsecondary institutions commit to specific criteria. Outlined on the Department of Veterans Affairs’ website, institutions that sign the Principles of Excellence agree to the following objectives: • Provide students with a personalized form covering the total cost of an education program.

• Provide educational plans for all military and veteran education beneficiaries.

• End fraudulent and aggressive recruiting techniques and misrepresentations.

• Accommodate servicemembers and reservists absent due to service requirements.

• Designate a point of contact to provide academic and financial advice.

• Ensure accreditation of all new programs prior to enrolling students.

36 | MAE 10.1

By Michael Dakduk

• Align institutional refund policies with those under Title IV, which governs the administration of federal student financial aid programs.

The Principles of Excellence, while not a regulation required by institutions to enroll GI Bill beneficiaries, has still managed to gain more than 6,000 signatories from postsecondary institutions. Which begs the question: Why is there a second sign-on initiative?

The following year, President Obama announced the 8 Keys to Veteran Success (8 Keys), a voluntary initiative asking institutions to sign on to a set of best practices. Listed below are the eight best practices as listed on the Department of Education’s website: 1. Create a culture of trust and connectedness across the campus community to promote well-being and success for veterans.

2. Ensure consistent and sustained support from campus leadership.

3. Implement an early alert system to ensure all veterans receive academic, career and financial advice before challenges become overwhelming.

4. Coordinate and centralize campus efforts for all veterans, together with the creation of a designated space for them (even if limited in size). www.MAE-kmi.com

5. Collaborate with local communities and organizations, including government agencies, to align and coordinate various services for veterans.

6. Utilize a uniform set of data tools to collect and track information on veterans, including demographics, retention and degree completion.

7. Provide comprehensive professional development for faculty and staff on issues and challenges unique to veterans.

8. Develop systems that ensure sustainability of effective practices for veterans.

Interestingly, each of these items is often found in the job descriptions of a designated point of contact for veterans—a requirement found in the Principles of Excellence.

Many campus leaders designated as the point of contact for student veterans and student servicemembers wear multiple hats, including advisors to student veteran groups, confidants to veterans, gatekeepers and interveners for struggling students, and community liaisons for veteran initiatives. Essentially, over half of the items listed in the 8 Keys are being implemented through the Principles of Excellence.

Item six in the 8 Keys, focused on the tracking of veteran outcomes by institutions, is another conundrum. The executive order that birthed the Principles of Excellence calls on government agencies—namely Veterans Affairs, Defense and Education—to collaborate in “developing servicemember and veteran student outcome measures.” The language is rather duplicative.

Item eight calls on institutions to sustain best practices for serving veterans. Interestingly, though, this effort has already taken place within the higher education community. In 2012, Operation College Promise—a subsidiary group of the New Jersey Association of State Colleges and Universities—released a best practices field guide, “Creating an Environment for Student Veteran Success on Campus.” That same year the American Council on Education (ACE) released the “Toolkit for Veteran Friendly Institutions”—a robust website allowing campus leaders to upload and download best practices. The following year, the Association of Private Sector Colleges and Universities (APSCU) issued the “Recommendations for Best Practices in Military and Veteran Students.” All three initiatives predate the announcement of the 8 Keys to Veteran Success.

Item seven may be the only suggestion that is unique or worthy of extra attention. Faculty and staff training on military culture and the transition of veterans remains a gap throughout the postsecondary environment. Most resources related to military and veteran support on campus are aimed at the student. While focusing on the student veteran is important, faculty and staff training should not be ignored.

Finally, it is unknown how the aforementioned eight items were selected among the wide range of best practices for supporting veterans. For example, buying into the Yellow Ribbon program—a financial benefit that complements the Post-9/11 GI Bill—is not mentioned in the 8 Keys. Yet many leaders that advocate on behalf of student veterans would highlight that as an important support program for veterans.

While well-intentioned, some aspects of the 8 Keys are specific, others are vague and a number of items are very similar to the Principles of Excellence. Currently, just over 1,200 institutions have signed on to the 8 Keys. That’s in stark contrast to the 6,000 www.MAE-kmi.com

committed to the Principles of Excellence. Doubling down in this case was not necessary. A second sign-on initiative aimed at supporting the same student populations while mired in repetitive language has likely created more confusion instead of a second line of support. Doubling down in this instance was not substantive. O

Michael Dakduk

This opinion piece was authored by Michael Dakduk, vice president of military and veterans affairs for the Association of Private Sector Colleges and Universities.

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.

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MAE 10.1 | 37

Credit Where Credit Is Due How student veterans can use prior learning assessments to advance in STEM careers.

By Kent Seaver

I have had the opportunity to see all types of students during my 16 years of community college experience: from new-to-college 18 year olds to 15-year-old “dual credit” students to returning students who would rather not divulge their ages. All bring with them the sum of their life experiences. But one group that brings a set of experiences and skills like no other is our returning student veterans. Because of the nature of the service, these men and women are arriving on our college campuses with more technical knowledge than most generations that came before them. This knowledge can be measured via prior learning assessments, commonly referred to as PLAs. “Prior learning” has been defined by various colleges to mean learning achieved outside of the traditional classroom, but Trish Paterson, executive director for College Access Initiatives for the University System of Georgia, has a more concise and clear interpretation. She has stated that “prior learning isn’t just giving students credit for life experience. Colleges that choose to offer the credit measure what students know, review how that corresponds with courses students are required to take and determine whether their knowledge merits college credit. We are honoring what a student knows even if we are not the reason why they know it.”

Prior learning assessments can be broken down into four basic types, with the first being evaluation of previous coursework.

Often, this coursework comes from the corporate or military world. The American Council on Education (ACE) has reviewed and provided academic credit recommendations for more than 35,000 courses, examinations and certifications offered by employers, federal agencies, professional associations, apprenticeship programs, online education providers and other organizations. Their National Guide to College Credit for Workforce Training contains ACE credit recommendations for formal courses or examinations offered by various organizations, from businesses and unions to the government and military.

38 | MAE 10.1

ACE’s College Credit Recommendation Service (CREDIT) connects workplace learning with colleges and universities by helping adults gain access to academic credit for formal courses and examinations taken outside the traditional classroom.

Starting in 1945 with the return of U.S. troops from World War II, the ACE Military Evaluations program has evaluated formal military training in terms of academic credit, allowing thousands of soldiers and veterans to earn credit for college-level learning acquired in the military. The results of these evaluations, along with learning outcomes, course descriptions and recommendations for the type and amount of credit that may be awarded, are gathered from the veteran’s Joint Services Transcript (JST). The JST is a military transcript that lists military coursework and occupations in terms of equivalent college credits as evaluated by ACE. The primary purpose of the JST is to assist soldiers in obtaining college credit for their military experience.

A portfolio, which can best be described as a written narrative describing a particular training, is another method of prior learning that is assessed at the college level. A portfolio is not simply a traditional college paper nor is it solely a listing of job experiences. It is a carefully thought-out, well-crafted and targeted document designed to convince a faculty evaluator that a student has gained outside-the-classroom knowledge, abilities and skills that are at a minimum equivalent to the knowledge gained by students who have completed college-level coursework.

The student must demonstrate a 70 percent (C) mastery to receive credit, and is graded on a credit/no credit basis which does not affect the student’s grade point average. This system is often used to help students who have achieved learning outcomes that are equivalent to learning outcomes in classes taught by colleges and universities to petition to receive credit for those classes. To protect the academic integrity of the awarding of college credit for portfolios, the process is thorough.

Required supporting documentation for submission to earn equivalent college credit is extensive, usually containing five or more pieces of documentation detailing experience.

The next method of prior learning used at the collegiate level is the Course Challenge Exam, sometimes called the “departmental exam.” It is designed for the individual who may already know the material covered in an introductory-level course offered at college or university. Written by the course instructors or academic departments, the Course Challenge Exam provides an alternative to traditional classroom coursework and directly relates the tested material to the course being challenged. Such exams are used to determine student competency in a specific course of study. Each department determines the specific credit award and the acceptable passing grade, which must be “C” or above.

Another form of prior learning assessment, the DANTES Subject Standardized Tests (DSST), offers students a cost-effective, time-saving way to use their knowledge acquired outside of the classroom (perhaps from reading, on-the-job training or independent study) to accomplish their educational goals. It’s a standardized exam, different in that manner from the Course Challenge Exam, with assigned right and wrong answers. It is administered online, with scoring available immediately. The DSST test-taker audience has changed over the years, but as of 2006, DSST exams are available to anyone who is seeking college credit outside the traditional classroom, including college students, adult learners, high school students and military personnel. Over 2,000 colleges and universities recognize the DSST program and award college credit for passing scores. Colleges, universities and corporations throughout the United States and in some other countries administer tests year-round.

The test fee to take a DSST is as low as $80 at many institutions, and administering schools may charge a test administration fee according to their school policy (usually in the $15 to $25 dollar range). There are several www.MAE-kmi.com

upper- and lower-level courses available in a variety of subjects—everything from social sciences to history to business. Because the cost of classes per credit hour can reach into the hundreds of dollars, DSST exams offer a steep cost savings compared with a typical $700 to $750 three-credit class. DSST exams can not only save you money, but can also accelerate degree completion. The ACE College Credit Recommendation Service (ACE CREDIT) has evaluated and recommended college credit for all 30-plus DSST exams.

The final area of Prior Learning Assessment to be discussed is the College Level Exam Program, commonly referred to as CLEP. According to College Board’s CLEP website, over 1,700 college test centers administer CLEP exams, which are accepted at roughly 2,900 colleges and universities.

Approximately 176,000 CLEP exams were administered in the 2013-2014 academic year, with well over 7 million exams taken by students since the inception of CLEP exams in 1967. This credit-by-examination program serves a diverse group of students, including adults, non-traditional learners and military

servicemembers (of that 176,000, approximately 60,000 were military servicemembers).

Not only does the program serve a broadbased cohort, but it also validates knowledge learned through independent study, on-thejob training or experiential learning, and translates that learning into commonly-recognized college credit. The 33 CLEP exams are broken down into five general categories: history and social sciences, business, composition and literature, science and mathematics (including STEM-related courses such as chemistry and calculus), and foreign languages. Much like the DSST exam, the cost of the CLEP exam (also $80) when compared to credit hours, books and fees make CLEP a very economically-friendly alternative to unnecessary classes.

Amy Sherman, associate vice president for policy and strategic alliances at the Council for Adult and Experiential Learning (CAEL), sums up what others in the education view as the value of prior learning.

“Many people come to higher education with college-level learning that has taken place outside of the traditional higher education

structure,” Sherman said in 2012. “Think of all the learning that takes place at employer training facilities, in the military or other means. Some of that experiential learning is equivalent to what takes place in the classroom, and the learning outcomes are measurable. That’s important to remember: This is not simply giving credit for experience, but for the learning outcomes.”

At Montclair State University in New Jersey, this measuring of outcomes as they relate to the STEM classroom has been set in motion. Montclair has created a “Checklist for Inclusive Teaching in STEM Disciplines” that begins with a system titled “Accurate Problem Definition.” It functions as an inclusive teaching framework for science, technology, engineering and math. Simply put, the framework clearly identifies goals, rationales, starting conditions, appropriate design and principles of implementation to achieve optimal learning outcomes. This process is then expanded at Montclair by the inclusion of “Accurate Solution,” a sort of “part two” in regard to the Inclusive Teaching model. “Accurate Solution” is identifying

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problem-solving procedures as goals and creating exams that focus on recall of detailed facts. By establishing students’ prior knowledge and skills coming into a course, Montclair’s STEM curriculum has successfully been able to bridge any gap between recognized prior learning skills and classroom/ curriculum needs.

CLEP Research and Student Success While the Montclair model is certainly thought-provoking, I wanted to see what outcomes would occur in regard to my own test takers at North Lake College (NLC). In the fall of 2011, 67 NLC students tested via CLEP and were placed into at least one of the following STEM-related classes: college algebra, pre-calculus, calculus, chemistry and biology. By the fall of 2013, when many students are preparing to graduate, transfer or complete a certificate program, 57 of the “STEM testers” had been retained; meaning they were enrolled or were graduating/transferring. That translates into an 85 percent retention rate from the original number of 67 who entered college. By contrast, the retention percentage of the non-PLA 439 college students in those same STEM courses in fall 2013 was only 58 percent. The overall GPA of those 57 PLA/STEM students who were retained after two years was 3.23, while the overall GPA for the non-PLA/ STEM student was 2.78. While that data was certainly encouraging, determining true student success often means looking deeper

40 | MAE 10.1

into what happens in a student’s academic career. To do this, I examined how those PLA/STEM students fared in subsequent STEM-related courses when compared to the non-PLA/STM students we had examined before. The findings were encouraging: The PLA/STEM student GPA in subsequent STEM-related courses was 3.22, while the non PLA/STEM student GPA in subsequent STEM-related courses was 2.83. Keep in mind the same cohort of 439 students was sampled and spread across the five class disciplines cited above.

Prior Learning, STEM and the Workforce Educators can go online and read any number of articles detailing how the number of new scientists and engineers graduating from U.S. universities is significantly declining. The coinciding of the current shortage of scientists and engineers in the U.S. and the flux of technically-trained departing servicemen rotating out of the military offers an important opportunity for American employers, including the Tennessee Valley Corridor’s (TVC) “Vets to Valley” Initiative. According to the TVC, these returning student veterans offer multiple benefits to federal agencies and private sector companies, including but not limited to access to experienced, skilled workers with active security clearances, and allowing them the opportunity to grow their pool of experienced engineers from a nontraditional population (thus increasing the overall number of scientists and engineers

in the region). And finally, a contractual relationship and service agreement with participants who accept the terms of the NEW-STEM program can create a lasting, meaningful relationship between the veteran workforce and the TVC. In today’s world of decreased funding, lower retention and graduation rates, and increased government scrutiny, it is time we in higher education use all of the tools in our arsenal to create strong veteran student success in those increasingly valuable STEM fields and allow that group to achieve the dream of a college education. Prior Learning is such a tool. O

Kent Seaver

Kent Seaver is the director of Learning Resources/Testing at North Lake College in Irving, Texas.

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.

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What’s In It For Me, CCME?

By Franc Lopez

Every so often, we are asked that question from those unaware of the Council of Colleges and Military Educators (CCME). First, let’s define the mission/purpose of CCME. This will help answer the question and shed some light on the annual CCME Professional Development Symposium.

The CCME mission statement says that “CCME is an active proponent for the professional development of those serving in the military education community by providing a forum for the exchange of information on educational programs, strategies and innovation among its members and associated partners.” This mission provides the focus needed to facilitate the The University Leadership Panel Presentation at the 2014 CCME Symposium. [Photo Courtesy of Penny Rogo] collaboration between CCME and • SOC DNS Workshop manage the voluntary education programs our military communities. The annual • Navy College PACE meeting from the Department of Defense (DoD) Professional Development Symposium • Exhibit hall hosting well over 60 and the Department of Homeland Security provides the “vehicle” for the exchange vendors ranging from institutions (DHS), Veterans Affairs (VA) managers, priof ideas. of higher education, DANTES, SOC vate industry corporations in adult educaIn recent years, physical face-to-face and ACMEs tion, and the 14 ACME organizations. collaborative efforts have declined. To • 70 concurrent sessions throughout The annual symposium will feature continue sharing information, promoting the week motivational keynote speaker Mr. Stedman quality education programs and services Graham, speaker Dawn Bilodeau, chief of through academic partners, identifying So, the answer to the question, “What’s the DoD Voluntary Education Program, issues and seeking solutions to issues that in it for me, CCME?”: “What’s not?” O and panel discussions covering the Prinaffect our military servicemembers and ciples of Excellence, a university presithe whole military community involved dents’ panel, voluntary education chiefs in higher educational goals, CCME has from the DoD services, roundtable discusbroadened efforts in reaching out to our sion sessions involving education services veteran communities and private industry officers, state licensure, best practices and entities that provide educational products corporate initiatives and culminate in a and services, and enhanced inclusion of all closing speaker from the White House, Dr. state/regional Advisory Councils on MiliJill Biden (invited). tary Education (ACMEs). More to come in What else? The event will include: 2015 and beyond!

With the 2015 CCME Profes• CCME scholarship winners sional Development Symposium quickly Note from Jim Yeonopolus, CCME • a charity golf tournament approaching, finalizing the agenda is in president: I would like to thank Mr. Franc • “Volunteers of America,” an the last stages. The symposium will close Lopez from Columbia Southern University organization that provides supporting the 2014 year by providing the most advanand vice president of CCME for this article services to our veterans in the tageous opportunity to collaborate with on the importance of our organization. local area academic peers, the senior leadership who www.MAE-kmi.com

MAE 10.1 | 41

MONEY TALKS Advance Appropriations Legislation Guarantees Veterans Benefits In December, Congress narrowly averted a federal government shutdown as the Senate passed the 1,600-page, $1.1 trillion fiscal year 2015 Omnibus Appropriations bill. Included in that legislation was a provision that will provide advance appropriations for mandatory veterans’ benefits, such as disability compensation and GI Bill educational payments. The advance appropriations provision, which was part of the Putting Veterans Funding First Act (S. 932, H.R. 813), was added to the spending bill late in the process.

“Just over a year ago during the partial government shutdown, it became clear that when Congress and the Administration fail to pass the federal budget on time, benefit checks for veterans, their families and survivors are put at jeopardy,” said Ron F. Hope, national commander of Disabled American Veterans (DAV).

“Thanks to an extraordinary coalition of veterans and military service organizations, working together with key Senate and House leaders, Congress is on the verge of passing legislation to ensure that mandatory veterans’ benefits are never again threatened by unrelated budget battles or partisan gridlock.”

DAV, joining with other leading veterans and military service organizations, was engaged in a year-long campaign, highlighted by meetings with veterans’ leaders in Congress, to pass legislation requiring that the Department of Veterans Affairs’ budget to be funded one year in advance.

“This legislation will authorize Congress to fully fund all veterans benefit payments a year in advance, so they are never again threatened by political stalemates,” said Hope.

Compiled by KMI Media Group staff

Sport Clips Donation Supports Veteran Education Sport Clips Haircuts donated $650,000 to the Veterans of Foreign Wars in December to help active duty U.S. servicemembers and veterans further their education and reach post-military career goals. Through client and product partner donations, as well as Veterans Day contributions of $1 per haircut service, the franchise’s annual “Help a Hero” campaign was its most successful since the program began in 2007. Funds raised will benefit the VFW’s “Sport Clips Help a Hero Scholarship” program, which is expected to provide more than 145 scholarships for the 2015-2016 academic year.

Last year, Sport Clips expanded its “Help a Hero” focus to offer scholarships of up to $5,000 each to active duty military and veterans who wish to pursue college degrees and vocational certifications. To date, 137 Help a Hero Scholarships have supported servicemembers and veterans in returning to school.

“The benefits of these Help a Hero Scholarships are making a major difference in the lives of our nation’s heroes who are attending school and taking the next steps in advancing their futures. It’s really gratifying for me as a veteran, and for every Sport Clips team member, to know we’re a part of making college and civilian career training possible for these heroes,” said Sport Clips founder and CEO Gordon Logan, a U.S. Air Force veteran and lifetime member of the VFW. “Being a part of their journey when they return home is just one of the ways Sport Clips will continue to say thank you to our military.”

“As veterans, we know how difficult transitioning back into civilian life can be because we’ve been there,” said John Stroud, VFW’s commander-inchief. “Our returning servicemembers and veterans deserve every chance to be successful.”

Thomas Edison State College Receives NRC Scholarship Funding The U.S. Nuclear Regulatory Commission (NRC) has awarded more than $194,000 in scholarship funds to Thomas Edison State College to benefit students enrolled in undergraduate programs related to the nuclear industry.

“Being awarded the NRC scholarship grant is recognition of the quality of our programs and will remove the barrier of cost for many qualifying students,” said Dr. John O. Aje, dean of the School of Applied Science and Technology at the college. “This allows the School of Applied Science and Technology to provide affordable educational opportunities that attract and retain students who otherwise might not be able to enroll in our programs.”

Students enrolled in the college’s undergraduate degree programs in nuclear engineering technology, nuclear energy engineering technology, electronic systems engineering technology, electronic engineering technology and radiation protection/health physics are eligible to apply for the scholarships. In addition, students and graduates of

42 | MAE 10.1

nuclear-related programs at community colleges affiliated with the Nuclear Uniform Curriculum Program who apply to Thomas Edison State College are also eligible for the NRC scholarships.

The college partnered with the NRC to create degree templates aligned with the Nuclear Uniform Curriculum Program, an industry-led partnership involving community colleges designed to prepare students to enter the nuclear workforce. As part of this effort, the college has developed articulation agreements with community colleges throughout the country that are participating in the program.

Under the two-year NRC scholarship program, the college will award 25 $2,000 scholarships and 10 $4,000 scholarships per year based on need and academic performance to qualified students. The application period for these scholarships opened on November 1, 2014.

To find out more about the scholarship program, visit www.tesc.edu/NRCScholarship.

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MAE RESOURCE CENTER Advertisers Index Academy of Art University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 www.academyart.edu American Military University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4 www.amuonline.com/mae American Sentinel University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 www.americansentinel.edu/military Ashford University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 www.military.ashford.edu/mae Baker College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2 www.bakercollegeonline.com California Lutheran University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 www.callutheran.edu/ Capella University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 www.capella.edu/mae Central Texas College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 http://military.ctcd.edu Coastline Community College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 http://military.coastline.edu Colorado State University Global Campus . . . . . . . . . . . . . . . . . . . . . . . . . . 18 www.csuglobal.edu/military Eastern New Mexico University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 www.enmu.edu/mba Excelsior College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 www.excelsior.edu/vbsn Florida Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 www.fltrade.org Grantham University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 www.grantham.edu/ Hawai’i Pacific University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 www.hpu.edu/military Indiana Tech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 www.indianatech.edu Kaplan University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 www.military.kaplan.edu National University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 http://think.nu.edu Oregon State University E-Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 www.ecampus.oregonstate.edu/military Regent University College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . C3 www.regent.edu/success Stratford University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 www.stratford.edu/vets SUNY Empire State College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 www.esc.edu/military The University of Nebraska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 http://online.nebraska.edu/mae Thomas Edison State College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 http://military.tesc.edu University of Maryland University College . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 www.umuc.edu/vrc University of Charleston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 www.ucwv.edu/admissions University of the Incarnate Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 www.military.uiw.edu Upper Iowa University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 www.uiu.edu/yourdegree

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MAE 10.1 | 43

UNIVERSITY CORNER

Military Advanced Education

David Boisselle Director of Military & Veterans Affairs Regent University Q: What are some of your school’s main goals in meeting the future challenges of online education for the military?

Q: Please provide a brief overview of your school’s history, mission and curriculum.

A: Regent University was founded in 1978 to educate “Christian Leaders to Change the World.” Our core values are Christfirst, excellence and leadership. Everything at Regent is taught through these lenses.

Our academic standards are high and what really sets Regent apart is our mission to prepare capable men and women to excel both in mind and spirit. Our students, faculty and administrators share a calling, founded on biblical principles, to make a significant difference in our world.

Regent offers associate, bachelor’s, master’s and doctoral degrees, which are available on our campus in Virginia Beach, Va., and online.

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

A: Located in the heart of one of the nation’s largest concentrations of military servicemembers and veterans (Norfolk/ Virginia Beach), Regent has always welcomed these students to our seven graduate schools and undergraduate College of Arts & Sciences. Regent was privileged to become a Servicemembers Opportunity College (SOC) in 2008 and is honored to count military students as 26 percent of our overall enrollment. We believe our emphasis on Christian values, academic rigor and flexible online programs account for our strong military enrollment. Regent has been nationally recognized by U.S. News & World Report in several categories, including a number 8 ranking in Online Bachelor’s Programs for Veterans.

Q: What makes your school unique in the benefits and programs you offer to military servicemembers?

A: Besides being a Post-9/11 GI Bill and Yellow Ribbon school and MyCAA school, Regent offers generous tuition discounts 44 | MAE 10.1

A: For Regent, online education is not a new thing, but something that gets better and better. Through Regent’s online programs, students receive instruction from the same well-qualified professors who teach at our campus; our faculty knows how to build community and collaboration among online students. I myself am a doctoral student in an online degree program, and I enjoy maximum flexibility to submit my homework from wherever I am traveling and missing campus classes.

to servicemembers, veterans and family members. We annually provide a scholarship called the Hampton Roads Heroes at Home Military Spouse of the Year. We partner with Old Dominion University in Norfolk to offer Army and Navy ROTC. 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: Founded with a global mission, Regent was a pioneer in distance education. Everything at Regent that can be offered online is offered online, including many of our bachelor degree programs and most of our master’s and doctoral degrees. Most programs offer eight-week terms and can be completed anywhere in the world. The quality of Regent’s online bachelor degrees in popular programs such as business, leadership, criminal justice and psychology, and new programs in accounting and cybersecurity, have been recognized for three consecutive years by U.S. News & World Report, including our 2015 ranking as number 11 in the nation.

Several of our online graduate programs in education and business are also ranked for excellence.

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

A: Regent is committed to several principles in serving our military and veteran students. We offer credit recognition for military training and experience, and we are prepared to help students from a military background succeed, with accountability mechanisms to help them track success. In addition, we actively engage with our military and veteran students.

For example, a main focus is serving our military community’s needs for not only their academic success, but their personal, spiritual and professional success as well. We offer free monthly Military Transition Lunch ‘n Learns that help our military and student veterans (as well as regional guests) make the transition to civilian careers.

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

A: I have learned that slowly but surely, military and veteran students are becoming more discerning about where they go to school; that it’s not about “quickest and cheapest” but about academic rigor and employer recognition of the skills learned in a quality university. O www.MAE-kmi.com

Find Success at a Top-Ranked School Retired Chief Petty Officer Chad McQueen sees service to his country as a launching pad to a lifetime of leadership and career success. He chose Regent University for its academic excellence, leadership focus and values-based approach. Now, with Regent’s militaryfriendly benefits, tuition discounts, frequent course starts and online degree options, it’s your time to succeed.

Associate | Bachelor’s | Master’s | Doctoral ON CAMPUS & ONLINE

BEST ONLINE PROGRAMS VETERANS BACHELOR’S

2014

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APPLY TODAY.

regent.edu/success | 888.718.1222 Christian Leadership to Change the World

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 and Logistics, you can do anything you set your mind to — whether in the military or transitioning out.

WITH 60,000 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.