MAE 10.2 (March 2015)

Careers & Transitions: Degrees in Human Resources Journal of Higher Learning for Today’s Servicemember

Special Section: Soldier for Life

Education Advocate

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Randy Plunkett Education Initiatives Director Wounded Warrior Project

CCME Highlights O Army Women’s Foundation CompTIA Maps Career Paths

March 2015

Volume 10, Issue 2

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MILITARY ADVANCED EDUCATION Features

March 2015 Volume 10, Issue 2

Cover / Q&A

Careers and Transitions: Degrees in Human Resources

Special Section: Soldier for Life

10

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A human resources degree can provide servicemembers and veterans with a rewarding career in practically any industry working as a recruiter, employment and placement specialist, employment relations representative, job analysis specialist or training and development professional, among other options.

By Holly Christy

The Soldier for Life (SFL) program supports veterans in transition by connecting soldiers and families to community resources. SFL synchronizes employment, education, health, strategic communications, national programs and retirement services into functional areas.

By Colonel Adam L. Rocke

Once a Soldier, Always a Soldier

Most Valuable Resource

16 Randy Plunkett

Education Initiatives Director Wounded Warrior Project

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Active duty military personnel are looking for more career education and training. A study conducted by a nonprofit trade association for the information technology industry shows what servicemembers say they need.

By Todd Thibodeaux

Highlights, news and commentary from the biggest event of the year for military education experts: the annual CCME Professional Development Symposium in Anaheim, Calif.

By Kent Seaver

Mapping a Career Path

Departments 2 Editor’s Perspective 3 Program notes/People 14 Class Notes 25 CCME GRAPEVINE 27 RESOURCE CENTER 26 Money Talks

42 Years of Education Support

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A Proud Legacy The U.S. Army Women’s Foundation is the only nonprofit organization dedicated solely to supporting female soldiers.

The foundation has a Legacy Scholarship program that recognizes the importance of education and helping recipients achieve their educational goals.

By Lieutenant colonel Jenelle Roberts, USA, Ret.

University Corner Dave Barron Captain, USN (Ret.) Associate Vice Chancellor for Military Affairs Troy University

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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.

“It is imperative that these warriors have a clear plan in place that will allow them to succeed in their pursuit of an education.

We strongly encourage them to contact us so they can utilize the programs we have in place to assist in their academic success.”

– Randy Plunkett

Military Advanced Education Volume 10, Issue 2 • March 2015

Journal of Higher Learning for Today’s Servicemember Editorial Editor

Kelly G. Fodel kellyf@kmimediagroup.com Managing Editor

Harrison Donnelly harrisond@kmimediagroup.com Copy Editors

Crystal Jones crystalj@kmimediagroup.com Jonathan Magin jonathanm@kmimediagroup.com Correspondents

J.B. Bissell • Kasey Chisholm • Catherine Day Jaime Fettrow-Alderfer • Nora McGann • Holly Christy

Art & Design Art Director

Jennifer Owers jennifero@kmimediagroup.com Ads and Materials Manager

Jittima Saiwongnuan jittimas@kmimediagroup.com Senior Graphic Designer

Scott Morris scottm@kmimediagroup.com Graphic Designer

Andrea Herrera andreah@kmimediagroup.com

Advertising Associate Publisher

Gwen Silverstein gwens@kmimediagroup.com

KMI Media Group Chief Executive Officer

Jack Kerrigan jack@kmimediagroup.com Publisher and Chief Financial Officer

Constance Kerrigan connik@kmimediagroup.com Editor-In-Chief

Jeff McKaughan jeffm@kmimediagroup.com Controller

Gigi Castro gcastro@kmimediagroup.com Trade Show Coordinator

Holly Foster hollyf@kmimediagroup.com

Operations, Circulation & Production

EDITOR’S PERSPECTIVE At Military Advanced Education, our staff takes our mission seriously: to provide our readership with the most thorough and balanced coverage of higher education topics that relate to Voluntary Education and transitioning to civilian careers.

For many years, we have worked with the Council of College and Military Educators (CCME). CCME is an extremely valuable organization, and MAE has always tried to honor this by offering coverage of the annual symposium, offering space within the magazine for the CCME Grapevine and establishing an open and cooperative working Kelly G. Fodel relationship.

Editor Imagine our surprise and excitement when we learned that MAE was named as the CCME Corporate Award winner for 2015! The Corporate Award, one of a handful of awards presented at CCME’s awards luncheon, is presented to an organization in recognition of its significant contributions to the cause of military education. What an honor! Thank you to the CCME board and also to Mr. William Yaeger of SUNY Empire State College for the nomination. Our team is pleased and humbled by this award.

Be sure to check out our exclusive coverage of the 2015 CCME Professional Development Symposium, starting on page 6.

In other conference news (‘tis the season for gatherings!), Student Veterans of America concluded another successful national conference in early January. The seventh annual SVA conference was held in San Antonio, Texas.

More than 1,200 attendees comprised of a combination of college representatives, veteran service organizations, government agency representatives, corporate partners and close to 475 SVA chapters gathered from January 8 to 11 with the theme, “Student Veterans: Today’s Investment is Tomorrow’s Capital.”

At the annual awards banquet, SVA honored their Student Veteran of the Year, Sherry Shi; SVA Chapter of the Year, Marywood University; and National Business Plan Competition winner, Florida State University.

Other conference highlights included addresses from U.S. Vice President Biden, Dr. Jill Biden and U.S. Secretary of Veterans Affairs Robert McDonald.

Operations Administrator

Bob Lesser bobl@kmimediagroup.com Circulation & Marketing Administrator

Duane Ebanks duanee@kmimediagroup.com Circulation

Denise Woods denisew@kmimediagroup.com

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ISSN 1938-4165 is published 10 times a year by KMI Media Group. All Rights Reserved. Reproduction without permission is strictly forbidden. © Copyright 2015.

Military Advanced Education is free to qualified members of the U.S. military, employees of the U.S. government and non-U.S. foreign service based in the U.S. All others: $75 per year.

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Gwen Silverstein, associate publisher of Military Advanced Education, accepts the CCME 2015 Corporate Award for MAE’s support of military education. [Image courtesy of Penny Rogo]

PROGRAM NOTES Easier Access to Navy Career Guides

Naval Education and Training Command (NETC) announced that the Navy’s comprehensive enlisted career guides, Learning and Development Roadmaps (LaDR), have transitioned to a web application that is easily accessed and instantly updatable.

LaDRs are a vital tool that help guide enlisted sailors throughout their career advancement and are available for all enlisted ratings and paygrades. LaDRs are available through Navy Knowledge Online (NKO) and Navy Credentialing Opportunities On-Line (Navy COOL). LaDRs support a career-long learning continuum, helping sailors prepare for their role in the fleet.

According to www.navy.mil, LaDRs were previously static PDF documents reviewed and updated annually, drawing from revisions and modifications submitted to NETC by 13 separate learning centers and three training support centers throughout the Navy. By using the newlylaunched application, the learning centers are able to review and directly update the LaDRs as needed for their specific ratings, and the changes are reflected and available to sailors immediately.

NETC said that LaDR accuracy and standardization are now greatly improved. They have added a sample career path to all LaDRs, a short document developed by detailers and community managers that outlines the ideal career for a sailor to follow in their given rate, including tours, education and assignments. It’s a valuable tool for a senior and a subordinate to have a discussion about that person’s career.

For more information about LaDRs, visit Navy Knowledge Online at www.nko.navy.mil. For more information about Navy Credentialing Opportunities On-Line, visit www.cool.navy.mil. For more information about the Naval Education and Training Command, visit https:// www.netc.navy.mil/ and www.navy.mil/local/cnet/.

Compiled by KMI Media Group staff

Reintroduction of STEM Bill to Help Student Veterans Representatives David B. McKinley (R-W.Va.) and Dina Titus (D-N.C.) reintroduced bipartisan legislation to help veterans get the education they need to thrive in the modern workforce.

H.R. 748, the GI Bill STEM Extension Act, would give students utilizing GI Bill benefits more flexibility to pursue degrees in science, technology, engineering, math and health fields.

“The transition from war zone to campus is not always an easy one,” said McKinley. “We owe it to men and women who served to do all we can to help them return to civilian life and pursue their dreams.”

This proposal gives students who utilize the post-9/11 GI Bill the option to apply for an extra nine months of benefits if they pursue a degree in one of the STEM fields.

“We are incredibly grateful to Reps. McKinley and Titus for continuing to highlight the importance of helping veterans pursue higher education and gain the skills and training they need to succeed in the 21st-century economy,” said D. Wayne Robinson, president and CEO of Student Veterans of America (SVA) SVA’s Million Records Project indicated about one-third of student veterans who attended school from 2002 to 2010 gravitated toward degrees in high-growth fields that include STEM jobs.

“The STEM workforce has a huge impact on our nation’s competitiveness and economic vitality,” said Robinson. “Student veterans have an unparalleled understanding of what it means to serve their country and, by pursuing STEM degrees, they will have the potential to make a positive impact for generations to come.”

Budget Proposal Would Limit GI Bill Funding to For-Profit Colleges A proposal in President Obama’s 2016 budget would restrict the amount of post9/11 GI Bill funding that forprofit colleges could collect.

As it stands now, forprofit colleges must abide by the 90/10 rule, which keeps them from getting more than 90 percent of their revenues from federal student

aid money. They’re required to draw at least 10 percent from non-federal sources.

But GI Bill benefits are not currently considered government funding.

Obama’s proposal would force colleges to include funding from the GI Bill and tuition assistance programs in the 90/10 equation toward

PEOPLE Ashton B. Carter officially became the 25th U.S. secretary of defense on February 17, taking the oath of office at the White House. He replaced Chuck Hagel.

Jim Sweizer, vice president of military, veterans and community college outreach at American Military University, received a Lifetime Achievement Award from

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their federal money cap. This would cause many for-profit schools to be in violation of the 90/10 rule.

Currently, statistics show that 31 percent of veterans attended a for-profit school in 2013. A Senate report showed that for-profit schools pulled in about $1.7 billion in GI Bill funds during 2012-2013.

Compiled by KMI Media Group staff

the Council of College and Military Educators (CCME) at the recent national symposium. The award recognizes individuals for their significant ongoing contributions to CCME and military education.

Colonel (Ret.) James D. McDonough Jr., managing director for community engagement and innovation at

the Institute for Veterans and Military Families, was presented the William E. Kennedy Award from CCME. It recognizes his dedication, leadership and support of voluntary off-duty education programs.

Faulkner University announced that Mike Williams, vice president of advancement at Harding

University in Arkansas, has been named its next president, effective June 1. He will succeed current president Billy Hilyer.

In January, Russell Redding left his position as Delaware Valley College’s dean of agriculture and environmental sciences to become Pennsylvania’s next secretary of agriculture.

MAE 10.2 | 3

Mapping a Career Path

By Todd Thibodeaux

Active duty military personnel seek more career education and training.

Active duty military personnel anticipate needing additional education and training to ensure career stability and growth, whether they remain a member of the nation’s armed forces or enter the civilian workforce. That’s among the key takeaways from a study by CompTIA, a nonprofit trade association for the information technology (IT) industry.

The realization that learning, career education, training and credentialing is a lifelong endeavor is a welcome one. This is especially true for the IT industry, which faces a persistent shortage of workers with the latest technology and business skills. In fact, more than 600,000 IT positions were open with employers across the country in the second quarter of 2014. A significant number of these jobs go unfilled because individuals have not kept their skills current with what employers are looking for.

There’s a good chance that many other industries face the same challenge.

CompTIA’s “Military Career Path Study,” conducted in 2014, examined issues related to career planning and professional development for active duty military personnel and servicemembers entering civilian life. The study is the result of an online survey of 865 U.S. active duty military personnel and military veterans who now work in a civilian capacity, many of whom hold a CompTIA certification.

While a majority of active duty personnel are generally satisfied with where they are in their careers, fewer than one in 10 are completely confident that their existing skillsets will sustain them throughout the remainder of their careers.

Not surprisingly, significant numbers of military personnel in the survey anticipate needing a four-year college degree (48 percent) to achieve their career objectives. Slightly fewer expect needing a graduate degree (38 percent).

Other preferences of active duty personnel for improving training and education include: • Setting aside more time for training and professional development (cited by 58 percent of survey respondents).

• More refresher training to reinforce past learning and stay current with skills (54 percent).

• More cross-training with other units or branches of the military (49 percent).

• More follow-up after training to ensure proper alignment with career goals (45 percent).

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By Todd Thibodeaux

The majority of active duty personnel—70 percent—hope to obtain additional training while still on active duty.

When asked about the types of education and training they were likely to pursue, nearly two-thirds (64 percent) of active duty personnel surveyed said they are likely to pursue additional training and education related to information technology. Other areas where they intend to seek training include business and management, 32 percent; communications, 23 percent; automotive, HVAC, electrician and other trades, 9 percent; and health care, teaching and other service fields, 7 percent.

It’s also worth noting how emerging training modalities may increasingly play a role. For example, 22 percent of military personnel believe more mobile options, such as tablet-based learning apps, could enhance their learning experience. A similar percentage (27 percent) expressed an interest in introducing gamification elements into training.

Career Satisfaction The expectation of needing more training and education does not, however, indicate that active duty personnel are dissatisfied with their career progression.

A net 68 percent of active duty military personnel report being exactly or very close to where they expect to be career-wise at this stage in their life. This suggests many have realistic expectations regarding career progressions, such as the performance requirements and time involved in career advancement.

Additionally, the majority believed their jobs allow for meaningful contributions, provide a sense of accomplishment and include opportunities for growth and professional development.

In contrast, about one in three conveyed some degree of disappointment. This may reflect an acknowledgement of personal shortcomings, such as a lack of initiative, a perception of unfairness in not getting an expected promotion or just plain bad luck.

It should be noted this segment of respondents— the “career discontents”—tend to skew toward the younger age demographic. Active duty personnel in the 40-plus age category reported being closer to meeting their career objectives than those in the 18 to 39 category. Similarly, personnel with 11-plus years of military experience reported being closer to meeting their career objectives.

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Career satisfaction is also influenced by the perceived degree of control over one’s career path. This pattern holds for both active duty personnel and military veterans.

Among the survey segment of personnel categorized as “career discontents,” more training autonomy, such as having a hand in designing their training and professional plan, rates at a relatively higher rate compared to those generally satisfied with their career (37 percent versus 25 percent).

in the civilian workforce. In nearly every situation, the actual challenges as rated by veterans exceeded the anticipated challenges as rated by active duty personnel.

About one-quarter (27 percent) of active duty personnel anticipate future challenges in translating military skills and experience to civilian occupations. But they may be underestimating the challenges. Among veterans, 47 percent reported experiencing some degree of difficulty in this area. Similarly, more veterans (60 percent) claimed a general challenge of finding a job that matches their skills and experience, compared to active duty military personnel anticipating the challenge (38 percent).

There’s also a gap in expectations of meeting salary requirements in the private sector (39 percent) versus the actual challenges encountered by veterans (53 percent).

The soft hiring environment in the private sector over the past five years should be taken into consideration. However, given the significant gap in perceptions, it may signal a need to better inform active duty personnel of the realities of transitioning to civilian occupations. O

Gender Considerations Men and women share similar views in many areas of career progression and job satisfaction. On the assessment of career progress versus expectations, the net of being exactly or very close to meeting career goals is identical.

On the job satisfaction front, women are relatively more likely than men to desire an improved work/life balance. Men are more likely to seek greater access to new tools and technologies. Men also were slightly more likely than women to believe their career has mostly been self-directed (25 percent versus 14 percent).

Todd Thibodeaux is president and CEO of CompTIA.

Challenges Ahead CompTIA’s study also explored opinions among active duty personnel, asking them to anticipate potential challenges transitioning to a civilian role, as well as the opinions of military veterans already

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 10.2 | 5

A recap of the CCME annual symposium.

By Kent Seaver

and his ever-diligent staff deserve a very special thank you for making sure the conference was fun, enjoyable and educational for all attendees.

The opening keynote address was presented by management and marketing guru Stedman Graham. A veteran of the U.S. Army, Graham has been able to create successful companies, as well as mentor young Americans, through his vision of betterment and enrichment. In his address to CCME, and in his numerous books and lectures, Graham has consistently related a message that a person’s life has much more depth than what is going on during any one particular day. Young people need a larger vision for their lives which can involve service to one’s country through the U.S. armed forces, one of the paths Graham took in his life.

“Louis Martini, symposium event manager, the board and organizers of CCME are to Graham developed what he has repeatbe congratulated for a well-orchestrated conference. The ebb and flow of concurrent and edly called “The Dynamics of Leadership.” general sessions was nicely staggered. The sheer variety of events and topics showcased In his various addresses, he discusses not the richness and depth of available professional talent through a host of events, including only the leader and the style of manageconcurrent sessions, roundtables, general sessions and other venues. Attendees could ment or delegation, but also the ramificalearn about a multitude of topics: credentialing, the Department of Defense Memorandum tions of the decisions that are made, and of Understanding, state licensure, the Principles of Excellence and other key issues, and sometimes not made.

People who wait in general [we found] a wealth of invaluable information to take back with us to our comand watch for a leader to make a decision munities. The most moving moment was the awarding of CCME scholarships. This moment can sometimes become frustrated by what was also a bittersweet moment for me personally, since some of the scholarships were they see as hesitation or uncertainty.

But awarded in memory of Loretta Cornett-Huff, who was my personal friend and mentor. I the true dynamic of that leader’s methods definitely look forward to next year’s CCME conference in San Antonio!” –Donna Duelland decisions impact the larger needs of berg, VolEd Program Manager, USCG Force Readiness Command all employees. To wait and debate can often

January 29 marked the end of the 42nd annual Council of College and Military Educators (CCME) professional symposium, which began three days earlier in sunny Anaheim, Calif. Roughly 1,000 participants, principally made up of military and civilian educators, postsecondary educational institutions, and suppliers of quality education products and services, made this conference both informative and entertaining. This year, the conference chose “Innovative Pathways to Innovative Student Success” as its overall theme, and with the assistance of 65 concurrent sessions, over 100 educational vendors and several valuable keynote addresses, that theme was echoed on a daily basis. This year’s CCME president, Dr. Jim Yeonopolus of Central Texas College,

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“As a first-time attendee, I was so impressed with the wealth of information provided times lead to better-informed decisions, so between the general sessions and concurrent workshops. I also appreciate the opportunity making decisions in haste just to appear to build relationships and network with so many talented and dedicated professionals in decisive can be detrimental when the outattendance. It’s amazing to learn about the excellent resources available to us, as well as come can affect the many people who rely the students we serve.” - Michelle Koenig, Coastal Carolina Community College Director on the leader.

This larger vision discussed at length

by Graham also includes how people deal with the messages they encounter at various points in their lives. People can be receptive “This year’s CCME conference exemplified what CCME is to a particular message, and become a follower of a particular all about. It brought together experts from a variety of institutions group or individual. But to truly understand that larger vision in dedicated to serving the military—government, colleges and uniits true context, those followers can become leaders themselves, versities, and industry—to talk about the challenges and opportuand in doing so make an even larger mark on society and train nities afforded by the recent changes in funding, regulations and others just as they had been trained. emerging technology. By offering a forum for the state ACMEs, On both Tuesday and Wednesday, retired Air Force Captain CCME has also served an increasingly important role in coordiGuy Gruters spoke about leadership and strength that not only nating communication between the states and the federal level.” can be achieved as a member of the U.S. armed services, but also - Dr. Christine Hansen, ACME Board President, Hawaii Chapter while facing life and death situations during wartime. Gruters was nothing about. While Gruters was a POW, he was not shot down and captured over North Vietnam in 1967, and went allowed the use of a prison library, stationery to write on to spend more than five years as a prisoner of war before his friends and loved ones, or radios and televisions like prisoners release in 1973. During that time, he was subjected to unspeakin our country’s correctional facilities are afforded. This type of able treatment at the hands of the North Vietnamese soldiers, and imprisonment was the most abusive, barren and deadly that can he described his living conditions, physical treatment and state of be described; many soldiers captured around this same time died mind during two lunchtime talks. in captivity because of the harsh treatment.

The perspective Gruters provided was one of true insight only It was in that five and a half years of imprisonment that Grutgained by a person who lived through the horrors of war, imprisers developed the leadership and focus that he uses today in his onment and torture, things most of us fortunately know little or

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MAE 10.2 | 7

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Military. The tracks were designed to advance knowledge, skills and resources for military and academic counselors, administrators and education leaders in their performance and support for voluntary education. Certificates of completion were awarded to all attendees who participated in at least four concurrent sessions designated within a specific track notation.

While attending sessions designed along these four tracks, attendees had a great range of opportunities to see what others in the field of military education are using, creating and even revamping all with the same goal in mind: providing members of our armed forces the opportunity to transition into programs of higher education, whether that be while on active duty or after they have rotated out of active service. Whether the need was to better understand the technical construction of the Joint Services Transcript (JST), collaborating to bring employer-defined education and services to veterans, or examining prior learning assessments (PLAs) as a means for military veterans to gain entrance in science, technology, engineering and math (STEM) fields, there were sessions designed to address virtually every military student need. Not only were the topics informative and well-constructed, but having subject-matter experts on hand to describe a particular program, how it works and how it can be replicated on another campus was invaluable for people in the field of military education looking for ways to improve the “I particularly enjoyed getting to know college representatives outside my services they currently offer in their corner of the area of operation. I am located in Washington state and have relationships with country. more of the local schools there. I appreciated interacting with them. I received a The last area of emphasis from this year’s CCME better understanding of the issues they are facing while trying to abide by the new conference was watching active military, veterans DoD Instructions. It was an eye-opener. I believe that all players involved have a and spouses of veterans receive scholarships from better understanding of each other’s issues. I think that is important so that we the council so they can achieve the dream of a higher may all work together to accomplish our missions.” - April Brown, ESS, 88th RSC educational degree. Fourteen people, comprising

everyday life. To wake up with no hope of escape, freedom or opportunity can destroy many people’s will to live. But in that dark jungle, he became determined to see freedom again. This determination allowed him to withstand physical and mental torture. After his release at the end of the Vietnam conflict, Gruters continued his love of flying by becoming a professional airline pilot for Eastern Airlines. Upon retirement from Eastern, he continued to succeed in the corporate world, working as an executive for such companies as PC Software Systems and Pearl Vision.

He has also maintained a rigorous schedule as an information speaker, detailing his experiences as a POW in Vietnam and how that experience allowed him to develop the leadership and visionary traits he possesses today.

While the lessons learned from the words and experiences of Stedman Graham and Guy Gruters provided invaluable lessons on how people become strong and informed leaders, the interaction among the 1,000 attendees is where the real exchange of communication took place. This year, CCME offered four distinct professional development tracks under which all concurrent sessions were classified. Those tracks included: Innovations in Voluntary Education, Military/Veteran Student College Initiatives, Newcomers to Voluntary Education and Transitioning from the

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1. Cutting the ribbon to welcome attendees to the 42nd annual Council of College and Military Educators Symposium. [Image courtesy of Penny Rogo]

5. The exhibition hall at the CCME symposium. [Image courtesy of Penny Rogo]

2. The CCME board with keynote speaker Stedman Graham. [Image courtesy of Penny Rogo]

6. CCME symposium attendees enjoy a variety of networking and informational sessions designed to help them better serve military and veteran students. [Image courtesy of Penny Rogo]

3. Jim Sweizer (center), vice president of military, veterans and community college outreach at American Military University, receives the Lifetime Achievement Award from CCME. [Image courtesy of Penny Rogo]

7. Jeff Cropsey ceremoniously took over the gavel of presidency of CCME during the annual board meeting, accepting the honor from the previous year’s president, Jim Yeonopolus.

[Image courtesy of Penny Rogo]

4. The University Leadership Panel presentation, moderated by Dr. Tom Klincar, chancellor of Central Texas College (at podium). [Image courtesy of Penny Rogo]

8. Dawn Bilodeau, chief for Department of Defense Voluntary Education, addresses the crowd while serving as the moderator of the Principles of Excellence panel. [Image courtesy of Penny Rogo]

members of the U.S. Army, Navy and Coast Guard, were recognized as winners of various scholarships during the conference. To see the words of the CCME put into action by actually rewarding servicemembers, as well as their dependents, was truly a rewarding experience and places new meaning to the phrase “practicing what you preach.” These students are currently attending schools including Pennsylvania State University, University of Maryland, Old Dominion University, University of Phoenix and National University. While the list of colleges and universities is certainly diverse, the degree programs chosen by those winners is also a cross-section in academic excellence. Degrees being pursued by the recipients include marketing, information technology, anthropology, criminal justice and higher education.

This year’s symposium also marked the passing of the torch from last year’s CCME president, Jim Yeonopolus, to the new CCME president Jeffrey Cropsey. Cropsey has been the vice president for strategic initiatives with Grantham University since his retirement from the Department of Defense in 2010. Prior to his retirement, he had been the director of Defense Activity for NonTraditional Education Support (DANTES) from 2005 to 2010.

“It has been an honor to serve on the board of CCME for the past six years, and I’m thrilled to be in the position of president

at such a critical time in our history,” said Cropsey. “Just as our country closes on its longest war in our history, we have more veterans returning to civilian life than ever before. Through the work of CCME and others, we can help provide the right education and policies to see that these returning servicemen and women are receiving high-quality, relevant, accessible and affordable education.”

Participants are already looking forward to next year’s professional development symposium in San Antonio, Texas. The focus, expertise and diversity in presentation displayed at this conference was among the best I have seen in my 17 years of working in higher education. The presenters, the vendors and, of course, the conference staff made this conference rewarding for all who were able to attend. Yea CCME! O

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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.

MAE 10.2 | 9

Careers & Transitions: Degrees in Human Resources

Training for Strategic and Satisfying Post-Military Careers in Human Resources.

By Holly Christy, MAE Correspondent In the past, “human resources” was synonymous with the personnel department.

They did the hiring and the firing, but weren’t seen as especially strategic or essential to a company’s success—HR was a support role.

But as more and more big businesses put their human resource functions in the formula for their success, the field is changing.

In an article for the Harvard Business Review about why they chose careers in human resources, Harvard alum Matthew Breitfelder and Daisy Wademan Dowling wrote, “HR today sits smack-dab in the middle of the most compelling competitive battleground in business, where companies deploy and fight over that most valuable of resources—workforce talent.” Wetfeet, an online source for career guidance, agrees.

“HR practices that create supportive environments for employees and strong corporate cultures can lead to superior returns for shareholders by being more innovative, efficient and productive than their peers.”

This increased appreciation for the role of human resources in business has led to the growth of the field. The Bureau of Labor Statistics projects 15.5 percent employment growth in human resources between 2012 and 2022, which is faster than the average for all occupations. What’s more, human resources professionals seem to find a lot of satisfaction in their work. According to CNN Money, HR manager is ranked fourth in its list of best jobs in the United States, based on the high levels of flexibility and creativity that the job entails, as well as manageable levels of difficulty and stress.

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• Ability to work with people of various So what do human resources professioncultural and educational backgrounds als do? Wetfeet explains, “Some of the work • Computer-savvy that falls to HR professionals includes hiring • Ability to quickly switch gears, for and firing employees, creating organizational example, from administrator to charts and shaping corporate culture after a counselor to negotiator merger or acquisition, managing employee communications, settling employee disputes, For those who are leaving the military creating benefits programs, navigating govand looking to build careers in the private ernment regulations, dealing with legal issues sector, human resources is an attractive field. such as sexual harassment and occupational Having a degree in human resources will safety, and setting up policy and programs be a major advantage, of course, and there for measuring performance, compensating, are several military-supportive universities recognizing and training employees. In other whose HR programs are provwords, HR doesn’t consist of ing to be a great fit for these a single activity or function candidates. but a huge network of them; basically, HR refers to everything related to the employerColorado State employee relationship.”

University-Global Employers are finding Campus that veterans are often wellsuited for careers in human Dean Gualco, program resources because their milicoordinator for the bachelor’s tary service required them and graduate human resource Dean Gualco to regularly perform some of management programs at the HR functions. RecruitColorado State University- CSU-Global, understands that ing, training, shaping culture, human resources positions Global Campus keeping regulations, tracking can feel like a “natural fit for performance—these are just a few of the servicemembers.” tasks a servicemember might have to do on “They are leaders who understand how a regular basis. Veterans also tend to share to deal with many of the issues a civilian HR some or all of the following traits, which Wetperson has to face,” Gualco said. “The ‘natural feet says are important for HR professionals: fit’ is what a servicemember is looking for after their military career, and pursuing an • Ability to think critically and analytically HR degree to go along with their experiences • Strong communication skills can help make the transition to the private • Strategic focus sector easier and more enjoyable.” www.MAE-kmi.com

an organization, developing Expanding on the crosstalent, devising meaningful over from military experience reward programs and assessto human resources skills, ing outcomes using data Gualco said, “Military personanalysis. According to Dr. nel at all levels are trained in Patricia Meglich, associate leadership, management and professor of management, problem-solving skills. Having “The program coursework the ability to solve problems is rigorous and comprehenthrough the use of regulations sive.” But, she added, “This is a key component in HR, and broad knowledge provides adding an understanding of Dr. Patricia Meglich graduates with the basics how leadership impacts the University of needed to begin a successful human aspect of an organizaNebraska at Omaha professional career.” tion through an HR manageThe University of Nebraska at Omaha ment degree will greatly help them in their (UNO) offers an undergraduate business post-military career in an HR field.” degree with a concentration in human For military and veteran students lookresources management and a graduate certifing to earn a bachelor’s or master’s degree icate in human resources and training, which in human resources, CSU-Global is a smart requires 15 credit hours focused on general choice. It is the only fully online and regionhuman resource management or training ally accredited state university, making higher and development. This graduate certificate education attainable and flexible enough to program is offered as a joint program by the accommodate military life and transitions College of Business, School of Communicasuch as PCS (permanent change of station). tion, and psychology department.

Gualco explained that CSU-Global prides The human resources management proitself on being supportive of military students. gram at UNO is unique because it has been “We offer discounted tuition, military-specific aligned with the Society for Human Resource scholarships, and support tailored to active Management’s (SHRM) curricula. “Only a military and veterans. With our tuition guarsmall percentage of U.S. universities offer antee, that discounted rate is locked from a programs that are aligned with these professtudent’s initial class until graduation. We’ll sional guidelines,” said Meglich. “This ‘stamp also waive the application fee.” of approval’ assures students that they will CSU-Global accepts up to 90 transfer receive a well-rounded, up-to-date education credits, including military credit and DSST, in the human resources management field.” and they have alternative credit options availMeglich detailed the aspects of human able to help military students finish their resources that might make it a logical field degree faster and for less. to pursue for those leaving the military. “A Once a military or veteran student is number of important HR practices have enrolled at CSU-Global, the support contheir foundation in military tradition,” she tinues. “We have a military outreach prosaid. “Consider the methods used to train gram with counselors who work only with large numbers of employees in a standardmilitary students,” Gualco said. “They are ized fashion. Think of the selection process trained and proficient in the needs of those when the military has needed to recruit in students, including Military TA, post-9/11 large numbers. Performance management GI Bill, College Fund and Veterans Benefits. and feedback are critical functions for sucWe also have an approved chapter of Student cess and military staffs are familiar with such Veterans Organization where our students procedures. The compliance role of HR also connect with other military students and dovetails nicely with military procedures.” build their professional network around the Meglich added that while being a United States.” “people person” isn’t necessary for success University of Nebraska at Omaha in human resources, filling the role of employee advocate can be very rewarding.

“From initially recruiting an individual to Students majoring in human resource the firm to assisting those who are retirmanagement at the University of Nebraska ing, HR is a constant presence in the lives at Omaha learn the essential functions of employees. Helping employees become related to employment regulations, staffing www.MAE-kmi.com

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MAE 10.2 | 11

Careers & Transitions: Degrees in Human Resources their best selves is a rewarding aspect of the HRM professional’s life.”

The University of Nebraska at Omaha has an Office of Military and Veteran Services, which exists to foster and encourage a military community, whether on campus, online or overseas.

University of the Incarnate Word At the University of the Incarnate Word (UIW), the Bachelor of Arts in human resources degree program is also acknowledged for its full alignment with the Society for Human Resource Management Curriculum. The HR Curriculum Guidebook and Templates were developed by SHRM to define the minimum human resources content areas that should be studied by HR students at the undergraduate and graduate levels.

Dr. Cyndi Wilson Porter, vice president of extended academic programs at the University of the Incarnate Word, describes the well-roundedness of the HR program. “In addition to developing competencies in key HR activities (staffing; training and development; performance management; compensation and benefits; legal compliance), the student will develop important skills

Student Spotlight

Dawn Cobb Human Resource Management Graduate National University

I am a proud military spouse.

My husband served in the Air Force for 24 years before he retired as a lieutenant colonel. We have two children who grew up knowing the sacrifices we had to give as a military family. When my husband was active

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electronic format to all active in critical thinking, problem duty students (undergraduate solving, technology and busiand graduate). ness communication.”

“Another great benefit is Porter indicated that the that our tuition rate for active human resources program at duty [military] and veterans UIW is quite popular with ($275/credit hour) is availmilitary and veteran stuable to them whether they dents. “There are currently are using Tuition Assistance, 250 majors for the B.A. [in] veterans benefits or paying human resources. Of that, Dr. Cyndi Wilson Porter directly,” said Porter. “It’s just approximately 40 percent are one more way that UIW can servicemembers, both veteran University of the Incarnate Word show support for the service and active duty.” She added, of active duty military and “Many of our students report veterans.” that what they did in the military makes them particularly skilled in working with peoTowson University ple. The rigor of our program allows them to be confident The Master of Science that they will acquire the degree program in human skills to begin a second career resources at Towson Univerupon the completion of their sity is large and successful. military service.”

Dr. Alan Clardy, professor The University of the and director of the human Dr. Alan Clardy Incarnate Word was the first resource development proTowson University school in San Antonio to gram, attributes his program’s invest in a veterans center. They’ve continued success to its flexibility, comprehensiveness, to support their military students by capapplication, faculty and connections. ping tuition for active duty military students.

The course content covers the spectrum Uniquely, UIW also provides free textbooks in of HR and related topics and is delivered with

duty, I actively participated in the military community as a member of the spouses club and worked hard to support my husband through multiple deployments, including Operation Enduring Freedom, Afghanistan, and the Iraq War. As many of my fellow military spouses have, I worked in several different fields depending on what company was hiring at our new duty station. Though I gained wellrounded knowledge and great experiences, I found that jumping from job to job was a deterrent to forming the foundation of an outstanding career. On the positive side, it gave me the opportunity to discover the type of work that I really enjoyed. As I have always been drawn to positions that enable me to help others, human resources felt right. Human

resource management gives me the opportunity to assist my organization in aligning its success strategies with employee capabilities and performance. Helping your organization grow while helping its employees understand their entitlements and benefits is a rewarding mission.

Once I decided on my path, it took me a while to find the right school. As a military spouse, mother and full-time employee, I did not have the time to drive to a college/university and sit in the classroom after work. I needed a school that was flexible enough to fit my lifestyle and had the quality I needed to ensure my degree was worth something. I didn’t just want a piece of paper; I wanted the knowledge, competency and ability to confidently work for any organization. I was first drawn to National

University because of their regional accreditation. After reviewing their program on the National University website, I learned that the Society of Human Resource Management (SHRM) had approved their Masters of Human Resource Management program. This further intrigued me. SHRM is the largest and most renowned association of human resources employees throughout the world. Their approval let me know that National University’s program was substantive and of value. The fact that their program was also available 100 percent online and flexible enough to fit into my schedule made it the perfect pick for me. I was thrilled to be able to complete the program in just over a year. I am currently completing my thesis and expect to receive my diploma soon!

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Maryland State Legislature the most current practices; Patrick Young. the faculty members are distinguished; and the program allows students to design the National University course of study that is most relevant for them. “This is Making connections and a 12-course program,” said building a professional netClardy. “Since we only have work is also a goal of the six required courses, students undergraduate and graduate can focus their studies in sevhuman resources programs Dr. Bruce Buchowicz eral directions. Most students at National University. Curfocus on human resource rently, the university offers an National University management, while a smaller undergraduate certificate pronumber concentrate on training or on leadergram and a Master of Arts in human resource ship and organization development.” management (which is also recognized by As for making connections, Clardy SHRM as being fully aligned with its curricuexplained, “Students are connected to HR lum guidelines). Beginning in the fall of 2015, in the workplaces beginning with their first National University will also offer a bacheclass, allowing them to build networks of lor’s-level program in human resources. contacts and associates. The final internship “National University is honored to offer course not only develops work experience in our programs to servicemembers, veterans, HR but may also create future employment and their dependents in a format that is opportunities.” One of the program’s aims is conducive to their mobile lifestyle,” said Dr. to provide an advanced education in human Bruce Buchowicz, professor and chair of resources, and to ensure that students have the leadership and HR management departwork experience in the field. “We have more ment within the School of Business. Classes than 1,000 graduates now filling senior and are offered aboard nine military bases and professional positions in HR and managecompletely online. Buchowicz described the ment not only in Maryland but across the coursework as “rigorous,” but explained the United States, and in the private, public and programs are meant to prepare students to nonprofit sectors,” Clardy pointed out. achieve their goals after graduation. The Towson University’s veterans center is courses are taught over a single month, available to guide and assist military and requiring substantial effort on the part of veteran students. The center is run by former the students, but allowing them to finish the Marine and newly elected delegate to the program quickly.

There are more than a hundred military-affiliated students currently enrolled in National University’s human resources degree programs. Buchowicz explained the popularity: “Many of our military students have supervised units, developed policies and procedures, conducted needs assessments, recruited personnel or addressed ethical, legal and safety challenges on the job. They have gained many of the skills necessary to achieve success in the HR field while serving our country. Our programs complement the skills our military students obtained prior to enrollment. They also bridge the gap between our students’ experiences and the competencies and knowledge essential for successful job performance.”

National University offers military and dependent students a reduced tuition rate and the Military Tuition Scholarship, which is intended to benefit those personnel who have demonstrated financial need. The Center of Excellence for Veteran Student Success is also there to support military students in four key areas: easing veterans’ transition to campus life, increasing retention, achieving educational and career goals, and providing a higher quality of life. National University is a recipient of the Ray Ehrensberger Award for Excellence 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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MAE 10.2 | 13

CLASS NOTES New Major at Johns Hopkins University Johns Hopkins University’s Krieger School of Arts and Sciences has launched the medicine, science and humanities major for students who want to examine medical and scientific issues through the lens of humanities studies. The new interdisciplinary major gives JHU undergraduates the chance to pursue the natural sciences and the humanities, rather than having to choose one or the other.

Beverly Wendland, interim dean of the Krieger School, said the major was created in part to help close the polarizing gap between the sciences and the humanities.

“Given our academic strengths, Johns Hopkins is ideally suited to create a course of undergraduate concentration that focuses on the intersection of medicine, science and the humanities,” Wendland said. “In the rapidly changing landscape of higher education in the 21st century, interdisciplinary approaches are needed to promote intellectual innovations and forge productive connections between scientific and humanistic cultures.”

The new major is expected to attract students who plan to pursue careers in the health professions as well as those interested in issues of importance to science and medicine, and students who plan to pursue graduate work in a range of humanities and social science disciplines. The major does not fulfill all premedical requirements, but advisers will work with students regarding additional needed coursework. The new major also will serve students interested in a humanistic approach to science as the foundation of their liberal arts education.

“It is only recently that medicine, science and the humanities have become separated and siloed,” said Charles Wiener, a professor of medicine at the Johns Hopkins School of Medicine and interim director of the new major. “Professions such as medicine recognize that future physicians must be more humanistic with additional skills in critical analysis, communication and teamwork. The new MCAT being introduced this year addresses these cultural changes. The expectations of incoming medical students are becoming much broader

to include cross-cultural studies, ethics, philosophy and a range of humanities studies—all with the goal to produce more well-rounded physicians.”

Recently approved by the Maryland Higher Education Commission, the major requires students to take a core introductory course taught by a team of humanities professors. The course provides a foundation in a selection of the many disciplines that make up the field of humanities relevant to medicine and science.

Graduates in the major also will have attained an intermediate level of proficiency in a language other than English, the ability to deploy research methodologies in one of the humanistic disciplines, and the capability to critically evaluate how medical institutions and practices interact with a culture’s beliefs and values.

So far, more than a dozen incoming freshmen and several current freshmen have expressed interest in pursuing the major.

For more information, contact Professor William Egginton at egginton@jhu.edu.

Former West Point Superintendent Named Saint Leo University President On February 6, 2015, Dr. William J. Lennox Jr., the former superintendent of the United States Military Academy, was named the ninth president of Saint Leo University by the university’s board of trustees, effective summer 2015.

A retired U.S. Army three-star lieutenant general, Lennox earned his bachelor’s degree in international affairs from the United States Military Academy at West Point, N.Y. He went on to earn a master’s degree and a Ph.D. in literature from Princeton University, writing his dissertation on American war poetry. He graduated first in his class at Fort Leavenworth’s Command and General Officer’s School, and he completed the Senior Service College Fellowship at Harvard University.

Lennox became the superintendent of the United States Military Academy in 2001. As superintendent, a role that is essentially the equivalent of president of a civilian college, he managed 4,400 cadets, hundreds of staff, the academic programs and a $250 million budget on the 16,000-acre campus, and remained there until 2006.

14 | MAE 10.2

After graduating from West Point, Lennox served in a wide variety of assignments in the field artillery. He also held a number of staff positions, including a White House Fellowship, the special assistant to the secretary of the Army and the executive officer for the deputy chief of staff for operations and plans.

Additionally, over the course of his distinguished 35-year military career, Lennox served as the deputy commanding general and assistant commandant of the U.S. Army Field Artillery Center; the chief of staff for III Corps and Fort Hood; the assistant chief of staff, CJ-3, at Combined Forces Command/United States Forces Korea; the deputy commanding general, Eighth United States Army; and chief of legislative liaison.

From 2006 to 2012, Lennox served as senior vice president at Goodrich Corporation, a Fortune 500 aerospace firm, in Washington, D.C. Since 2008, Lennox has been a member of the Saint Leo University board of trustees and has served as chair of the academic affairs committee.

“Dr. Lennox has a proven track record of being a leader, not only of soldiers but also of academics,” said Dennis Mullen, vice chair of the Saint Leo board of trustees and chair of the presidential search committee. “His experience with active duty military and veterans, combined with his educational background, make him an exceptional fit for Saint Leo.”

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Compiled by KMI Media Group staff

Entrepreneurship Bootcamp at Louisiana State University Entrepreneurship requires traits that the U.S. military instills in its servicemembers like leadership, resilience and focus. More than 20 disabled veterans traveled to Louisiana State University (LSU) on February 20 to expand on those traits and learn the basics of business ownership during the Entrepreneurship Bootcamp for Veterans with Disabilities (EBV).

The program, hosted in partnership between the Institute for Veterans and Military Families at Syracuse University (IVMF) and LSU, helps post-9/11 veterans with service-connected disabilities develop skills and tools needed to launch and maintain a successful business.

IVMF launched the EBV program at Syracuse’s Whitman School of Management in 2007. EBV has since expanded to seven additional universities throughout the United States, including LSU, and will expand further in 2015. With assistance from the U.S. Small Business Administration, corporate partners and donors, LSU allows post-9/11 veterans and transitioning servicemembers with

service-connected disabilities to attend the program cost-free.

The program took place from February 20 to 28 and is the fourth time LSU’s Stephenson Entrepreneurship Institute has hosted EBV. “LSU recognizes the qualities our nation’s veterans have that make them great entrepreneurs, and we are proud to host EBV again,” said Robin Kistler, interim director of the Stephenson Entrepreneurship Institute. “This is one of the most important programs LSU will hold all year.”

EBV spans three phases, beginning with a three-week, online, instructor-led course.

During the online phase, participants began to shape business plans and learn business language. The second phase of the program revolves around a nine-day residency at LSU where participants learn the ‘nuts and bolts’ of business ownership from established entrepreneurs and educators. Following the residency, EBV graduates receive access to a year-long support and mentorship program through the EBV Technical Assistance Program.

UMUC Hosts Grand Opening of Student Veterans Lounge More than 100 people attended the grand opening of the University of Maryland University College Student Veterans Lounge at the university’s academic center at Largo, Md., on January 20. Over half of UMUC’s 90,000 students are active duty military servicemembers (or their family members), veterans and reservists. As the military downsizes and an increasing number of students transition from active duty, UMUC is working to support the unique needs of veterans and their families as they reenter civilian life and pursue their educational goals.

The Student Veterans Lounge was established to serve the needs of UMUC’s veteran student population by providing an environment where they can find camaraderie among their peers and receive mutual support as they pursue their academic objectives.

The lounge offers computers and Internet access, along with a variety of resources to assist veterans, servicemembers and their families during their post-military transition, as well as information and support for informed decision-making.

The lounge also hosts the Veterans Resources Center, an online resource tool to help veterans and transitioning servicemembers and their families.

New LSU Digital Media Arts and Engineering Program Digital media and technology are the fastestgrowing sectors in Louisiana. State leaders have been implementing strategic initiatives to position Louisiana at the forefront of these industries over the past decade. Within the next three years, there will be more than 5,000 new technology jobs in the state as 12 technology companies establish offices there. However, having a trained, skilled workforce in these ever-evolving creative sectors has been a challenge. To meet this statewide need, LSU has launched the state’s first professional master’s program in digital media arts and engineering.

“This new program in digital media arts and engineering represents a smart step by LSU to www.MAE-kmi.com

capitalize on an important, promising trend in Louisiana’s economic development,” said Louisiana Economic Development Secretary Stephen Moret.

“The fastest-growing industry sector in our state is now software and digital media. Targeted higher education programs like this one will be critical components in growing and sustaining this technology sector in Louisiana for years to come.”

When considering Louisiana as a location for their companies, many executives have directly asked for workforce development channels to meet their staffing needs.

“Digital media companies are very demanding, and they hire the best of the best. This program is

designed to prepare our workforce to meet the needs of the existing and future film, technology and digital arts companies throughout the region,” said Marc Aubanel, director of the digital media arts and engineering (DMAE) program.

The two-year DMAE master’s program is geared for both recent college graduates and working professionals in the digital media industry. Students will develop their skills in the latest 3-D design, visual effects, animation and video game software, including Nuke, Maya, Houdini, Unity and Unreal.

A semester-long industry internship and valuable networking opportunities will help place DMAE graduates in top jobs in the industry.

MAE 10.2 | 15

Education Advocate

Q& A

Forging a Learning Path for Injured Servicemembers, Caregivers and Their Families

Randy Plunkett Education Initiatives Director Wounded Warrior Project

As the educational initiatives director for Wounded Warrior Project (WWP), Randy Plunkett leads a team that helps injured veterans pursue educational paths to fulfilling careers. He specifically oversees all aspects of the WWP Education Services and TRACK programs. Located in Jacksonville, Fla., and San Antonio, Texas, TRACK is the first education center in the nation specifically for wounded veterans. The 12-month program gives warriors a jump-start on meeting educational goals, while supporting their personal wellness, mental health and career development.

Plunkett has worked in military and veterans education for 10 years and served in the U.S. Air Force. Prior to joining WWP, Plunkett served as director of strategic partnerships for military. com, a division of Monster Worldwide.

Residing in Overland Park, Kan., Plunkett is a dynamic advocate for veterans and their families who enjoys speaking publicly on education issues. He holds a Bachelor of Science from Maranatha Baptist Bible College, a Master of Organizational Leadership and Quality from Marian University, a graduate certificate in human resources from Villanova University, and a Doctorate of Innovation and Educational Leadership from Wilmington University.

Q: What is Wounded Warrior Project, and how was it started?

What is WWP’s mission?

A: WWP started over 11 years ago with a group of concerned citizens who wanted to make a difference in the way our nation’s wounded servicemembers were welcomed home. They started by putting together backpacks for those warriors who were wounded on the battlefield and moved to the hospital in Landstuhl, Germany, leaving their personal effects behind. These backpacks served as many of these warriors’ only personal possessions after leaving everything on the battlefield.

Since then, WWP has grown into an organization serving over 63,000 injured veterans, their caregivers and their families through 20 unique programs that take a holistic approach to healing the physical and mental wounds associated with war.

By enrolling as a WWP alumni, injured veterans gain access to these programs and the dedicated WWP teammates who work on their behalf.

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Q: What is the greatest challenge facing injured servicemembers seeking an advanced education?

A: There are four main challenges facing our returning servicemembers who are seeking a higher education. First is the lack of academic preparation. These individuals are several years removed from a classroom setting, and many of the building blocks that may have been in place prior to their military service are now missing. This can make returning to school a rather intimidating prospect for these returning servicemembers. I have actually had folks say, “I am scared to death of college algebra.”

Second is the lack of an academic peer mentor. Everything in the military is done as a unit in an atmospheric “we” setting. When a warrior gets to college, the teamwork and camaraderie that once existed for them during their military service is now missing. In other words, veterans now live in an atmosphere of “I” instead of “we”; frankly, that can be very intimidating. They are forced to make decisions that they have not had to make for themselves before. Through peer and academic mentors, these warriors can regain that feeling of being part of a team and knowing that they are not alone in their journey.

The third obstacle is a lack of financial understanding. Unfortunately, when enrolling in college, servicemembers routinely complete a Free Application for Federal Student Aid (FAFSA) without fully understanding the educational benefits available to www.MAE-kmi.com

them through the U.S. Department of Veterans Affairs. This means that warriors often end up with needless debt that they otherwise would not have incurred. Proper counseling about financial aid packages along with VA programs is vital.

Lastly, warriors face the obstacle of a lack of academic counseling and direction. It is imperative that, when embarking on their academic path, warriors identify their education and career goals and then build a path toward achieving those goals. We are determined to help warriors figure out that path first.

where specific health targets are set and measured throughout their year in the program. They work through techniques that will help them deal with issues including stress and depression while also improving their health and self-image.

WWP alumni who are interested in TRACK should contact a TRACK recruiter for eligibility and application requirements.

Q: What are the educational programs that WWP offers its alumni?

A: TRACK graduates are automatically connected with their education services specialist throughout their year in TRACK, and continue that relationship after graduation from the TRACK program.

Education services specialists work with TRACK warriors to ensure they stay on the path toward achieving their academic goals, and will regularly meet with them until they receive their degree.

A: The two main educational initiatives offered by WWP are the TRACK program and the Education Services program.

The TRACK program is a year-long program designed to prepare students for furthering their education or finding direction when transitioning into employment. TRACK takes a holistic approach to education, with warriors enrolling in two semesters at a community college, receiving additional education on financial and career planning, and working out with a personal trainer three times a week.

The Education Services program at WWP works with warriors on two levels. First, the Pathfinder Education Workshop brings together a group of 10 to 15 warriors to discuss issues and needs facing injured student veterans. The goal of this program is to help warriors be better prepared to succeed in their individual academic programs and ensure they have the tools needed to find success after they leave school. The second way that the Education Services program works with warriors is through individual education guidance and assistance. Our education services specialists work with veterans to develop goals and action steps to set them on the educational and career path best suited for each individual. Also, our team advocates on behalf of alumni at their colleges or universities, answers questions and helps students understand services available to them. Whatever their need, the team is ready to assist.

Q: You mentioned the TRACK program. How does TRACK work with its students to ensure their success?

A: The TRACK program truly focuses on the four foundational pillars of the WWP philosophy: mind, body, economic empowerment and engagement. Throughout their year in the program, TRACK students receive traditional classroom education, physical and mental training, career counseling, and direction. In addition, the cohort model provides many opportunities to engage with fellow TRACK students who are fellow warriors.

For the first nine months of the TRACK program, warriors go through two semesters of community college and work on classes that can be applied to their associate or bachelor’s degree.

After completing the two semesters of community college, they complete externships within the career paths that interest them.

Warriors begin investigating their externship opportunities within the first few weeks of entering TRACK. In preparation for their externships, warriors work with WWP’s Warriors to Work team to train on interviewing skills and resume-building skills that will prove useful upon completion of the TRACK program.

Throughout the TRACK program, participating warriors are entered into an extensive physical health and wellness program www.MAE-kmi.com

Q: After participants graduate from TRACK, what initiatives are in place to assist them in continuing their education?

Q: Going back to the Pathfinder Education workshop, what does that cover, and how does it set up alumni for success in school?

A: In each Pathfinder Education workshop, 10 to 15 warriors get together over a weekend where they participate in presentations and interactive discussions covering everything related to college life. We talk about everything from enrollment to each office on a campus and its function, post-college career plans and financial options. The goal of this workshop is to send the veterans into

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their first semester of college with a clear plan and a good understanding of the college landscape. We call this plan a Pathmap.

This map identifies the best career path and college major for each individual based on an extensive assessment. During the workshop, each warrior is paired with an education services specialist who maintains regular contact with them leading up to their enrollment and throughout their college education, setting goals and action steps along the way.

Q: How does the WWP Education Services team serve individual warriors who are not participants in the Pathfinder or TRACK programs?

A: Our Education Services program is available to assist warriors wherever they are on their education path and with whatever they need to be successful. From dealing with administrative issues to pursuing a graduate degree, Education Services is there to help guide warriors down their own unique path. When working with warriors on developing their education plans, our Education Services team starts by building a career path and learning each warrior’s end goal and how they can work to achieve that goal. We also talk about graduate programs and the pursuit of doctoral degrees; our services truly are individual and dependent on the goals of the veteran or family member we serve.

Additionally, WWP Education Services works with warriors to ensure they are receiving all of the education benefits that are entitled to them, be it from the VA or state funding programs.

Often, warriors take on student loan debt unnecessarily because they are unaware of the benefits available to them.

Q: Moving forward, what challenges do you see presenting themselves to injured veterans looking to further their education after returning from the battlefield?

A: According to our 2014 alumni survey, which can be viewed at www.woundedwarriorproject.org/survey, one-third of the over 21,000 warriors surveyed identified themselves as “in school.”

However, less than 75 percent of the over 21,000 veterans surveyed have a bachelor’s degree or higher. It is imperative that these warriors have a clear plan in place that will allow them to succeed in their pursuit of an education. We strongly encourage them to contact us so they can utilize the programs we have in place to assist in their academic success.

While many schools are having success when it comes to working with injured servicemembers, there is still a vital need for warriors to have someone to talk to concerning their specific challenges, goals, dreams or difficulties. It is for this reason that I see programs like TRACK and Pathfinder Education Workshop necessary in ensuring the success of our nation’s wounded veterans as they pursue a quality education leading to a fulfilling career. O To learn more about Wounded Warrior Project’s education programs, contact the WWP Resource Center at 888-WWP-ALUM (997-2586).

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U.S. Army Women’s Foundation Legacy Scholarships Help Soldiers Advance in Army and Life.

By Lientenant Colonel Jenelle Roberts, USA, Ret. Army veteran and agronomy student Sonia Kendrick hung up her Army uniform several years ago, but she is on another mission to serve her country. Kendrick has seen the face of hunger in the food pantries where she worked in Iowa. Now she is pursuing a master’s degree in sustainable food systems to change a system where food is shipped to the community to one where the food is produced locally.

“My motto is: Food security is national security,” said Kendrick, who served in Afghanistan.

Trang Pham, a private first class in the Army Reserves and a nursing student at Virginia Commonwealth University, dreams of securing a commission in the Army Nurse Corps. In 2013, three years after joining the Army, Pham volunteered at the Burn Center of Santa Clara Valley Medical Center in San Jose, Calif. She admired the “good-hearted nurses” there and felt compassion for the burn patients. She wants to pursue a nursing career in the Army so she can look after injured soldiers.

U.S. Army Lieutenant Colonel Ingrid Parker learned from her own wartime www.MAE-kmi.com

experiences and interaction with Iraqi women activists that women who live in such seemingly disparate cultures still share many of the same challenges in male-dominated societies. The observation intrigued Parker so much that she decided it would be the basis of her doctoral work as she “uncovers the institutionalized factors influencing the development of women’s opportunities in both societies.”

Parker, Kendrick and Pham are all Army women. They have something else in common. Because they needed financial help to achieve their academic and career goals, they turned to the U.S. Army Women’s Foundation Legacy Scholarship program. They were among the 29 women who last year received Legacy scholarships totaling $51,000, and represent the caliber of the 2015 scholarship recipients who will be announced this month.

“The U.S. Army Women’s Foundation Legacy Scholarship is truly necessary for my successful military career,” said Pham, who was digging deep into her own finances to pay out-of-state tuition at VCU.

The U.S. Army Women’s Foundation, the only nonprofit organization dedicated solely to helping women soldiers, has been nurturing its Legacy Scholarship program since the program’s inception in 2008. Each year, it has increased the total scholarship fund and number of recipients.

“Education is critical to success,” said Major General Dee Ann McWilliams, retired, president of the Army Women’s Foundation. “It builds the foundation for a career.

It makes a person more well-rounded and opens doors to new ways of thinking and achieving things.”

Last year’s $51,000 in awards will be eclipsed by the awards for 2015, which will be announced March 18 at the Women in Military Service for America Memorial, located at the gateway to Arlington National Cemetery.

The foundation’s board of directors approved up to $75,000 for the scholarship fund for the 2015-2016 academic year, marking the seventh consecutive year of scholarship fund increases.

“These women have given much to our country. At a time when the cost of going to college far outpaces pay raises, we are MAE 10.2 | 19

pleased that we can help these patriots attain their education and career goals,” McWilliams said.

According to the private, nonprofit College Board, most college students rely on some sort of financial aid, whether loans, grants or scholarships. The federal government and colleges provide a large majority of those funding sources, but so do private, charitable organizations such as the U.S. Army Women’s Foundation.

Private and employer grants and scholarships make up 4 percent of the college financial assistance available in the United States, according to the College Board.

The U.S. Army Women’s Foundation Legacy Scholarship program is part of that 4 percent.

The U.S. Army Women’s Foundation Legacy Scholarship program offers financial support to students in four areas: technical certificate programs, community college coursework, undergraduate degrees and graduate degrees.

Eligible applicants are women who have served or are currently serving honorably in any component of the U.S. Army, and the lineal descendants of those women.

Scholarships are based on merit, academic potential, community service, letters of recommendation and need. Coursework must be through accredited institutions.

Funding for the U.S. Army Women’s Foundation Legacy Scholarship program comes from the foundation’s board of directors and from a variety of private sources, including corporate supporters such as The Home Depot Foundation, The Walt Disney Company and Prudential Financial.

Some of the foundation’s scholarships are named in honor of individuals.

Pham, for example, received a scholarship named jointly for the first WAC director, Colonel Oveta Culp Hobby, and the first Superintendent of the Army Nurse Corps, Dita H. Kinney.

Caryn Wagner, an Army veteran who sits on the foundation’s advisory board, funded two scholarships to honor the memory of her father, Major General Robert Wagner, who died in 2013. Major General Wagner had a distinguished 33-year Army career and served as the first Commanding General of Cadet Command at Fort Monroe, Va. The foundation found two perfect matches in its pile of applicants: Carolyn and Kimberly Denny, twin sisters and Global Honors Program members in the 20 | MAE 10.2

Cadets Carolyn and Kimberly Denny were awarded the MG Robert E. Wagner Legacy Scholarship. Pictured with Legacy Scholarship sponsor the Honorable Caryn Wagner, Army Women’s Foundation Advisory Board member. [Image courtesy of AWF.]

2014 Legacy Scholarship recipient U.S. Army Reserves Private First Class Trang Pham, center, poses for a photograph with, from left, Army Women’s Foundation scholarship committee chair Retired Army Colonel Alice Demarais, 14th SMA Raymond F. Chandler III, foundation president Retired Army Major General Dee McWilliams, and Major General Nadja Y. West, Joint Staff Surgeon. [Image courtesy of AWF.]

Virginia Women’s Institute for Leadership at Mary Baldwin College. Virginia Women’s Institute for Leadership is the only allfemale cadet corps in the nation.

“The scholarships reflect his belief that women serve with distinction, his love for the Army as an institution, and his belief in the power of education to enrich individuals and institutions,” Caryn Wagner said.

“He would be very proud of the recipients of the scholarships in his name.”

Besides the Legacy Scholarship program, the U.S. Army Women’s Foundation honors soldiers in other ways, too. A longstanding part of its mission is to preserve

the history of Army women and promote public interest in the U.S. Army.

To achieve this, the foundation operates several other programs.

The Bronze Memorial Plaque program offers the opportunity to permanently honor deceased members of the armed forces, their friends and family, and the fallen heroes of current conflicts by placing their name on a bronze plaque that is located at the U.S. Army Women’s Museum at Fort Lee, Va. The foundation also has provided grants to help preserve the history of Army women through memorials and museum programs.

In fact, the U.S. Army Women’s Foundation www.MAE-kmi.com

originally was the Women’s Army Corps Foundation, which was founded in 1969 to raise money to build a WAC Museum at Fort McClellan, Ala. One of its grants was used to fund research to examine the economic and social impact of women’s service in the Army.

That research, performed by George Mason University, was published in 2006. It found that service in the Army greatly influenced their educational advancement and played an important role in their civilian careers once they left the Army. (The study can be found on the foundation’s website, www. awfdn.org.)

“In our study with George Mason University, respondents stated that education and health benefits were the predominant reasons they joined the Army,” said Peggy Trossen, executive director of the U.S. Army Women’s Foundation.

The Army Women’s Foundation’s Hall of Fame program recognizes the extraordinary achievements of Army women and those who support them. The Army Women’s Foundation Hall of Fame Awards are presented in March to women who have contributed extraordinary service to the Army or the armed forces and any individual who has made exceptional contributions to women in the Army or the armed forces. Most inductees are women who have served in the U.S. Army, but the list of honorees also includes Brigadier General Wilma Vaught, U.S. Air Force, retired. Hall of Fame awards were first presented in 2009, and have been presented each year since then.

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Lieutenant Colonel Ingrid Parker is the Prudential Financial, Inc. Legacy Scholarship recipient, pictured here with specialist Joelle Lynch, ARNG, of Prudential Financial, Inc. [Image courtesy of AWF]

The foundation also hosts an annual summit. Each March, in Washington, D.C., the Army Women’s Foundation brings together experts on defense, economic, political, health and social issues that affect soldiers, particularly women soldiers.

The foundation and its guests have examined and celebrated the changing military missions and roles of Army women, the challenges they face transitioning back to civilian life, and the resiliency they demonstrate in handling both.

“All of our programs are designed to preserve the history and honor the service and sacrifice of Army women. Through

our grants and Hall of Fame programs, we continue to preserve the history of their contributions to the country.

“Our Legacy Scholarship program honors the service and sacrifice of Army women’s past and current contributions, and also helps them shape the future,” McWilliams said. O For more information on the U.S. Army Women’s Foundation, go to www.awfdn.org.

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 10.2 | 21

Special Section: Soldier for Life

The Soldier For Life program supports veterans in transition.

Army Chief of Staff (CSA) General Raymond Odierno put forth five strategic priorities for the U.S. Army, one of which is the preservation of a “premier all-volunteer Army.” Odierno’s October 2013 guidance to the force stated, “Honor the service and sacrifice of our veterans, retirees, wounded warriors and families by preserving the highest possible quality of life on our installations and wherever soldiers serve and live. Assist soldiers transitioning out of Army service to return to civilian occupations successfully.

Once a soldier, always a soldier.”

Preserving our all-volunteer force in an era of troop and budget reductions means continually recruiting and retaining the best talent. The Army accomplishes this through the proper treatment and successful reintegration of our veterans, as they are the best and most vocal voice for continued service across the generations.

Odierno recognized that in order to ensure retired soldiers and veterans remain connected and committed to the Army, the Army must demonstrate an equal or greater commitment to those soldiers and their families. To work toward the fulfillment of that commitment and to better connect soldiers and families to community resources, the CSA created the Soldier for Life (SFL) program.

22 | MAE 10.2

By Colonel Adam L. Rocke

Founded in July 2012, the SFL program is comprised of experienced officers, non-commissioned officers, Department of the Army civilians and contractors. It is organized into four geographic regions aligned with those of the Department of Veterans Affairs (VA). At the national level, the program synchronizes employment, education, health, strategic communications, national programs and retirement services into functional areas.

Together, these entities comprise a team capable of reaching out to grassroots efforts nationwide, centrally supported by subjectmatter experts dealing exclusively with national-level programs in these areas. SFL’s organization facilitates a flexible approach to engaging all players seeking to assist veterans in both the public and private sectors, ultimately connecting them with veterans, the community and each other. The end result is a network of Army connections that maximizes the expertise and resources available to our transitioning soldiers.

SFL established four central objectives to accomplish the CSA’s guidance. The first is “Change the Mindset,” introducing and nurturing the SFL mindset with our Army families, soldiers and leaders. SFL is introducing this mindset Army-wide through www.MAE-kmi.com

training and outreach, encouraging soldiers to view their service as a lifetime endeavor which will strengthen and grow the Army network. The second objective is to “Improve the Access,” continually improving soldier, retired soldier, veteran and family access to employment, education and health promotion initiatives. The third SFL objective is “Build Relationships,” encouraging community relationships that embrace, support and enable our veteran community. Finally, SFL helps the Army to “Maintain Trust” with our soldiers and the American people. Maintaining this trust sustains the “premier all-volunteer Army” because veterans and active soldiers are the best marketing strategy for reaching future generations. Accomplishing these objectives revolves around one central core: the community. Each American community forms a network that has a huge impact on successfully reintegrating returning veterans by connecting them to resources for achieving career-enhancing education, meaningful employment and social well-being. Harnessing and activating this network is the central goal of the SFL program.

When a soldier joins the U.S. Army, Army Reserves or National Guard, he or she immediately becomes a soldier for life. A soldier’s legacy of service will persist well beyond his or her inevitable transition, regardless of the duration of that service. This www.MAE-kmi.com

journey from civilian to lifelong soldier is reflected in the “soldier life cycle”—start strong, serve strong, reintegrate strong and remain strong. The SFL program empowers leaders with the tools and resources to effectively support more than 50,000 soldiers entering this life cycle each year.

A soldier who “starts strong” is recruited from the top 23 percent of our nation’s 18-to-24-year-old population and sent to Initial Entry Training, where he or she learns and adopts Army values and the warrior ethos. This vital developmental period is where the soldier for life mindset begins, and it is incumbent on leaders to instill this. When recruits leave basic training, they must leave with the mindset of “once a soldier, always a soldier—a soldier for life!”

The second phase of the life cycle is “serve strong.” During this period, soldiers serve the nation as part of the world’s most professional all-volunteer force. They continue to develop technical and leadership skills by pursuing civilian education and credentials, and gain valuable leadership experience in some of the harshest and most demanding environments imaginable. Each soldier develops his or her legacy as part of the profession of arms, and cements his or her commitment to becoming a soldier not just for a term of service, but for life.

MAE 10.2 | 23

Special Section: Soldier for Life The third phase is “reintegrate strong.” Regardless of how long he or she serves, every soldier transitions. Starting the planning process early and utilizing the greatly improved Soldier for Life Transition Assistance Program (SFL-TAP)—formerly the Army Career and Alumni Program—soldiers receive a myriad of resources to assist with the transition. During this vital period, they are informed of the benefits they will receive as veterans, how to leverage them and, most importantly, how to connect with the Army network that exists nationwide. Soldiers are armed with the knowledge of how to tap into resources and connect with the networks that exist in their communities, establishing the framework for a successful transition from soldier to veteran.

Finally, soldiers return to civilian life and “remain strong.” As members of their communities, our veterans are the lynchpin of perpetuating the premier all-volunteer force by serving as community leaders, mentors and Army ambassadors.

On the national level, SFL coordinates with agencies, nonprofit organizations and private corporations to expand soldier and veteran support initiatives. Those national connections are then passed to Installation Management Command (IMCOM) and Human Resources Command (HRC) to develop the capacity to reach individual soldiers and family members. Here are a few notable examples of recent progress for key SFL initiatives and functional areas: • Education. The last two years have seen considerable progress in legislation allowing the waiver of residency requirements for veterans to return to school. Beginning in 2015, recent veterans in every state should be able to take advantage of in-state tuition rates, thanks to a littlepublicized provision in a federal law signed by President Obama in August 2014. Additionally, the Army is preparing current soldiers to become more competitive in the civilian job market prior to transition through credentialing programs. These cost-effective programs not only equip soldiers to perform their military duties, but provide them a tangible and marketable skill outside of the service.

• Employment. Employment opportunities for veterans are rising, with an improving economy and increased focus on providing employers with a means of connecting with transitioning veterans. The White House recently announced the launch of the VA’s Veteran Employment Center (VEC), which is the federal government’s solution for linking employers and veterans. The VEC provides transitioning servicemembers, veterans and their families with the tools to translate their military skills into plain language and build a profile that can be shared—in real time—with employers who have made a public commitment to hire veterans. The SFL employment outreach team continues to work with VA to develop and implement improvements to the VEC. SFL also works closely with IMCOM and the U.S. Chamber of Commerce Foundation to conduct veteran hiring summits on Army installations and in Army communities.

• Health. Soldier for Life’s health initiative represents an investment in human capital, providing soldiers a more seamless transition and continued success in any 24 | MAE 10.2

community into which they reintegrate. This initiative connects those transitioning to government and nongovernment veteran service organizations across the nation.

A focus on health highlights that the reintegration phase of the soldier life cycle is worthy of support, investing in those who have served and sacrificed in defense of the nation.

Specifically, SFL’s health initiative integrates information from the Ready and Resilient campaign, the Performance Triad, Interagency Behavioral Health and DoD-VA initiatives for wounded, ill and injured servicemembers.

• Transition. The Army’s Transition Assistance Program now bears the SFL name and logo, and the programs are complementary, not synonymous. The SFL-TAP program has the primary mission of preparing soldiers and families for transition and interacts regularly with individual counselors at the installation level. The SFL program seeks to leverage its connections and resources to enhance the services provided by those counselors.

• Retirement Services. SFL began as a CSA initiative to fill a recognized need to connect the Army with veteran service organizations and private industry, and nearly two years later, it is a permanent fixture under the Army G1, absorbing the responsibilities and personnel from the Retirement Services Office and Transition Strategic Outreach. This move greatly expanded the capability of SFL to reach retired soldiers and private industry around the nation. In response to the phase-out of Army Knowledge Online (AKO), SFL has expanded its own online presence to become the true hub of connection for soldiers and veterans back to the Army.

While every soldier eventually removes his or her uniform and reintegrates into a civilian community, that transition is not a separation from the Army. Soldiers remain a part of the Army family forever and play a pivotal role in connecting America’s finest youth with the Army of the future. The Army’s commitment to supporting that relationship is enduring as well. The Soldier for Life program will continue to solidify the network of agencies, organizations, corporations and communities that seek to assist throughout the soldier life cycle. O Colonel Adam L. Rocke serves as a special assistant to the chief of staff of the Army and is director of the Soldier for Life program. Find out more at www.soldierforlife. army.mil. Lieutenant Colonel Ryan L. Raymond and Captain Elijah A. Myers assisted in the writing of this article.

Col. Adam L. Rocke

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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A Successful Symposium This month, new CCME president Dr. Jeff Cropsey shares one of the highlights of the recent 2015 CCME Symposium in Anaheim, Calif.

The 2015 CCME Symposium is over, and it was a great success!

Special thanks goes to our 2014-15 president Mr. Jim Yeonopolus of Central Texas College. Jim and his great CTC team oversaw a wonderJeff Cropsey ful conference with outstanding inspirational speakers, informative sessions and terrific networking opportunities. It was the premier conference of military education in 2015 and over 700 attendees can attest to that. Thank you Jim for all your great work!

One of the most attended sessions was the ESO/director roundtable. This year the services were ably represented by Army: Pamela King, ESO Fort Stewart HUB, Ga.; Air Force: Joan Landers, Chief Education Services Luke AFB, Ariz.; Marines: Melora McVickers, ESO Marine Base Quantico, Va.; Navy: Jon Richardson, VOLED Regional Director West, San Diego, Calif.; and the U.S. Coast Guard: Debra Stancliff, ESO, Buffalo USCG Sector, N.Y. Combined, these folks have over 100 years of ESO/director experience and provided great insights into the current situation with base-level voluntary education issues.

The first topic discussed was that of the greatest challenge facing ESOs/directors. The panel was unanimous in declaring: staffing, staffing and staffing! Recent personnel cuts have greatly hampered the ability of base-level VolEd personnel to serve the military. The ability to provide individualized counseling and advisement has been greatly affected by personnel cuts. The panel felt that servicemembers were often left on their own to determine educational choices, not a desired situation from the viewpoint of the panel.

By Dr. Jeff Cropsey

Regarding some good new initiatives that the panel sees on the horizon, a promising one has come to the state of Georgia. Military students going to Georgia state schools no longer have to pay the myriad of special fees associated with enrollment. This saves the military and servicemembers thousands of dollars each year.

The ESOs/directors were united in saying that each of their services abides by the Department of Defense MoU and have set up systems to provide base access for schools wishing to visit with 20 or more of their students. The Air Force has even automated the process through its portal system.

When asked about shortcomings in educational programs, the panel had several suggestions. First, more emphasis needs to be placed on acceptance of military credits through the Joint Service Transcript. Second, new programs would be welcomed in cybersecurity and other vocationally-oriented areas. Health care programs are much in demand, and the possibility of virtual labs to deliver lab courses online and to remote areas was discussed.

When asked the question, the panel agreed that education programs need to be offered to support two goals. One is support of the servicemember’s career while on active duty. The other is to help prepare them for post-service life. Servicemembers are motivated to take education programs that fulfill both of these goals.

The group was asked about what is the most prevalent complaint heard at education offices. The responses from the panelists varied. More challenging and rigorous coursework was mentioned. The incredibly high cost of books was echoed by all. The ESOs/directors also often hear complaints about the bureaucracy of both the military and the educational institutions. A desire for much clearer directions on how to navigate degree plans and coursework was also brought up by the panel.

This conversation will continue at the 2016 CCME Symposium in San Antonio, Texas, February 15-18, 2016. Hope to see you all there! O

PLEASE JOIN US FOR THE...

CCME 43RD ANNUAL SYMPOSIUM & EXHIBITION February 15-18, 2016 • San Antonio, Texas San Antonio Marriott Rivercenter 101 Bowie St, San Antonio, TX 78205

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FOR MORE INFORMATION VISIT US ON THE WEB AT

WWW.CCMEONLINE.ORG

MAE 10.2 | 25

MONEY TALKS New $7 Million Partnership Benefits IVMF First Data, a payments technology and services solutions company, has announced a new seven-year, $7 million commitment to the Institute for Veterans and Military Families (IVMF) at Syracuse University to fund education, research, training and opportunities for transitioning veterans entering the business community. This funding will directly support innovative programs designed specifically for transitioning military servicemembers and veteran and military spouse small-business owners.

“First Data is deeply committed to supporting the military and veteran community in everything from employment opportunities to offering a wide array of resources to veteran entrepreneurs,” said Frank Bisignano, First Data chairman and CEO. “This partnership with the Institute for Veterans and Military Families will provide thousands of new veteran and military spouse entrepreneurs with exceptional education, training and resource opportunities to help them build their businesses.”

The IVMF partnership is part of the company’s larger commitment to the military community as part of First Data Salutes, an initiative dedicated to making the company an employer of choice for veterans and military spouses, and a provider of a comprehensive suite of business solutions for veteran-owned businesses.

“Veterans represent 6 percent of the U.S. population, but account for 13.5 percent of U.S. small businesses,” said Dr. Mike Haynie, executive director of IVMF and vice chancellor for Veteran and Military Affairs at Syracuse University. “Given First Data’s millions of small-business customers and incredible commitment to the military community, we believe this partnership will have long-lasting impacts on research, programming and education in veteran entrepreneurship.”

In 2014, First Data’s veteran and military spouse new hires increased from 2 percent to 10 percent.

Military Housing Scholarships Offered The Michaels Organization Educational Foundation, a nonprofit affiliate of The Michaels Organization, announced it is now accepting applications for scholarships for the 20152016 school year. All residents who live in affordable, mixed-income or military housing communities professionally managed by the companies of The Michaels Organization, including Michaels Military Housing and Interstate Realty Management, are invited and encouraged to apply for a scholarship.

The scholarship funds, which are paid directly to the educational institution, can be used toward higher education at any accredited college,

26 | MAE 10.2

university or vocational training program in the country.

The Michaels Organization Educational Foundation has committed at least $225,000 in scholarship grants for the 2015-2016 school year.

In 2014, The Michaels Organization Educational Foundation received a record number of applications and, for the first time in its history, bestowed more than $500,000 in scholarships grants in a single year.

Applications are available on The Michaels Organization’s website, www. themichaelsorg.com, and must be postmarked and returned to the foundation no later than April 17, 2015. Awards will be announced in May 2015.

Compiled by KMI Media Group staff

Grantham University Partners with NGAUS to Provide Scholarships Currently, the Bureau of Labor Statistics predicts by the year 2020 there will be an increase of around 18.4 percent of jobs requiring a master’s degree, which is the fastest-growing educational necessity. This additional educational requirement might seem easy to accomplish on the surface, but how are Guardsmen—who frequently juggle work, military and family duties— supposed to fit pursuing an advanced degree into their already busy schedules?

Grantham University has partnered with the National Guard Association of the United States (NGAUS) to establish the Grantham University NGAUS scholarship, which will provide the recipients with the opportunity to pursue his or her master’s degree with minimal interruption to daily life thanks to its completely online coursework.

“This new scholarship takes the great relationship NGAUS and our members had with Grantham University to a whole new level,” said retired Major General Gus Hargett, the association’s president. “For the first time, we are not only going to be able to provide a potentially lifealtering master’s degree to a deserving NGAUS member, but also one to a deserving member’s spouse.”

There are two Grantham University NGAUS scholarships available, each valued up to $14,200: • One for a NGAUS member (rank O-5 or below) • One for the spouse of a NGAUS member (rank O-5 or below) “Spouses are so important to our force and to our association,” Hargett said. “Grantham University is now giving us a chance to show it through these scholarships.”

Both scholarships cover the full cost of tuition, textbooks, software and fees for one of Grantham’s 14 master’s programs ranging from Master of Business Administration to Master of Science in health systems management.

Grantham’s coursework is 100 percent online, so the recipients can complete their degree anywhere.

The Grantham University NGAUS scholarship application process opened in February and will run through the summer. The recipients will be announced in September at the 137th General Conference & Exhibition in Nashville.

To be considered for the scholarship, in addition to being a NGAUS member or spouse in good standing, applicants must have a bachelor’s degree with a cumulative GPA of at least 2.5 from an institution accredited by an agency recognized by the U.S. Department of Education.

Stay up to date with the latest scholarship developments at www.grantham.edu/in-the-news/.

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

MAE RESOURCE CENTER Advertisers Index Baker College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2 www.bakercollegeonline.com Grantham University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 www.grantham.edu Kansas State University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 www.global.k-state.edu/military National University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 http://think.nu.edu

Nova Southeastern University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 www.nova.edu/aviation Thomas Edison State College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 http://military.tesc.edu Troy University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4 www.troy.edu/freein48 University of Nebraska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 www.online.nebraska.edu

Calendar April 19-21, 2015 Distance Education Accrediting Commission Annual Conference Chicago, Ill.

May 17-20, 2015 ATD 2015 International Conference & Exposition Orlando, Fla. www.atdconference.org

August 9-12, 2015 Enlisted Association of the National Guard of U.S. (EANGUS) Indianapolis, In.

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MAE  10.2 | 27

UNIVERSITY CORNER

Military Advanced Education

Dave Barron Captain, USN (Ret.) Associate Vice Chancellor for Military Affairs Troy University Q: Please provide a brief overview of your school’s history, mission and curriculum.

A: Founded in 1887 as Troy Normal School, Troy University is a public institution comprised of a network of campuses throughout Alabama and teaching and support centers around the United States. We have education center-based sites on military installations in Japan and Korea and global partnerships in China, Vietnam and Saudi Arabia. Troy provides a variety of educational programs at the certificate, undergraduate and graduate levels for a diverse student body in traditional, nontraditional, online and blended delivery formats. Our academic programs are supported by a variety of student services which promote the welfare of each student. Appreciating that our students need to understand the world in order to succeed in it, Troy’s dedicated faculty and staff promote discovery and exploration of knowledge and its application to lifelong success through effective teaching, service, creative partnerships, scholarship and research.

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

A: Troy University boasts a rich history of support for the U.S. armed forces and the men and women who serve in uniform.

Our formal relationship with DoD began in 1950 with the establishment of an onbase operation at Fort Rucker, Ala. Today, Troy proudly counts approximately 60 flag officers among the ranks of its alumni, has a presence on or near roughly 30 military installations around the world, and participates in online learning programs with all service branches. Our familiarity with and respect for the U.S. military starts at the top, as our current chancellor is a Marine veteran and his predecessor was commander of the Alabama Air National Guard. For generations, Troy University has understood the needs of the military student and has acted on this knowledge to build a military-inclusive institution that offers a broad range of high-quality 28 | MAE 10.2

undergraduate and graduate academic programs supported by outstanding student services. Some of these services include: a VetSuccess on Campus counselor, Troy for Troops Center (physical and online), SALUTE Veterans National Honor Society chapter and Student Veterans of America chapter. This past fall, a Veterans Alumni Chapter was chartered as a part of our alumni association.

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: Troy recognizes programs that offer 24/7 accessibility are perfectly suited to the needs of our military students, where flexibility and mobility are more often the rule than the exception. Troy offers 15 undergraduate programs, including an associate degree in general studies with a minor in aviation operations, a range of options in global business, criminal justice with a homeland security option, applied computer science with a minor or certificate in cybersecurity, sport, tourism and hospitality management, and others.

Many of the university’s degree programs offer a minor in military operations that acknowledges the university’s understanding of the demands of professional military education and allows for the award of up to 18 semester hours of academic credit.

At the graduate level, Troy offers 15 master’s degrees, which include choices in education (a reflection of the university’s

roots), management (human resources and sports), public administration, international relations (we currently hold the PACCOM contract for this program), strategic communication, criminal justice, history, and social, environmental, and biological sciences, as well as a prominent MBA program.

We continue to see criminal justice, counseling and psychology, international relations and public administration as the most popular degree programs with our military students. Full details about the complete range of options can be found at www.troy.edu.

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

A: We highlight success stories in our virtual student union, the Trojan Cafe, to encourage and remind students that they can achieve their educational goals. Our goal is to help online students prepare for and excel in five “readiness” areas: • A cademic (often online students are intimidated by going back to school) • Commitment to Effort—or “Grit”— the self-regulated drive to persist • Family Support • Personal Finance • Technology Online students, including military students, often feel disenfranchised from the university, and the Trojan Cafe was established to help them overcome this feeling. The Cafe builds a sense of community for distant students, especially our military members who may be deployed to remote locations.

We strive to provide the best customer service possible in order to serve our online students. Troy University’s eTroy has nearly 120 professionals who are dedicated to assisting students with decisions regarding course choices, degree planning, tuition assistance issues and, graduation paperwork. O www.MAE-kmi.com

The On-Campus Support Issue April 2015 Volume 10, Issue 3

Journal of Higher Learning for Today’s Servicemember

Cover and In-Depth Interview with

Donna Duellberg VolEd Program Manager USCG Force Readiness Command Special Section: Supporting Military Spouses Initiatives undertaken by Hiring Our Heroes encourage the career success of servicemember spouses—and many universities have established policies to help them achieve their education goals.

Careers and Transitions: Degrees in Criminal Justice A criminal justice career can be a natural transition for veterans and servicemembers, and schools have a variety of degree programs to suit their needs.

Features VetSuccess on Campus

On-Campus Support Services for Veterans

The VetSuccess on Campus program aims to help veterans, servicemembers and their qualified dependents succeed and thrive through a coordinated delivery of on-campus benefits assistance and counseling, leading to completion of their education and preparing them to enter the labor market in viable careers.

Schools are assisting veterans in a variety of ways, making campuses more supportive to their needs. Learn about their efforts to train faculty about vet issues, health and wellness services, career advising, on-campus support groups and more.

Insertion Order Deadline: March 25, 2015 | Ad Materials Deadline: April 1, 2015

BEST

Allison R., Graduate Student Human Resource Management

ONLINE PROGRAMS VETERANS BACHELOR’S

2014

TH IS

WARRIOR

IS A PEOPLE PERSON. TROY can help you succeed in human resource management. Get the personal attention and education you need to effectively manage a company’s most valuable asset – people. Whether you’re pursuing a bachelor’s or a master’s degree, TROY’s Sorrell College of Business can give you the skills you need to thrive. Do what you love, and be great at it. That’s the warrior spirit, and it’s alive and well at Troy University.

© 2015 Troy University

Feel it at troy.edu/spirit or call 1-800-586-9771.

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