Mae 10 6 final 1

The Distance Learning Issue Education and Career Transition Guide for Servicemembers and Veterans

Special Section: Distance Learning

Education Guardian Kenneth A. Hardy Chief, Education Services Branch ARNG-HRM-E Personnel Programs Resources and Manpower Division

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July 2015

Volume 10, Issue 6

Transition Trends Corporate Connection: Verizon Evan Guzman, Head of Military Programs & Veteran Affairs • Careers in Homeland Security • Making the Transition with SVA

Accelerated Online Degrees O Supporting Military Students

“I

FOUND ANOTHER WAY TO SERVE.

THAT WAS MY MOMENT.” Scott Green Undergraduate Cybersecurity Student

PROGRAMS IN HIGH-DEMAND FIELDS After being injured while serving his country, Scott experienced his Moment

Creating Moments, Building Your Future.

when he found another way to serve by pursuing his undergraduate degree in cybersecurity. He wants to make a difference by learning the proper techniques, policies, and procedures to protect and defend information systems in local and broad-based domains. UMUC can help you transition to your post-military career in high-demand fields with • Bachelor’s and master’s degrees in cybersecurity, information technology, business, public safety, and more • Up to 60 transfer credits for your military experience and training, saving you time and money • More than 140 classroom and service locations, including military installations throughout the world UMUC is the No. 1 university for veterans.*

Call 800-939-UMUC (8682) or visit military.umuc.edu/mae to learn more. *Military Times ranked UMUC No. 1 in its Best for Vets: Colleges 2015 annual survey of online and non-traditional colleges and universities.

Copyright © 2015 University of Maryland University College

MILITARY ADVANCED EDUCATION & Transition Features

Cover / Q&A new MAE&T Supplement

Transition Trends

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Corporate Connection

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Degrees and careers in Homeland Security are a good fit for veterans and servicemembers looking to transition their skills to civilian jobs.

By Kasey Chisholm

In the SVA Leadership Institute Series, hundreds of student veteran campus leaders learn how to impact their communities on campus.

By Walter Tillman

America’s Protectors

Making the Transition

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Verizon Evan Guzman Head of Military Programs & Veteran Affairs

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Accelerated online degrees offer speedy options to degree completion, an attractive option for students who feel that time is of the essence in finishing school and landing a job.

By Holly Christy

The Golden Age of Online Education

Higher education, coupled with military experience, can create an unstoppable presence.

However, there’s a reason why some veterans still find themselves underemployed.

Colleges can assist those transitioning with innovative education and support.

By Gary Soldato

In the Fast Lane

Departments

July 2015 Volume 10, Issue 6

job fairs calendar

Kenneth A. Hardy

Chief, Education Services Branch ARNG-HRM-E Personnel Programs Resources and Manpower Division

Special section:

These days, online courses and degrees are no longer the exception to the rule.

Most colleges and universities embrace some form of distance learning, and it’s especially flexible for the military student. MAE&T looks into the ways in which online learning has evolved.

By JB Bissell

Meeting the Challenge

University Corner

2 Editor’s Perspective 10 Class Notes 18 CCME GRAPEVINE 19 RESOURCE CENTER

Cyndi Porter Vice President for Extended Academic Programs University of the Incarnate Word

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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.

“Civilian education benefits our soldiers in many ways. It not only increases their knowledge and proficiency in their field of study, but it also increases their ability to think, communicate, manage stress, multitask, lead and so much more.”

–Kenneth Hardy

Military Advanced Education & Transition Volume 10, Issue 6 • July 2015

Education and Career Transition Guide for Servicemembers and Veterans Editorial Editor

Kelly G. Fodel kellyf@kmimediagroup.com Managing Editor

Harrison Donnelly harrisond@kmimediagroup.com Copy Editors

Kevin Harris kevinh@kmimediagroup.com Jonathan Magin jonathanm@kmimediagroup.com Correspondents

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

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EDITOR’S PERSPECTIVE We’re pleased to announce that submissions are now being accepted for Military Advanced Education & Transition’s 2016 Guide to Colleges and Universities. Now in its ninth year, the Guide provides potential students with information about institutions that go out of their way to give back to our men and women in uniform.

The questionnaire evaluates schools in military culture, financial aid, flexibility, on-campus support and online support services. This year, we have made a few changes to the questionnaire to reflect the current events affecting voluntary education. Additionally, we have Kelly G. Fodel established an MAE&T Advisory Board for our annual Guide. We utilized Editor the expertise of leaders in the VolEd community to comprise this advisory board and assist us in refining the survey we use to score institutions on their best practices in military and veteran education. We think it makes our Guide more student-centric than ever before!

There is no section on graduation and retention rates this year. After feedback from our Advisory Board and many of the institutions that participated last year, our staff decided that it is simply too difficult to gather such statistics in a way that presents a clear picture of each school’s student populations. Institutions currently use a variety of metrics, and until there is a uniform way for us to gather such data, we will hold off on asking for those statistics.

We will again score the questionnaire responses to standardize the results, which will be displayed in the December issue of MAE&T in easy-to-read bar charts. This will enable prospective students to quickly target schools that are strongest in the military-friendly policies that are most important to them, and then put these policies in context with other academic or career considerations. Additionally, all questions and answers will appear on MAE&T’s searchable online database, including the essay section, in which institutions have the opportunity to describe in their own words what makes them military-friendly.

If your school is designated as a “Top College or University,” we will notify you in October and send you our exclusive logo and press release template to use in your marketing materials.

The deadline for submissions is September 1, and early submissions are encouraged. We are on target to have a record number of participants this year, so don’t delay! You may access the survey by sending me an email to receive a unique log-in URL. Feel free to contact me if you have any questions at kellyf@kmimediagroup.com.

Accelerated online degrees offer speedy options to degree completion.

Many would-be students understand that furthering their education and earning a degree would benefit their careers greatly, but because of family or work schedules, they feel they don’t have the time it takes to work through a traditional degree program. For these reasons, and several others, accelerated online degree programs are attracting more and more students.

According to Study.com, “Accelerated degree programs are concentrated programs that can be completed in less-than-the-normal time for that program. For example, a master’s degree typically takes two years to complete, but in an accelerated program, it can take 14 months. Many accelerated programs are offered entirely online and are often designed for working adults. Schools use several tools to accelerate these programs, such as holding four-to-eight-week courses with multiple class meeting times per week, increasing the number of terms from four to eight or more a year, holding yearround classes and offering college credit for life and work experience.”

If you’re looking at schools offering accelerated online degree programs, here are a few to consider:

Colorado State University – Global Campus Dale Buckholtz, Ph.D., vice president of Operations at CSU-Global, understands the draw of the accelerated online format. He said, “Depending on where you are in your educational journey, an accelerated online degree program gives you the flexibility to complete your degree without putting your family or career on hold. With no set class times or locations, you fit studying into your life and not the other way around, where you are stuck in a long semester or waiting for your next class to be offered. We have many students who use this convenience to graduate faster, and we have many others who actually take longer because they choose to take a few terms off to accomplish other goals. That ability to simply finish at their own pace is a major draw to servicemembers and many other people who are motivated to get ahead.”

Completing a degree program is even faster when you are able to transfer in credit for prior learning or military experience. Buckholtz explained, “We work to maximize the number of transfer credits accepted, which means students are that much closer to having their diploma in hand and being ready to continue their career as soon as they transition from [military] service. We accept up to 90 credits in transfer, including up to 60 from non-traditional sources like military training. In fact, 55 percent of our students with military affiliation were able to receive transfer credit www.MAE-kmi.com

By Holly Christy, MAE&T Correspondent

towards their degree for their military experience, making an accelerated program even faster.”

CSU-Global is a state university specifically designed to help working adults continue their education. Because of this, said Buckholtz, “all of our degree programs provide the flexibility and convenience these students need to fit courses in with their other life obligations, including being 100 percent online and in an accelerated eight-week format. We offer bachelor’s and master’s degrees in the areas of business management, organizational leadership, human resources, health care administration, accounting, technology and criminal justice, among others. Through our accelerated online degree programs, students learn career-relevant skills with an emphasis on real-world concepts.”

CSU-Global offers numerous avenues of support for military students, including the Student Veterans Organization, which offers additional career support and networking opportunities with other CSU-Global students and alumni. Buckholtz added, “Financially, we waive our application fee, offer military-specific scholarships and offer a discounted tuition rate to all active duty and veteran servicemembers and their families. Our Tuition Guarantee ensures that the discounted rate will not increase as long as they are enrolled.

All of our instructors are trained to ensure they are prepared to meet the unique needs of our military students, and we have a dedicated support staff to assist military students in planning their degree map and securing military benefits when needed.”

American Military University

Dale Buckholtz

Colorado State University

Patricia Campbell

American Military University

At American Military University (AMU), accelerated degree programs have more to do with credit for prior learning than they do with the length of classes. Patricia Campbell, Ph.D., assistant provost for Graduate Studies, Research, and Innovation at AMU, said, “American Military University recognizes that all learning does not necessarily take place in a classroom. We have always awarded credit earned via the DANTES or CLEP examination programs and recommendations by the American Council on Education (ACE) for military and civilian training.

AMU also offers a Prior Learning Assessment (PLA) program to allow students to seek credit for learning that aligns with courses we offer but has not been evaluated by an outside source. The program allows students to compile a portfolio to demonstrate that he/she has mastered the learning objectives of a particular AMU course. Examples include knowledge acquired on the job, in military or corporate training MAE&T 10.6 | 3

professionals with a lot of work experience that can programs, running a business, working with a volunbe considered for our experiential credit program. teer organization or pursuing a hobby.”

Experiential credit is a portfolio process, similar to Campbell explained, “The PLA program is bestcompetency-based education, to gain credit for work suited for students who are self-motivated, self-disciand life experience. Our accelerated program combines plined and organized. The challenge for the student is core coursework in business with experiential credit to transfer their prior learning to course learning objecand transfer credit to help students earn a degree in tives. For undergraduates, we offer a course that walks the shortest time possible. The program will allow the student through the portfolio process, while graduup to two-thirds of the degree to be awarded through ate students are offered an optional four-week workshop transfer, test credit or experiential credit, leaving only to help them craft their portfolio. We provide a support Chuck Gurden one-third of the program left to complete. That third is structure to assist students as they write their portfolio.” usually made up of the business core requirements in Another way that AMU offers accelerated degree Baker College accounting, finance, economics, law, management and programs is with its dual degrees in Emergency and marketing. In some cases, these courses and a capstone project may be Disaster Management and Homeland Security. While dual degrees are all the student needs to complete in order to earn the degree—when not uncommon, Campbell explained that “AMU is the only American combined with transfer, testing and experiential credit.” university offering a dual Emergency and Disaster Management and Gurden is careful to point out that “accelerated does not mean Homeland Security offering.” A dual degree is challenging because ‘easy’ by any means. Accelerated means you are utilizing real-world students are simultaneously completing the requirements for two experience and combining it with real-world classroom training to get master’s degrees, and the courses within the program are rigorous. your degree quicker. The courses are not watered down; they are accelAMU offers a dedicated military support team that provides both erated into a short time-frame in addition to taking all your transfer students and military spouses with guidance on how to enroll, transexperiences and converting them into classroom credit that counts.” fer credit, find support and access veteran’s benefits, among many Regarding the flexibility of an accelerated online program, Gurother areas. Campbell said, “Our flexible, online course schedules den reemphasized that it is a major benefit and an attractive option make it easier for military students to study, whether on a rotating for servicemembers. He also said, “Of course there are assignments work shift or a deployment. Our low tuition rates help limit their due and specific weeks for lecture, etc., but the servicemember is out-of-pocket costs if using military tuition assistance (TA), veteran’s able to do that on their time, planning accordingly when they are not benefits or federal financial aid. Our military grants include waived working, on a mission, etc. If the servicemember is looking to get technology and transfer credit evaluation fees. Through our universomething done quickly before getting out of the service, this is the sity book grant, textbooks and/or e-books are provided at no charge to obvious option. Or, if they plan on staying in, yet need a degree for students who are earning undergraduate academic credit.” advancement, it works that way as well.”

Gurden explained that Baker Online has been awarded the desigBaker College nation of “Top Military-Friendly College” by this publication, and has been ranked among the nation’s top 20 online/nontraditional schools Baker College also accelerates their degree programs by offering in the annual Best for Vets college rankings by Military Times. credit for prior learning. Chuck Gurden, vice president of Graduate, “We specialize in meeting the needs of every individual serviceOnline and Military Admissions at Baker College, said, “The program member, starting with a free military evaluation of credit transfers is designed for transfer students, those in the military or working

4 | MAE&T 10.6

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and work experience,” said Gurden.

“It’s quick and it’s honest. These servicemembers have dedicated themselves to the freedom of our country, so Baker College is going to dedicate ourselves to their success.”

Park University Regarding accelerated degree proCharles Kater grams, Charles Kater, Ph.D., associate vice president for Distance Learning Park University at Park University, explained, “Opportunities for promotions and the possibility of seeking new employment are often catalysts to complete a degree, and the capability to complete a degree online fits with the dynamic personal schedules of working adults and military members.” He added, “Servicemembers enter a college experience with a broad range of experiences. Accelerated online degree programs leverage those experiences within the learning process, in essence asking students to apply what they already know to more quickly advance their acquisition of knowledge and critical thinking skills.”

Educating military members is something Park University has a lot of experience with. The university currently has enrolled approximately 4,945 veterans and 7,734 active-duty service members. Park University has 42 campuses across the country,

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34 of which are located on military installations.

Park University offers 30 undergraduate and 14 graduate programs online. Kater noted, “Students acquire a full breadth of exposure to the discipline they have chosen to pursue. A significant value inherent in learning online is the ability to interact with people from across the world in solvSheri Jones ing the learning opportunities presented during each course. Graduates Ashford University of Park’s online undergraduate and graduate degree programs emerge with a complete set of competencies and skills which enable them to advance their careers in their professional occupations.”

Kater also pointed out that “Students completing accelerated online degree programs tell us that their success depends greatly on their ability to manage their time and stay current with their online course expectations on a weekly basis.”

Ashford University According to Sheri Jones, senior vice president of University Services at Ashford, the university “recognizes the aspirations and qualities of self-directedness and serious motivation that broadly

MAE&T 10.6 | 5

characterize adults with competing priorities such as work and family, who aspire to earn a college degree.”

Ashford University keeps its classes short, and also provides credit for prior learning. Jones said, “Programs offered through our online modality also provide diverse and alternative ways for motivated but busy individuals to earn and accumulate credits to be used in completing baccalaureate degrees. Besides offering online courses that are accelerated and conveniently scheduled, Ashford University administers assessment activities to determine college-level credit that military learners may have already achieved. Students can transfer up to 90 approved credits, including military and prior learning credits, toward a bachelor’s degree. Alternative sources of credit at the undergraduate level may include credit for experiential learning, military training, sponsored professional training, advanced placement, national testing programs and national credit recommendations.”

A unique aspect of the accelerated programs at Ashford University is their adherence to the school’s Institutional Outcomes, which reflect the broader mission and purpose of the institution. Jones explained, “It is the overarching set of learning outcomes that all students, regardless of discipline, must achieve in order to graduate. All program and course learning outcomes are mapped to the institutional outcomes, thus reflecting an overall alignment of values, knowledge and skills expected at program completion. Students must be able to demonstrate the ability to read and think critically and creatively; communicate effectively in speech, writing, and technology; understand various forms of diversity; understand the interdependence among living

beings, the environment and humanly created systems; competence in their major fields of study; an understanding of service directed at meeting the needs of others; the ability to draw information from different fields of study to make an informed decision; and skills and abilities that provide for lifelong learning.”

Ashford University is the first university in the nation to be recognized for its institution-level implementation plan by Quality Matters, a faculty-centered peer review process that examines specific course design elements to assess the quality of online and hybrid courses.

Ashford University has also made the 2013, 2014 and 2015 list of Military-Friendly Schools by G.I. Jobs magazine and been rated military friendly by this publication for those same years.

Ashford University supports military students through its Military Resource Center and Student Veterans Organization. “In addition,” explained Jones, “Ashford facilitates the CHAMPS Peer Mentoring Program, which matches high-achieving, upper-division student mentors with incoming student mentees. Military experience is a key criterion for pairing mentor/mentee students and provides a foundation for the supportive relationship. With access to self-directed resources and opportunities for student interpersonal connections available 24/7 and a designated support staff, Ashford University is able to meet the needs of our active duty and veteran students where they are—online.” O For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

Earn a Degree Aligned with Your Experience Your prior military training can count as credit.

Move forward in your career and explore more than 30 degree and certificate programs across five schools that could align to your military experience. Our dedicated Center for Military Education has been proudly serving servicemembers and veterans for more than 40 years.

“Excelsior was the best choice for me because it was the most flexible. They gave me credit for my military experience and CLEP exams, and let me transfer credits from other schools. They really supported and encouraged me, which helped me finish. Now that I have my degree, I anticipate a promotion.”

Roosevelt Thomas Bachelor of Science in Business, ‘03 and Masters of Arts in Liberal Studies, ‘14

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Get maximum credit for your military training Receive veteran partnership tuition discounts Obtain Post-9/11 GI Bill benefits and financial aid Take the “Success Strategies for Military and Veterans” course Join our supportive online veteran community Access military career transition resources

Excelsior College is accredited by the Middle States Commission on Higher Education.

Call: 888-647-2388 ext. 1352 Visit: excelsior.edu/military Email: veterans@excelsior.edu military@excelsior.edu

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Special Section: Distance Learning

By J.B. Bissell, MAE&T Correspondent By now, if you’ve spent any time at all researching higher education, you’re certainly well aware that online options exist.

And not just a few online options. There are seemingly endless pathways to all manner of college diplomas—from associate’s and bachelor’s degrees to master’s-level work to doctorate programs—all via the information superhighway. Indeed, in 2015, the academic ivory tower exists essentially anywhere you have access to the Internet.

“The fact that our students can log in to their classroom through a mobile application, if they choose, is really exciting,” said Kamerin Richardson, the director of student advising at Grantham University. “Even if they don’t want to use the mobile app, with the growing number of people who have access to laptops or tablets, students taking courses at Grantham University can submit to a discussion board while they are sitting in a coffee shop, taking a lunch break or even while they are on an airplane.”

Richardson’s excitement isn’t rooted simply in the novelty of convenience. She’s seen the genuine difference user-friendly applications can make to educational outcomes. “The single-most important aspect to overall student success rates is all about accessibility,” she said. “If you are a busy, working adult, and you want to go back to school to finish your degree, I don’t think there is anything better than an online program.”

Peak of Technology And there’s definitely never been a better time than now to enroll in an online program. It may seem obvious, but this truly is the golden age of Internet-based distance learning. Even just a decade ago, the networks were still glitchy, and instructors were still figuring out best practices for teaching in a virtual classroom. During the past few years, though, things “have changed dramatically due to new or enhanced technology, and added functionality in the learning www.MAE-kmi.com

management systems (LMS),” explained Jeffrey Musgrove, DBA, vice president for Adult Higher Education at Columbia College.

“For example, students can access publisher resource centers directly from their online class for supplemental material, such as practice exams and questions, PowerPoints, videos and other textbook enhancements. Online courses are also more engaging thanks to the increased use of videos, game- and role-playing, simulations and other added functionality in the LMS, rather than being mostly text-based as in the early years.”

As for the actual texts, those crucial— and age-old—building blocks of class syllabi everywhere, they’ve been enhanced, too.

The days of lugging around informationdense hardcovers in overstuffed backpacks are gone, thanks to scholastic publishers that have drastically increased the number of e-books available to students, whether learners purchase them outright or, in some cases, simply access them directly from within the online course.

Even university-type happenings that might not immediately be thought of as paramount to the foundation of higher education, but remain pivotal to a truly comprehensive college adventure, are available to today’s cyberspace students.

“The single biggest improvement has been the inclusion of life-experience opportunities into the online learning world,” said Richard Robitaille, Ed.D., associate vice president of the Office of Military and Veterans Affairs at Berkeley College.

“Online clubs, social media engagement, wellness and personal development programs and workshops focusing on academic success give the student a more complete college experience equivalent to their peers who are taking courses solely on site. The value-added approach of student-centered support activities adds a more increased dynamic to the whole online learning experience. Berkeley College has been a pioneer in this area, even launching an Online Veterans

Resource Center to support that particular student population.”

If the biggest improvement to online learning has happened in the social realm, perhaps the biggest advantage to the methodology as a whole is the fact that it can, like technology itself, constantly evolve, fluidly addressing everything from academic matters to communal affairs.

At Grantham, for example, “in order to keep the curriculum relevant and engaging, two times per year, each program meets with an employer advisory board,” said Niccole Buckley, DBA, the university’s assistant chief academic officer and dean of the Mark Skousen School of Business.

“These meetings allow employers to dialog with us about what their needs are for graduates to be successful in the workplace.

This employer perspective is one way we can be certain we are creating a curriculum that produces knowledgeable graduates.”

Individual course and program outcomes also are reviewed on a semi-annual basis as part of an ongoing curriculum assessment, and “every program undergoes a very thorough triennial review,” Buckley continued.

“As courses are taught, updates on a courseby-course basis happen through the request of any number of stakeholders, including faculty and students. This process allows for multiple checks and iterations by subjectmatter experts who hold faculty or adjunct faculty positions.”

Are You Ready?

One check that numerous schools have recently instituted is simply making sure students understand what they are getting into when they enroll in an online program.

Central Texas College’s (CTC) website provides various documents and checklists that can all be categorized under one common theme: Are you really ready to work toward your degree from a distance?

But don’t take this the wrong way. It’s not meant to discourage prospective learners.

MAE&T 10.6 | 7

Special Section: Distance Learning On the contrary, “we want to optimize student success in our classes,” explained Sharon Davis, the director of Distance Education and Educational Technology (DEET) at CTC. “Experience has verified that not all students, or faculty, for that matter, do well outside of the traditional classroom setting.

Online learning requires some level of technical ability and self-motivation. Online faculty should not be expected to teach students how to post to a discussion board or attach a file to an email or message. Likewise, students should have the basic skills needed to allow them to concentrate on mastering the course content instead of being stuck worrying about the technology.”

Still, the goal is to optimize student success—and it’s widely understood that those students can be located essentially anywhere in the world, with varying tiers of computing infrastructure—and so content is designed and delivered in a consistent, easy-to-master format, and on a platform that doesn’t necessarily require top-of-theline technology.

Top-of-the-line effort, however, will be required. Another reason so many schools go out of their way to fully prepare incoming pupils for the scholastic challenges they’ll be facing is because online programs developed a bit of stigma during their infancy. “Many students still think that online courses are easier than the traditional counterparts,” said Davis.

“CTC takes pride in ensuring that the online courses use the same instructional materials and follow the same standard syllabus as the face-to-face courses. The distance education website and course syllabi clearly communicate to the students that they should expect the same rigor as traditional courses.”

And if they don’t, most likely they’re just not ready to return to academia. “Students will be surprised at how much like a ‘classroom’ their course will become to them,” added Musgrove. “They all interact and often ‘see’ each other (virtually) in other classes.

The online courses are definitely more convenient, but easier is not a word I’ve ever heard a student utter when discussing their coursework.”

In fact, many instructors and faculty members who specialize in teaching via the World Wide Web believe the online format demands a more disciplined approach than merely showing up to a brick and mortar institution.

“The biggest obstacle in distance learning is time management,” said Scott Amundsen, Ph.D., dean of University Studies and Extended Education and vice provost, Academic Affairs at Trident University. “It is critical that students schedule time to work on their assignments and stay on track. If the time is not scheduled, life will likely continue to get in the way. Online courses require at least the same amount of effort as traditional courses. Trident’s asynchronous model allows more flexibility to complete the work during each module … but procrastinating and waiting until the end of the term to do all of your work remains a recipe for disaster.”

Disasters, though, can easily be averted, because, as Amundsen said, “The most important thing to know is that support is available.”

A HISTORY OF

ACADEMIC SERVICE TO THOSE WHO SERVE CLASSES START SEPT. 8TH VISIT MILITARY.JWU.EDU/NOW TO LEARN MORE! For more than 100 years, we have been privileged to serve those who have served so many and sacrificed so much. Johnson & Wales University continues to welcome active-duty and veteran servicemen and servicewomen from all branches of the military – and their dependents – to help them realize their dreams through a JWU degree.

Honoring those who serve through education • Named a top Military Friendly School by GI Jobs • Partner in Yellow Ribbon GI Education Enhancement Program that leverages matching federal funds for qualifying service members JWU is committed to your future through degree programs that prepare you to advance or start an exciting new career through convenient online learning options.

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Johnson & Wales University admits students of any race, color, and national or ethnic origin, among other catagories.

A private, non-profit institution.

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Training Camp It’s also important to know that the people who have been tasked with providing support have most likely participated in myriad training sessions to help ensure they can effectively and efficiently lead an entire class through the virtual environment. This is yet another huge step forward from where Internet-based distance learning began 15 or so years ago.

All new instructors at Berkeley College are required to complete an online orientation so that they become familiar with both the software and the philosophical concepts that support the school’s online program.

Central Texas’ Distance Education and Educational Technology department hosts monthly face-to-face and online training seminars, and is currently developing a fourpart certification program that will cover Basic Faculty Certification, Community College Educator Certification, Online Faculty Certification and Blackboard [their chosen LMS] Certification.

And at Columbia, “new faculty members undergo a lengthy training period that is entirely online, reflecting our online course delivery,” explained Musgrove. “They begin by immersion into a live section of the course that they will be teaching, observing the instructor-to-student interactions and familiarizing themselves with the curriculum and course layout. Following this, they participate in a four-week cohort-based online training course that provides in-depth training in teaching pedagogy, technical skills and college policy. The course is moderated by Online Education staff and includes collaborative opportunities with all parties involved.”

How It Works Once the training is complete, it’s time to get involved with the parties who truly matter. And for the students, as previously mentioned, getting involved couldn’t be easier.

For starters, different schools have different schedules. Some offer monthly start dates, others are organized by term. Individual sessions can be self-paced or last eight weeks— or maybe even extend further. In other words, scheduling shouldn’t be an issue.

Neither should finding your desired track of study. Each of the institutions referenced here, not to mention the countless others throughout the higher education universe, have their own unique catalogs, but suffice www.MAE-kmi.com

to say there are myriad options, from business administration to computer science to history to psychology—and seemingly most everything in between. Simply put, the degrees that are typically offered meet two basic criteria: There’s a demand for that particular course of study, and the curriculum can be adapted to the online format.

Interestingly—and, again, conveniently— that online format remains rather uniform no matter what school or sorts of classes a student chooses. Projects, supplemental materials and other educational elements, of course, are determined by the specifics of each class—and can change greatly and often—but generally speaking, how an online course actually works is comparatively static.

They almost always start with a requisite welcome email that includes basic introductions and straightforward instructions. After that, students should expect to be engaged almost immediately by their new instructor and to begin communicating with their classmates, and for near-daily interaction to be the norm for the duration of the seminar.

Courses build around “three main contact methods,” explained Musgrove. “One is a discussion thread. It allows for students to provide responses to set questions and get feedback from other students and the faculty member. This part of the course is like a virtual classroom where all students are required to participate. Then there are dropbox assignments where homework, research papers or essays are submitted for grading.

These are not shared with other classmates.

Lastly, the quiz or test function allows for a variety of testing methods dependent on the actual course.”

According to Musgrove, it’s this blend of adaptive material with the steady delivery that ultimately makes Internet learning so beneficial. “Online courses offer a variety of media and learning opportunities, but in a consistent and time-honored structure that make them both comprehensive and flexible,” he said. “This allows students to experience the rigor of a traditional classroom setting within the demands of their full lives.”

And that combination almost assuredly leads to a life more fulfilled, as opposed to just full. O

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

MAE&T 10.6 | 9

CLASS NOTES Texas A&M University Hosts Entrepreneurship Bootcamp for Veterans with Disabilities On Saturday, July 11, 21 disabled veterans converged on the Texas A&M University campus to expand on the traits (resilience, focus and leadership) they developed in the military and learn the basics of business ownership during the Entrepreneurship Bootcamp for Veterans with Disabilities (EBV).

Hosted in partnership between the Institute for Veterans and Military Families at Syracuse University (IVMF) and Mays Business School at Texas A&M, the EBV helps post-9/11 veterans with service-connected disabilities develop the skills and tools needed to launch and maintain successful businesses.

The results are in for graduates of the national EBV program: • 1,130 EBV graduates have become entrepreneurs; • $196 million (and growing) in revenue has been generated by EBV graduate businesses; • 68 percent of EBV graduates have started their own businesses; 92 percent of those are still in business today; • One out of every four EBV graduate businesses grosses more than $100,000 per year; • 4.72 is the average number of people employed by an EBV graduate; • EBV graduate businesses currently employ 1,886 people.

The EBV is a three-phase program, beginning with a three-week online instructor-led course. Participants have already begun to shape business plans and learn business language during the online phase.

During the second phase, participants complete an intensive nine-day residency at Texas A&M, learning the “nuts and bolts” of business ownership from established entrepreneurs and educators. Following the residency, EBV graduates receive access to a yearlong support and mentorship program through the EBV Technical Assistance Program.

Richard Lester, director of the Texas A&M EBV, said it offers cuttingedge, experiential training in entrepreneurship and small-business management to soldiers, sailors, airmen and Marines disabled as a result of their service supporting operations Enduring Freedom and Iraqi Freedom. “This program fits exceptionally well at Texas A&M, where we have a rich military history and have been recognized for being one of the top military-friendly schools,” he said. “It is a great way to give back to our veterans by utilizing our network of experts.”

The program was launched at Syracuse University’s Whitman School of Management in 2007. Since the original class, the IVMF has expanded EBV to nine additional universities throughout the United States, including Texas A&M. Assistance from the U.S. Small Business Administration, corporate partners and donors allows post9/11 veterans and transitioning servicemembers with service-connected disabilities to attend the program cost-free.

“EBV has produced more than 1,100 graduates since 2007, with 68 percent having launched a new venture after completing the EBV program,” said Tina Kapral, director of residency programs at IVMF. “The IVMF at Syracuse University is excited to work with Texas A&M again to support our nation’s veterans and help them create and maintain their own small businesses.”

10 | MAE&T 10.6

Compiled by KMI Media Group staff

Master of Education in Entrepreneurship Manhattanville College is offering a new Master of Education in Entrepreneurship program, a joint venture between the School of Education and the School of Business which is unique for colleges in the northeast.

“This interdisciplinary program is very exciting because it is designed for individuals with an entrepreneurial and creative bent who are interested in working in or developing businesses related to education (tutoring, consulting, early childhood centers/day cares, preschools, learning centers and publishing),” said Dr. Shelley B. Wepner, dean and professor of the School of Education.

“As the economy continues to pressure educational institutions and startups, those involved must become adept at being able to maintain a business focus and thus ensure the success of our educational system. The blended curriculum of this new degree is designed to provide the students with the knowledge and skills to navigate the challenges of running an educational venture,” said Dr. Anthony R. Davidson, dean of the School of Business.

The 30-credit degree combines core courses in education, including human development, ethics in education settings and multicultural perspectives, with core business courses, including marketing, analytical and financial tools.

A set of electives allows students to individualize their programs to their specific areas of interest within education and/or business in consultation with an advisor.

Information about the program can be obtained by contacting the School of Education Administration at edschool@mville.edu.

New Social Media Management Degree With social media continuing to evolve in today’s communications world, Arkansas State University will introduce a new Bachelor of Science program with an emphasis in Social Media Management in the fall semester of 2015. Arkansas State is the only university in the region to offer this kind of degree.

“We are seeing more demand for students who have expertise in social media from corporations, nonprofits and agencies,” said Dr. Brad Rawlins, dean of College of Media and Communication. “They are particularly interested in students who can develop and deploy social media strategies, measure effectiveness of social media messages and construct multimedia content for social media sites.

“Our curriculum in strategic communication prepares all students to have social media skills, but this new program provides more depth and focus to social media management. The addition of a minor in marketing as a requirement helps us achieve some of this focus.”

The objective of the Social Media Management emphasis area is to provide an understanding about the fast-growing, dynamic social media industry from a public relations perspective. This understanding includes strategy, monitoring and brand-building through social media in conjunction with traditional public relations, advertising and marketing strategies and techniques.

“Today’s businesses and nonprofits are deeply invested in social media, and our curriculum is designed to create a new wave of communicators skilled enough to maximize that investment,” said Associate Professor in the Strategic Communications Dr. Holly Hall.

Hall noted the program is designed for students interested in careers as social media managers for a company or advertising/public relations agency, social community managers and digital public relations/advertising strategists.

As modern technology advances at a rapid rate, consumers constantly look for the next product that’s bigger, better, faster and greener. www.MAE-kmi.com

Transition Trends

CORPORATE CONNECTION

Military Advanced Education & Transition

Verizon

Evan Guzman Head of Military Programs & Veteran Affairs

Q:

From an educational perspective, what advice would you offer to transitioning servicemembers trying to determine a degree path/career field for their civilian careers?

A:

To really think about what careers they believe that they will thrive in. Once they know that, the path to what degree they should get will be clearer.

Q: A:

What advice would you offer servicemembers and veterans looking to make the transition to a civilian career?

Do not assume that because there are a lot of military-friendly companies out there that it will be easy to find a job. Prepare for the civilian job market like your toughest assignment yet. It could very well be just that! You can never over-prepare for it.

1. Create a solid resume that conveys you are a force multiplier, and list what you’ve accomplished as opposed to what you have done.

2. Create a LinkedIn profile and network like crazy to connect with people in companies you want to explore. People are the key to unlocking doors and being seen and heard.

3. Nail the interview. What you say, what you don’t say and how you say it all matters on an interview. You can prepare by addressing mock questions with a friend or in the mirror.

Practice, practice, practice!

Q: A: Q: A:

What do you think is the biggest challenge veterans face in making their transition to civilian employment?

1.

2.

3.

4.

5.

Competition in the job market.

Not knowing where to go for assistance in finding jobs.

Not knowing people outside the military.

Not knowing exactly what they want to do.

Employers not understanding the value of military experience in business.

How can companies better assist veterans in their transition?

Companies can better assist by informing their employees on why veterans are exceptional hires and training their recruiters and hiring managers on how to engage and recruit them effectively.

Q:

Why does your company believe veterans are a valuable investment?

C2 | MAE&T 10.6 | Transition Trends

A:

Approximately over 80 percent of military occupations have a direct counterpart in the private sector. When I ask hiring managers what they look for in their hires they give a list of characteristics …. My response is almost always “that is exactly what the military trains for.” It does not cost a lot of money to recruit veterans if you know where to look.

Q:

Many companies recognize the value of veterans entering the corporate workforce. What makes your company distinct in the support it offers to veteran employees?

A:

We have a dedicated team comprised of veterans representing each major branch of service and military spouses. We created a dedicated landing page with a built-in skills matcher and a direct contact-us link if anyone had questions.

Q: A:

What is your commitment to hiring veterans? What percentage of your employees are veterans?

Our commitment is to hire as many as possible, period. Eight percent of our employees have served in the military. In 2014, we saw a 90-percent increase in veteran hiring, and we’re looking to continue this trend.

Q: A:

Please explain any special initiatives or programs that support your veteran employees.

Veterans Advisory Board, voluntarism, engagement, etc….

These affinity groups tend to go over well when it comes to engaging with our veteran populations across the business. Many veterans here have expressed wanting to support other causes especially when it comes to supporting vets and families. We have partnered with American Corporate Partners (ACP) USO and Hiring Our Heroes to offer opportunities to mentor, coach and support veterans in meaningful ways.

Q: A: Q: A:

Are there any particular transitional supports that you offer?

Our Veterans Advisory Board serves as onboarding buddies for newly hired veterans.

What do you believe makes your company particularly veteran-inclusive and supportive?

We have invested inwardly to build a 100-percent dedicated military team comprised of veterans who have served in each major branch of service; they are passionate about their work. Passion matters! O www.MAE-kmi.com

Transition Trends

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Corre , MAE&T

lm y Chisho e s a K y B

It is in the very nature of current and former servicemembers to more traditional terrorist threats, “daily attacks on our online to protect their country and its inhabitants. It makes total sense infrastructure—from government agencies to banks to retailers—are for such dedicated men and women to pursue other ways of servputting consumers on high alert about keeping their information, ing and protecting beyond their time in the uniform. James Forest, identity and bank accounts safe,” he stated, “Every organization has professor and director of Security Studies at the University of Masto assess vulnerabilities, understand response options and manage sachusetts Lowell, explained that “private-sector corporations and through chaos.” Students of homeland security can help eliminate public-sector agencies who deal with national or homeland security such chaos in a variety of ways. are interested in students with a military background because of their experience with threat assessments, physical security, teamwork, writing after-action reports and other kinds of activities, as Drexel University offers two online homeland security degree well as their sense of discipline, patriotism and moral compass.” The programs. The first is the accredited Master of Science in National experiences gained during one’s military career establish a strong Security Management. Balchunas shared that the program “focuses base for varied careers in homeland security. on four major areas of study, including continuity management, Not only is a military veteran a prime candidate for careers in homeland security, intelligence and cybersecuhomeland security, but the demand for homeland rity, law and policy.” For students not wishing to security professionals is also higher than ever. complete a master’s program, the accredited Norman Balchunas, retired colonel in the U.S. Homeland Security Certificate may be a better Air Force and Cybersecurity Institute Operations choice. The certificate can stand alone or serve as Director in The College of Computing & Informatics an introduction to the full MS later on. “This proat Drexel University, noted that the United States gram introduces students to the various aspects is “anticipating a shortfall of more than 200,000 of Homeland Security by examining its evolucybersecurity and homeland security trained pertion as a concept,” detailed Balchunas. “It also sonnel,” making job prospects for trained, expeexplores a legal framework and the redirection of rienced workers strong. Moreover, Balchunas emphasized that the current atmosphere in the Norman Balchunas national policies to align with various threats,” he added. Drexel’s homeland security programs are United States means homeland security workers Drexel University all designed to prepare students for the real world are more important than ever before. In addition

Drexel University

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Transition Trends | MAE&T 10.6 | 1

Careers in Homeland Security of threat assessment and management through varied, as homeland security “is an ‘umbrella’ term dynamic educational offerings. that covers many different career fields and opporMilitary veterans are particularly suited to such tunities.” He continued, “At EKU, HLS includes a careers, particularly due to critical thinking and multi-disciplinary approach that exposes students effective decision-making. Drexel is an excellent to a variety of distinct areas of study that will result choice for students with a military background. in a diverse set of career opportunities following The Drexel Veterans Association, Veterans Task graduation.” EKU Homeland Security graduates Force and Office of Veteran Student Services all have found fulfilling and successful careers in local provide numerous supports for military members and state law enforcement, federal law enforceand their families from faculty and staff. Students ment, border protection/immigration and customs, Ryan Baggett can also utilize the GI Bill “Yellow Ribbon” program emergency management, security management, Eastern Kentucky University for tuition-free education. Even after graduation, infrastructure protection, intelligence and more. the Drexel Veterans Alumni Network is a strong Veterans make up 40 percent of the Homeland networking and support resource. A degree in homeland security Security program students at EKU. Bagget explained that “faculty from Drexel opens career doors for graduates. “The U.S. Bureau has found that many of our military men and women have received of Labor Statistics projects a 37-percent increase in Information training in critical thinking and problem solving as part of their miliSecurity Analyst positions in the coming years—much faster than tary specialties.” He believes that the military experiences veterans the average for all other occupations,” stated Balchunas. He conbring to the table help them succeed in the program as well as future tinued, saying “A certificate or master’s in homeland security opens careers. He shared, “The ability to employ these skill sets, in addiopportunities to a variety of career options in the public and private tion to the high levels of discipline and determination found in most sector. Entering the private sector, those with homeland security our veterans, makes them very marketable in the field of homeland credentials can pursue career paths in critical infrastructure protecsecurity.” Military students at EKU can expect many supports, tion (CIP) and physical, information, personnel, information systems including no admission fee, credit hours for military training, priority and homeland security.” registration, the “Books for Boots” exchange library, a veteran-specific orientation, veteran cohort classes, “Vet-2-Vet” peer sponsors and a dedicated veteran advisor. These supports have earned EKU the number two “Best for Vets” military-friendly school ranking The undergraduate degree in Homeland Security from Eastern

by Military Times EDGE magazine, as well as being honored as a Kentucky University can be completed on campus in Richmond, military-friendly school by Victory Media for six consecutive years.

Ky., but also entirely online. In addition to the Bachelor of Science degree, there are certificates and minors in homeland security, emergency management, intelligence studies and security management.

Liberty University’s Helms School of Government offers a fourThe bachelor’s degree creates graduates who are well-prepared for course cognate in Homeland Security as part of its Bachelor of the careers that are critical to our nation’s security. Ryan Baggett, Science in Criminal Justice degree program for both residential the program coordinator and associate professor of the Homeland and online students. An online-only minor in homeland security is Security program at EKU, noted that these career opportunities are

Eastern Kentucky University

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2 | MAE&T 10.6 | Transition Trends

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Transition Trends offered, as well as residential and online coursework studying terrorism and counter-terrorism.

Ron Miller, associate dean and assistant professor of government, noted that in a post-9/11 world, “the demand for homeland security professionals at the local, state and federal level, as well as the private sector, Ron Miller has been consistently high.”

Liberty University A focus on homeland security studies at Liberty prepares graduates for a wide range of career prospects. Miller explains that law enforcement is one of the most popular post-graduate career paths. “At the local level, it is law enforcement that is most often tasked with homeland security responsibilities within their jurisdiction, and that constitutes thousands of opportunities nationwide,” he continued, “Homeland security law enforcement also encompasses border security in those states with international boundaries, or protection of key national and international leaders and their families through the U.S. Secret Service.” Law enforcement opportunities also include travel security and the flow of commerce, all critical areas of security. Stephen Park, the associate dean and assistant professor of criminal justice, expanded, noting that there

are also “career possibilities in emergency management, disaster prevention, protection and mitigation, intelligence analysis—the possibilities for our graduates are not only plentiful, but we have successfully placed student interns and graduates with organizations like the U.S. Marshals Service, the U.S. Stephen Park Secret Service, the Department Liberty University of Homeland Security, the Federal Bureau of Investigation, the Intelligence Community and homeland security committees in the U.S. House and Senate.” Students in Liberty’s homeland security programs are well prepared for any career they choose, as the faculty is made up of professionals who are not just educators, but also practitioners with real experience in the field.

A military background is a benefit for student-seeking careers in homeland security, said Miller. In additions to discipline and professionalism, military veterans are uniquely prepared as “their training is particularly relevant in areas such as transportation, infrastructure and personnel security, incident command and emergency management.” Military students at Liberty University can expect many supports, as the school is consistently rated as one of the

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Transition Trends | MAE&T 10.6 | 3

Careers in Homeland Security top military-friendly colleges by Military Advanced Education & Transition as well as other publications. An Office of Military Affairs, tuition discounts, scholarships and a Career Center are all supports that military students can expect at Liberty to help ensure success.

James Forest

University of Massachusetts Lowell

University of Massachusetts Lowell

At the University of Massachusetts Lowell, students have a variety of choices when considering degrees in homeland security. On the undergraduate level, students can seek the Bachelor of Science degree in Criminal Justice with a concentration in homeland security.

Students in this program study criminology, policing, homeland security, terrorism, WMD, criminal justice systems and many other topics.

On the graduate level, there are three options available. A four-course graduate certificate in security studies is available, as well as a Master of Arts in Security Studies with a concentration in homeland defense.

The MA focuses on intelligence analysis, science and technologies of security, counterterrorism, cybersecurity, research methods and

critical infrastructure protection, as well as research opportunities. All of these degree options are available on campus or entirely online. Finally, an oncampus Ph.D. in Terrorism Studies is available for students. This program offers advanced quantitative research methods and theory courses; doctoral degree Terri Tallon students will enroll in focused Thomas Edison seminars on domestic terrorism, State College comparative analysis of counterterrorism strategies, transnational terrorist networks, field research in terrorism studies and several other topics. Forest shared that these degree programs prepare graduates for a wide variety of career paths. “Some will go to work in the private sector, where risk assessment and intelligence analysis are vital activities,” he said. “Other graduates will work for local, state or federal agencies” such as law enforcement, emergency management, port security, transportation security, intelligence and more.

The homeland security degrees at University of Massachusetts Lowell are popular with military veterans and ROTC students. An active Office of Veterans Affairs and an Air Force ROTC program create an incredibly military-friendly environment. Most important, though, many faculty members, including Forest himself, come from strong military backgrounds. These experiences allow faculty and military students to connect and form an incredibly supportive educational community.

Thomas Edison State College

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HOMELAND SECURITY* *

Why choose ECPI University for your transition to career advancement?

Accelerated programs—Zero to Bachelors in 2.5 years Credit for military experience* Flexible schedules—on base, on campus, online* Classes starting every 5 weeks Graduate employment services to help prepare you to take the next step Military friendly

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For information on programs’ success, cost, & other important facts, see ecpi.edu/fastfacts.

*Programs vary by location; Homeland Security is a concentration of our Bachelor of

Science in Criminal Justices program degree; Contact your admissions advisor and learn more about how your military experience can provide credits toward your degree.

4 | MAE&T 10.6 | Transition Trends

Thomas Edison State College offers students interested in the field of homeland security undergraduate and graduate options for pursuing their education. The 120-credit online Bachelor of Science in Homeland Security and Emergency Preparedness is formatted to give students a broad view of homeland security issues by going beyond a single discipline to consider policy, preparation, response and recovery issues. There is also a 36-credit online Master of Science in Homeland Security (MSHS) that focuses on leadership through studying domestic and global issues in security and developing competencies in theory, analysis, practice and policymaking. Terri Tallon, director of Military Student Services, Office of Military and Veteran Education, shared that “individuals in Homeland Security careers play a vital role in securing the freedoms experienced by all Americans. It is a dynamic career field for those seeking to minimize threats to U.S. citizens and the nation by being on the forefront of preparedness and prevention.” These career possibilities include emergency management, intelligence, public safety, homeland security leaders, cybersecurity, terrorism prevention, border and seaport patrol, immigration, and disaster resilience and more. Tallon feels that after their education at Thomas Edison, “graduates will be prepared to guide and supervise daily operations, strategic planning and decision-making and gain an in-depth understanding of the roles of technology, intelligence and law in establishing protection policies, procedures required to respond and mitigate threats and disasters.”

More than 7,000 of Thomas Edison’s students are active of former military members. Tallon stated that “armed services personnel www.MAE-kmi.com

Transition Trends serving in military police positions have an excellimited to terrorist threats; natural events can inflict lent jumping off point into an investigative career serious damage on population and infrastructure in the civilian police corps and various homeland including the housing infrastructure that no tersecurity positions.” She added, “Their expanded rorist activity could match,” such as Hurricane roles while on active duty, including combat readiKatrina. Renda-Tanali added, “Terrorists—not just ness, hazardous materials, emergency medical jihadists but other domestic, foreign, and transtraining, intelligence skills and tactics, provide national groups affiliated with political agendas— enhanced abilities readily adaptable to homeland have faster means to infiltrate our homeland with security and special agent positions.” Thomas their ideologies and ideas to inflict damage on our Edison values its military community and supcritical assets.” Careers graduates pursue are as Irmak Renda-Tanali varied as the threats the nation faces, including but ports these students in a variety of ways. Military University of Maryland benefits at Thomas Edison include an Office of not limited to business continuity specialists, chief University College Military and Veteran Education, an online Military operations officers, contingency planners, corpoand Veteran Portal, credits for military training and rate physical security officers, critical infrastructure career help, as well as a variety of partnerships with other programs security specialists, disaster management specialists, emergency such as GoArmyEd and Yellow Ribbon GI Education Enhancement. planners at the federal/state/local level, environmental health, safety, and security analysts, facility or plant managers, facility security managers/officers, hazard/risk management specialists, homeland security analysts/consultants/specialists, physical security officers, prevention and response specialists, security analysts/consultants/ A Bachelor of Science in Public Safety Administration with a specialists and more. minor in Homeland Security from UMUC provides students with a Nearly half of the enrolled students in the Homeland Security global outlook, interpersonal skills, leadership abilities, an awareprograms at UMUC are former or active duty military members. ness of current issues, and management competencies, including For Renda-Tanali, this makes perfect sense. “There is a degree of strategic planning, risk management, public policy, program develpatriotism and sense of civic duty involved in the military and homeopment and implementation, ethics, and supervision. At the graduland security arenas, although the latter is a civilian enterprise and ate level, UMUC offers two master’s degree programs, the Master requires soft approaches.” She continued, “Our service men and of Science in Management and Master of Science in Information women already possess the traits that require the discipline and Technology. These programs allow students to study the origins of ethics that homeland security work dictates. Therefore, servicememterrorism, the mechanisms (including laws, response frameworks bers are a natural fit for this profession.” UMUC is incredibly militaryat the federal state, local and tribal level, as well as corporate) to friendly, including reduced tuition, a physical presence at overseas deal with man-made and/or natural hazards including terrorism military installations, mentoring, tutoring and advising services. O that threaten the well-being of the nation, and liberty of the citiFor more information, contact MAE&T Editor Kelly Fodel zens. Irmak Renda-Tanali, collegiate professor and program chair of at kellyf@kmimediagroup.com or search our online archives UMUC’s Homeland Security and Emergency Management Gradufor related stories at www.mae-kmi.com. ate programs, explained that “homeland security is by no means

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Transition Trends | MAE&T 10.6 | 5

Making the Transition

SVA Leadership Institute Series: Student Veterans Rise to the Challenge

By Walter Tillman, Director of Programs at Student Veterans of America Airports are always an unnerving place. I remember pulling my phone out of my pocket about a dozen times while riding the escalator down to baggage claim, and reopening the same email with my travel itinerary to make sure I was on time (I was running about an hour early) and in the right place. My eyes Walter Tillman darted around the room, scanning for any signs of familiarity.

I was no stranger to travel, making the trip from my family home in Philadelphia to my school in Phoenix every four to six months, but this time was different. This time I wasn’t going home, but rather stepping into a world that would one day become my new home.

In the summer of 2013, I had the honor of being selected as one of the 40 attendees to Student Veterans of America’s annual Leadership Institute.

The heart of Student Veterans of America (SVA) is the student veteran-led chapter. These campus-based organizations are the “boots on the ground” that provide peer-to-peer support, which has been linked to academic success and an easier transition for student veterans.

I was on my way to meet some of my fellow SVA chapter leaders from some of the leading institutions around the country, and learn from the experts on how to be a more effective voice for change on my campus.

When I finally grabbed my luggage, and saw the first person wearing their SVA t-shirt holding up a sign saying “Indianapolis Welcomes the 2013 SVA Leadership Institute!” I knew I was in for quite an experience.

Over the next three days, I was able to forge lifelong friendships with civic-minded leaders from every corner of the country. I learned how to turn ideas for helping veterans into reality. And I learned what it took to be a successful voice for change for veterans on campus.

Not surprisingly, when SVA called me up after graduation and offered me the opportunity to shape the future of this program that had done so much for me, I jumped at the chance. 2014 represented a year of change, a year of maturing the program. We took a hard look at the curriculum being taught, and better aligned it to the issues our members

were facing at the ground level. We split up the smaller Leadership Summits and the larger Leadership Institute to better teach the strategic and tactical components of running a SVA chapter.

And we expanded.

The year I went to the Leadership Institute I was one of 46 chapter leaders who was joined by another 132 leaders at five of the local summits. In 2014, we added a sixth summit and increased the amount of veterans trained to 262. The Institute, which forever altered the trajectory of my life, grew to more than 120 veterans who collectively represented more than 110,000 veterans on their campuses. Talk about making an impact!

This year’s series will kick off in mid-June with a summit bringing together 50 of our leaders in San Francisco. We’ll go on to have eight more summits, for a total of nine, in cities across the country. We’ll spend July in Charlotte and New York. In August and September, we’ll host summits in Dallas, Denver, St. Louis, Orlando, Detroit and Los Angeles. Finally, we’ll close the series with our Institute in Savannah in October. When all is said and done, we will have trained almost 600 SVA chapter leaders, who will be able to return to their campuses and empower thousands of veterans to earn their degrees and move on to rewarding careers.

It’s been remarkable to see the growth of this generation of veteran leaders at these events and witness those “a-ha” moments when participants go from being members of their student organizations to becoming leaders who can help shape, not only what’s happening on their own campuses, but also the future of this country.

It’s deeply rewarding to read their emails and see their Facebook posts about the amazing things they go on to do on their campuses.

To see a brand new chapter, who after attending one of these events is armed with the knowledge to write a grant proposal that lands them in our National Business Plan competition. Those are the moments that make this program truly great.

Registration for our 2015 Leadership Institute Series is now open.

If you are a student veteran who wants to learn more about how to be an effective leader, or if you’re a dedicated faculty member who knows a few students who might be up for the challenge, please visit our website to learn more, http://studentveterans.org/index.php/programs/ local-leadership-summits and http://studentveterans.org/index.php/ programs/leadership-institute. O

Job Fair Calendar Virtual Career Fair

Defense Technology & Intelligence Career Fair

July 15, 2015—1:00 p.m. to 5:00 p.m.

Online at http://veteranrecruiting.com/calendar For active duty, veterans and military spouses. Meet live with dozens of America’s most veteran-friendly employers. Chat live with recruiters, view and apply for jobs and connect with other veterans and military spouses in the networking lounge. Be sure to login ahead of time to research the companies prior to attending.

Register at http://veteranrecruiting.com/calendar

Monday, July 20, 2015 Transition Careers Vandenberg Air Force Base, Lompoc, Calif.

Events are open to job seekers who have access onto the military installation. All experienced professionals (military, contractors and civilians) welcome. Attendees can receive a free resume critique from expert Resume Solutions.

Register at www.TransitionCareers.com

6 | MAE&T 10.6 | Transition Trends

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CLASS NOTES

Compiled by KMI Media Group staff

New Programs Approved for SDSU and USD

LaGrange College to Offer New Master’s Program A new master’s degree in Clinical Mental Health Counseling is being launched this fall at LaGrange College, partly in response to repeated requests from students, said Dr. Brenda Callahan, Assistant Professor of Psychological Science and the program’s coordinator.

“Students kept telling us they wanted to go on to a master’s program (in psychology) here at LaGrange,” she said.

“They didn’t want to have to go somewhere else. The psychology faculty realized that there is a need and an interest, so they started working on the new program.”

A psychology degree is not a prerequisite for enrollment—students can have a degree in any field, Callahan said. The 60-hour program can be completed in two years if courses are taken full time, including during the summer semester.

Some of the classes scheduled are Theories of Counseling, Career Counseling, Life Span Development and Crisis, Trauma and Grief Counseling.

There is a wide array of careers available in the field, she said.

“They can work as marriage and family counselors, in mental health or even specialized areas such as eating disorders and addictions. Some work with adolescents

with all kinds of issues, and some work with children, although some specialty courses are required for dealing with children.”

Professional counselors must be licensed, and getting a degree from LaGrange will prepare students to become licensed professional counselors, Callahan said.

“They are required to have clinical experiences in a professional site while they are enrolled here, and will take the National Counseling Exam at the end of the program. They may apply to become Licensed Associate Professional Counselors as soon as they pass the NCE. They remain LAPCs while they are being supervised by a licensed professional. After three years of supervision, they may apply for full licensure.”

An integral part of the program is a focus on advocacy and service. Students will be required to plan a service project and carry it out in their community.

“The very first course is Foundations of Clinical Mental Health Counseling,” Callahan said. “We will talk about advocacy and its meaning, and students will begin planning what they want to do and preparing for their project that will be carried out during the interim (January) term.”

The South Dakota Board of Regents has approved new degree programs at South Dakota State University and the University of South Dakota, ranging from natural resources law enforcement and agricultural education at SDSU to sport marketing and media at USD. Each degree program will be available beginning this fall.

The Master of Science degree in agricultural education at SDSU will benefit career and technical education across South Dakota.

SDSU officials report that only two of 80 agricultural education teachers within the state currently have a master’s degree, although labor trend data indicate an expected 9 percent growth in demand for career and technical education teachers through 2022. Each year, the university plans to graduate five to seven students from the program, which will also be delivered online.

The Bachelor of Science degree in natural resources law enforcement at SDSU will prepare students for careers as conservation officers, federal wildlife officers, park rangers and game wardens. The new degree is in response to discussions with staff from the state’s Game, Fish and Parks Department and the U.S. Fish and Wildlife Service, who say they are challenged to find qualified applicants for law enforcement positions. Only four institutions across the country offer a similar degree. SDSU estimates it will have 20 graduates annually from the program after full implementation.

A new undergraduate degree in sport marketing and media at USD will equip students with broad skills in marketing, advertising and public relations, event management, and law/ethics. New graduates will be prepared to work in positions with college athletic departments, advertising and public relations firms, merchandising companies, professional sports teams, athletic facilities and the news media. The university anticipates graduating about 15 students each year after the program’s full implementation.

UW-Eau Claire to Offer Degree in Materials Science and Engineering The University of Wisconsin-Eau Claire will offer a new degree in materials science and engineering beginning in fall 2016.

Materials science and engineering applies the tools of basic science with an engineering component that seeks to understand the behavior of materials, their development and applications to modern technologies. In other words, it’s the “science of stuff.”

“The reason it’s called the science of stuff is everything around us is made of materials, whether polymers, ceramics, metals or semiconductors,” said Dr. Doug Dunham, director of the UW-Eau Claire Materials Science Center. “So when we’re talking about materials science and engineering, we’re talking about how we make those products, how we improve them and how we can make them more environmentally friendly. So it really is the science of everything around us—the science of stuff.”

Materials scientists and engineers have a passion for innovation, improving life and advancing modern technology, said Dr. Marc McEllistrem, the materials science academic program director, who for the past two years has worked to author the degree proposal and create the new curriculum. They look beyond the fundamental science aspects and take their understanding and knowledge into application development in careers in a variety of private

www.MAE-kmi.com

companies, national laboratories and universities. Graduates in the field find employment in microelectronics, energy production and storage, biomedical applications, aerospace, information technology, nanotechnology, manufacturing and materials production.

The materials science and engineering degree is built upon the existing materials science program that provides students with a strong foundation in fundamental sciences and mathematics along with a liberal arts education.

“Increasingly, the comment from industry is that students need that liberal arts education foundation,” McEllistrem said. “It is just as important as the technical pieces. If students are gifted technically in the lab or as engineers in developing applications but can’t work in social contexts and don’t have an appreciation of different ways of thinking that a liberal education foundation provides, they will be ineffective and frustrated in their pursuits. I would like students to appreciate that as they look for a campus to provide them with an opportunity to develop a career, they look both at the technical side and at the liberal education side, because both are critical to their success.”

For more information about materials science and engineering at UW-Eau Claire, contact Dr. Marc McEllistrem at mcellimt@uwec.edu or Dr. Doug Dunham at dunhamdj@uwec.edu.

MAE&T 10.6 | 11

LIGHT OUR WAY AND YOUR FUTURE

As a member of the military, you’ve trained hard, sacrificed, and led the way. Now it’s your time to shine. America will need at least 4 million college graduates by 2020.* Not everyone has the mindset and discipline for success—but you do. You’ve already handled your share of tough challenges.

Use that valuable training to forge a successful new path—one that sparks new opportunities for you and your family.

Bring out that spark inside you.

SHINE NOW. military.kaplan.edu *Source: U.S. Department of Labor, Bureau of Labor Statistics, “Employment Outlook 2010-2020: Occupational employment projections to 2020,” January 2012, on the Internet at www.bls.gov/opub/mlr/2012/01/art5full.pdf. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

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

MILTY ADV EDUC AD 07/15

Education Guardian

Q& A

Promoting and Supporting Education Efforts for Army National Guardsmen

Kenneth A. Hardy Chief Education Services Branch ARNG-HRM-E Personnel Programs Resources and Manpower Division

Kenneth A. Hardy is a native of Fairhaven, Mass. He is a retired sergeant major having served more than 24 years in the Army and Army National Guard (ARNG). Hardy served in numerous administrative and operational positions during his military career, including Army bandsman, production recruiter, readiness NCO, instructor, deputy commandant, senior enlisted liaison and operations sergeant major. His introduction to ARNG education began in May of 2000 when he was assigned as the Education Benefits manager responsible for managing the GI Bill, Tuition Assistance and Testing programs for the ARNG. After his retirement from active duty in 2007, Hardy was selected as the lead management analyst for the Studies and Requirements Branch at National Guard Bureau (NGB,) where he was responsible for conducting full-time support manpower studies for the ARNG. Hardy holds a bachelor’s degree in Human Resources Management from the University of Massachusetts at Dartmouth and a master’s degree in Human Resources Development from Webster University.

Hardy is currently the chief of the Education Services Branch for the ARNG, a position he has held since July of last year. In this assignment, he is responsible for providing policy, guidance and oversight on all education related programs and services to the 54 states and territories.

Guard and the other services are state benefits. These benefits, which include state license plates, fishing and hunting licenses and tuition assistance programs in 49 out of 54 states and territories, are only available to members of the National Guard. In addition to these differences, the ARNG is the oldest military service, dating back to 1636, the largest of all seven reserve components with more than 345,000 actively serving personnel, and the only service with soldiers serving in all 50 states, Guam, the Virgin Islands, Puerto Rico and the District of Columbia.

Q: What is the role and structure of National Guard Bureau?

Q: How is the National Guard different from the other military services?

A: One of the primary differences between the National Guard and the other services is our state and federal mission. While all other services only have a federal mission, during peacetime, each state National Guard falls under the control of the governor, who has the authority to activate the Guard in support of a state emergency such as hurricanes, floods, riots, etc. During times of national emergency or war, the National Guard falls under the control of the president, who has the authority to mobilize the Guard to serve anywhere in the world. Another key difference between the www.MAE-kmi.com

A: The role of NGB is to serve as a channel of communication between the states and the Departments of the Army and Air Force.

In this role, we provide policy, programs, funding and oversight to the 54 states and territories. Unlike other service headquarters, we are not a command and have no direct authority over the states and territories. NGB is comprised of three main entities: an Army Directorate, an Air Directorate and a Joint Staff. The chief of the National Guard Bureau is a four-star billet who is also a member of the Joint Chiefs of Staff, the Army and Air Directorates are led by directors who are three-star billets and our joint staff is led by a two-star billet.

MAE&T 10.6 | 13

Q: What have been some of your accomplishments this first year as the chief of Army National Guard (ARNG) Education Services and what are your goals for next year?

A: Our outreach initiatives, which include a quarterly newsletter, promotional flyers on all our benefit programs and an education benefits handbook for soldiers, have increased immensely and we’re seeing the benefit in communicating directly with our State Education Services officers who are getting the information out to our soldiers. Additionally, one of our biggest accomplishments was conducting the National Guard Bureau’s First Annual College and Career Expo held this past May. We hosted more than 90 colleges, employers and support organizations with more than 1,000 soldiers and civilians in attendance. Our goals for next year include new brochures, social media resources, an education workshop, an education program guide for ESOs, continued pursuit of legislative proposals and policy changes to benefit our soldiers, continued development of partnerships with various Educational Institutions (EIs), continued improvements to our websites and a second annual expo.

Q: What do individual states do to assist ARNG soldiers in regards to education benefits?

A: Each state and territory has an education office (typically located in the Joint Force Headquarters) that is staffed with an ESO and one

or more support staff depending on the number of ARNG soldiers in the state. The ESO is responsible for administering the education program in the state, which includes reviewing/approving requests for state and federal tuition assistance; reviewing/approving GI Bill eligibility for Chapters 30, 1606 and Kicker; serving as the Test Control Officer and administering the Army Personnel Testing and DANTES programs; partnering with EIs; marketing programs; conducting unit briefings and providing education counseling and support.

In addition, many of our ESOs are also responsible for managing and administering our bonus and incentives program. Needless to say, the staff members in our education/incentive offices are actively involved in providing support to our soldiers and keep very busy!

Q: What can colleges and universities do to support their state ARNG Education office in reaching out to soldiers and families about their educational benefits and goals?

A: Due to the Guard’s presence in all 54 states and territories, every state has an Education Services Officer (ESO) who provides educational institutions (EIs) with detailed information on state and federal education benefits available to National Guard soldiers and family members. EIs that have signed the DoD MOU are encouraged to reach out to their state ARNG ESO (available on www.nationalguard.com) to obtain federal and state education benefit information and discuss partnership opportunities.

Q: What are some of the tuition assistance (TA) policy changes that have affected the ARNG?

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A: In Fiscal Year 2014, three major changes drastically changed how federal tuition assistance is used in all three Army components (Active Army, ARNG and USAR). These changes include a credit hour cap of 16 semester hours per fiscal year, a one-year waiting period after completion of Initial Entry Training (IET), and a 10-year time-in-service requirement to use TA for a masters degree (for soldiers who previously used TA).

In FY15, guidance from DoD further restricted the use of TA by no longer allowing TA to be used in conjunction with the GI Bill (Chapters 1606 and 1607). Due to these policy changes, the ARNG has experienced over a 50-percent decline in TA use since FY13.

At the time of this article, all of these changes still apply with no indication that any relief will be provided in FY16.

Q: Are there any legislative issues you are working on that would expand benefits for ARNG soldiers?

A: Yes, one of our biggest challenges has been adding service performed by wounded Reserve Component (RC) soldiers assigned to a warrior transition unit as qualifying time for the Post-9/11 GI Bill. This type of service (under Title 10, Section 12301h) is considered qualifying time for soldiers serving on active duty, but not for mobilized RC soldiers. H.R.1141, which includes this section of service as qualifying service for RC soldiers, is a draft bill my staff was actively involved with to correct this inequity. We are also working with our legal staff and the DVA to possibly add additional periods of Title 32, Section 502(f) service. For this service to qualify, it must be authorized by the president or secretary of www.MAE-kmi.com

defense for the purpose of responding to a national emergency and it must be supported by federal funds. The only service under this section, which currently qualifies for the Post-9/11 GI Bill is Operation Noble Eagle from September 11, 2001, through May 31, 2002.

Q: What are some of the methods the Guard uses to inform soldiers of their education benefits?

A: The ARNG is extremely active in getting the word out to our soldiers on the latest education programs. At NGB, we have developed numerous print materials as described earlier, updated our websites and conducted monthly webinars. State ESOs use various print materials, state websites, social media, GoArmyEd, email and faceto-face unit briefings to ensure our soldiers are up to date on the latest education programs and policies.

Q: What do you see are the benefits of civilian education for ARNG soldiers?

A: Civilian education benefits our soldiers in many ways. It not only increases their knowledge and proficiency in their field of study, it also increases their ability to think, communicate, manage stress, multi-task, lead and so much more. By pursuing civilian education opportunities, ARNG soldiers not only become more educated soldiers, they also become more well-rounded citizens with the potential to make an even greater impact in their communities.

It’s a win-win solution for the soldier, the Guard and our communities. And while pursuing civilian education may not be a goal for all ARNG soldiers, it is my goal to ensure they are made aware of the various programs and opportunities available and to assist them in any way we can.

Q: What actions have the Army National Guard taken to promote post-secondary education beyond the traditional college setting?

A: One of the recent additions to our education outreach is a renewed focus on apprenticeship opportunities for soldiers.

Apprenticeships are the ideal setting for those soldiers who are looking to enter a career field but do not want to go through the traditional college setting. In this effort, we have partnered with the Department of Labor, various state agencies and numerous civilian employers to create job opportunities for ARNG soldiers.

In an apprenticeship, soldiers are able to learn a trade while simultaneously earning a degree, credential or certificate. In addition, many apprenticeships also allow soldiers to earn GI Bill benefits, thus greatly increasing a soldier’s earning potential. In addition to apprenticeships, the ARNG is actively involved in assisting soldiers to obtain a qualified state or federal credential or licensure through our reimbursement program as well as providing soldiers with the opportunity to earn college credit outside the classroom by taking either a College-Level Examination Program (CLEP) test or DANTES Standardized Test (DSST), both at little to no cost. O

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MAE&T 10.6 | 15

Assisting those transitioning with innovative education and support.

After serving in high-responsibility roles in the military, 600,000 veterans have transitioned into a civilian life of unemployment or underemployment, according to a recent report from the U.S. Bureau of Labor Statistics. This is unacceptable, particularly when well-paying job opportunities abound in critical fields like Information Technology. What many of these former servicemembers are lacking is the education and support to pursue roles in the IT field and other industries. It’s imperative for veterans to utilize Post-9/11 GI Bill education benefits in order to fulfill their career goals and take full advantage of their experience in the military.

The challenge for transitioning servicemembers is in finding a university that understands their unique needs as nontraditional students—and is equipped to provide the support military students need to succeed. Those of us in higher education need to clearly identify the needs of military students and provide a supportive environment to enable veterans to transition smoothly and move forward toward strong futures. Universities must not only consider how to best meet this challenge, but also must understand their responsibility to better serve those who have served our nation.

16 | MAE&T 10.6

What They Need to Know Our veterans have critical training and experience to draw on as they pursue higher education. Servicemembers and veterans should be asking these two questions to a potential university: Does your school follow the American Council on Education Military Guide? And will I receive credit for my military training? It’s important to know if a university will offer credit for military coursework as well as occupational specialties, and it’s essential for former servicemembers to understand the value of their knowledge and experience in an academic and career setting.

It’s equally important to maximize credits earned throughout one’s academic career. Many veterans and transitioning servicemembers have previously sought a degree and have not yet had the capability to see it through. When seeking a university for degree completion, particularly at the undergraduate level, potential students need to ensure that a school of interest has a transfer-friendly policy to provide maximum credit for prior learning. This is not only a cost-saving measure, but, possibly even more significant in terms of saving valuable time, it allows a graduate

By Gary Soldato

to advance toward a graduate degree or new career that much sooner.

In speaking to a prospective university, transitioning servicemembers and veterans should take note of the environment. Are questions responded to by well-versed, military-specific staff members who understand what servicemembers have experienced and what type of support and opportunities will best suit their needs going forward? As the VP of Military Initiatives at a private, nonprofit university, I’ve learned how important it is to have dedicated staff made up of former military and military-affiliated individuals who truly have walked the walk and can readily relate to any experience a current servicemember or veteran has gone through. It’s equally important to consider the challenges specific to military spouses, who steadfastly hold down the home front through multiple moves and deployments.

Regardless of where a transitioning servicemember, military spouse or veteran hopes to attend school, it’s essential to know what standards a university adheres to in giving credit to military experience and knowledge, how transfer-friendly the university is for prior academic credits and who is there to support and advise www.MAE-kmi.com

military-affiliated students throughout their academic journey.

Strong Prospects in the IT Field Information technology careers top the hot jobs lists for veterans, with solid growth prospects throughout the coming decade—and 2015 is the second year that IT has topped the list. According to G.I. Jobs, careers as IT specialists are well suited to former military, and with a 17 percent growth projected through 2022, the prospects are among the best out there. Salaries have also increased over the past year, with a median salary of $69,900 reported by G.I. Jobs in 2014 to $77,000 in 2015. As opportunities increase, universities nationwide are increasing their offerings in this lucrative field.

Warrior Transition Technology Training (WT3) is a nonprofit military organization dedicated to providing returning U.S. military servicemembers with a guided path to Information Technology education, professional certification and job placement. Southern New Hampshire University recently partnered with the nonprofit to offer a unique opportunity to military students in its new BS in Information Technology/Database Administration program: the chance to work with WT3 and be placed in corporate entry-level database jobs at private organizations throughout the nation.

WT3 also pays for Oracle Certification testing for eligible veterans.

Database administration jobs are projected to grow 15 percent through 2022, according to the U.S. Bureau of Labor Statistics—and Oracle-certified database administrators can anticipate a starting salary of $60,000.

The MBA Route to Success Servicemembers and veterans with a desire to earn an advanced degree that offers the flexibility to move across industries, locations or departments will benefit from MBA programs. Today’s business environment requires professionals to rapidly adapt to change, strategically assess resource constraints and provide solutions to complex problems—and those challenges evolve each day. G.I. Jobs’ 2015 hot jobs list includes business administration as a sought-after role in the corporate world.

While a bachelor’s degree may afford a junior executive or management trainee www.MAE-kmi.com

role for a veteran, an MBA offers an opportunity to advance to senior levels and a corner office. MBA graduates are able to help reshape organizations, create sustainability in small businesses and take their rightful place in today’s burgeoning markets as an up-and-coming entrepreneur or business leader.

An MBA is the most sought-after standard of graduate-level degree employers look for today, and MBA programs are a natural fit for servicemembers, who readily inhabit the core leadership qualities that are critical for success. Employees with a master’s degree also earn 20 percent more on average than those with only a bachelor’s degree—and according to the U.S. Bureau of Labor Statistics, almost 80 percent more than those with no degree at all. They are also significantly less likely to be unemployed.

Veterans must recognize the value in pursuing their passions while strengthening their business acumen. They’ll find the answer in diverse MBA concentrations that allow them to build on prior military experience, such as justice studies, information technology management, accounting, operations and supply chain management.

By focusing on specific subjects of interest and career intent, the pursuit of higher education then holds significant aspirational relevance.

In researching MBA programs, prospective students should consider application requirements, tuition costs, flexible access (campus or online program), accreditation, support, time to degree completion, the academic heritage of the universities of interest and their national networks of employers and alumni. While the latter may not seem important at the start of an MBA program, the career access a university’s network will offer veterans should be a key factor in choosing a school.

the outcomes of the work done through each deployment and project. Too often, leadership roles and impressive achievements are downplayed through the use of military jargon not easily translatable in the civilian world. Knowledgeable career center staff can help transitioning servicemembers and veterans assimilate and refocus resume language and interviewing skills to maximize education, experience and leadership earned through service to our country—and how veterans’ degrees have built on that strong foundation.

Support Leads to Success Whether a transitioning servicemember wants to earn a bachelor’s degree or an advanced graduate degree, it’s critical to understand that there is no one-size-fits-all experience for veterans. Success hinges on an innovative approach from universities in embracing military experience, along with personalized support from former military and military-affiliated professionals in higher education who have one focus: seeing transitioning servicemembers and veterans succeed.

Veterans have given so much of their lives in service to our country. As leaders in higher education, we must consider it a privilege to provide affordable access to former servicemembers into academic programs. The best futures are possible for those who prepare best for them. I implore my colleagues to stand ready to help veterans succeed as well-educated, employed professionals in civilian life. O

Putting Education to Work Higher education, coupled with military experience, can create an unstoppable presence. However, there’s a reason why some veterans still find themselves underemployed: the inability to translate military achievements into civilian accomplishments. Here’s where a supportive university career center, staffed with military-affiliated advisors, makes a big difference.

Former servicemembers do themselves a tremendous disservice by not highlighting

Gary Soldato

Gary Soldato is the AVP of Military Initiatives at Southern New Hampshire University.

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

MAE&T 10.6 | 17

The Voluntary Education Enterprise: You A few issues ago, Franc Lopez articulated on this “CCME Grapevine” page why a person or group might want to be involved in CCME. His rationale of communication and collaboration between academia, organizations and the military education communities was spot on.

“Communication and collaboration” are the very reasons that I am the Department of Defense (DoD) Liaison to the CCME board and why my agency and the services support CCME as a forum for the exchange of information on educational programs, strategies and innovation among its members and associated partners.

When you combine the benefits, personnel costs, tools, support systems and facilities that form the military voluntary education enterprise, you begin to realize some staggering facts. The enterprise’s annual footprint is well over half a billion dollars, managed by about 1,000 employees and contractors, serving over half a million active and reserve component servicemembers, more than 300,000 of whom are taking more than 800,000 classes.

That such an extensive and effective enterprise has grown, evolved and thrived over the 70 years since the end of World War II with very little centralized oversight is a testament to its value and to the dedication of the wonderful people serving within our various academic, organizational and military communities.

However, 2012 signaled a crucial turning point for DoD Voluntary Education. That year marked a nexus between old and new, beyond which nothing will ever be the same about how military voluntary education organizes and manages itself. In 2012, the president released Executive Order 13607, what came to be known as the “Principles of Excellence.” Our team at DoD spent the last three years codifying the vision of the Principles of Excellence into practice through the DoD Instruction 1322.25, the DoD Memorandum of Understanding, the Postsecondary Educational Complaint System and, most recently, the online institutional information and comparison tool called TA DECIDE. In fact, TA DECIDE marks a mini-transition of its own. It represents the first time since 2012 that we’ve been far enough ahead of the Principles of Excellence to begin working new initiatives and engaging with the future of DoD Voluntary Education proactively.

Next on our agenda is rolling out the 2015-2020 DoD Voluntary Education Strategic Plan. We spent nine months working with

By Dawn Bilodeau Chief, DoD Voluntary Education

service, agency, non-governmental organizations and academic partners to develop this plan. As a teaser, I will say that our vision is to provide quality educational experiences that result in meaningful value for servicemembers, the military services and society. We will do this by focusing on four lines of effort: promoting quality educational opportunities, ensuring military student readiness and success, enabling a viable voluntary education community and workforce and cultivating a culture of organizational effectiveness.

How will we succeed? The answer is through communication and collaboration.

Which brings me back full circle. The potential for academia, organizations and the military education communities to communicate and collaborate is what makes CCME and our collective organization so great. Folks have heard my mantra many times, and I’ll repeat it here—our servicemembers take more than 800,000 offduty education classes every year and DoD does not deliver a single one of those classes. It is our academic partners who do that and our internal and external organizational partners who support the educational and career goals of those servicemembers. Continuous and effective communication and collaboration among these entities is critical to our continued success … as is a coherent, ambitious and comprehensive strategic plan. I look forward to seeing you at CCME 2016 and sharing with you the actionable supporting goals and initiatives of DoD Voluntary Education’s new strategic plan. O Note from Dr. Jeffrey Cropsey, CCME president: CCME thanks Dawn Bilodeau, chief, DoD Voluntary Education, for her update from DoD; we are looking forward to hearing more!

For more information about our organization, please visit CCMEonline.org.

Dr. Jeffrey Cropsey

San Antonio, TX February 15-18, 2016 For membership, scholarship, exhibition and sponsorship opportunities, please visit us at:

www.ccmeonline.org 18 | MAE&T 10.6

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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&T RESOURCE CENTER Advertisers Index

Transition Trends

Academy of Art University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4 www.academyart.edu American Military University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 www.amuonline.com/mae Coastline Community College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 http://military.coastline.edu/dl Excelsior College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 http://excelsior.edu/military Kaplan University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 http://military.kaplan.edu Johnson and Wales University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 http://military.jwu.edu/now Stratford University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 www.stratford.edu/vet SUNY Empire State College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 http://esc.edu/military UMUC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2 http://military.umuc.edu/mae University of the Incarnate Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 http://military.uiw.edu

ECPI university . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 http://ecpi.edu/fastfacts Grantham University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 http://grantham.edu/mae Northern Virginia Community College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 http://nvcc.edu/mos Upper Iowa University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 www.uiu.edu/mae

Calendar August 9-12, 2015 Enlisted Association of the National Guard of U.S. (EANGUS) Indianapolis, Ind. http://eangus.org/ events/44th-annualconference

October 15-17, 2015 2015 MBA Veterans Career Conference Nashville, Tenn. http://mbaveterans. com/2015-conference

February 15-18, 2016 CCME Professional Development Symposium San Antonio, Texas www.ccmeonline.org

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MAE&T 10.6 | 19

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Military Advanced Education & Transition

Cyndi Porter Vice President for Extended Academic Programs University of the Incarnate Word Forensics (CSI, anyone!). At the graduate level, we have an MBA that can be finished in 10 months.

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

A: Founded in 1881, UIW provides a highquality education to students pursuing academic degrees in more than 40 of today’s high-in-demand undergraduate programs. UIW is a faith-based institution that welcomes to its community persons of diverse backgrounds in the belief that their respectful interaction advances the discovery of truth, mutual understanding, self-realization and the common good.

UIW Online, part of the School of Online Learning, is a natural extension of the mission and the entrepreneurial direction of the University of the Incarnate Word (UIW). By utilizing computer-mediated learning techniques, the university addresses the changing needs of military and traditional adult learners. By maintaining high educational standards, UIW Online offers regionally, nationally and professionally accredited distance-learning programs in a convenient online format.

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

A: The University of the Incarnate Word welcomes all active duty servicemembers and their families, and appreciates those serving to protect the rights and freedoms of our country. We are active members of GoArmyEd, Navy College Program Distance Learning Partnership (NCPDLP) and Air University Associate to Baccalaureate Cooperative (AU-ABC) programs, and are proud to participate in several collaborative programs with the Reserve Officer Training Corps (ROTC). We understand your unique needs and we are committed to being military-friendly.

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

A: UIW has long been cognizant of the unique challenges of military members 20 | MAE&T 10.6

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

where mission comes first! UIW respects that difference and has tailored our program to meet the needs of our military members. UIW Online has no fees or expenses. That means that TA benefits cover all costs. Textbooks are a major expense for all students. For our military members in both graduate and undergraduate programs your books are free.

There are no hidden charges. All of your work is done online, and there are no proctored exams. We also schedule our courses specifically for you. You will always find two classes you need each term. Finally, we never cancel classes for low enrollment.

Our job is to make sure that you reach your goal of graduation!

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

A: UIW offers more than 40 different programs and concentrations online. We have military service members in nearly all of our programs. However, some are more popular than others, but let me name a few. At the undergraduate level, we have a variety of business programs in our BS in Business Administration. Concentrations include General Business, Accounting, Information Systems, Marketing, Social Marketing, Management, eBusiness and Project Management. Another popular degree is our BS in Criminal Justice.

Concentrations are available in Homeland Security and Terrorism, Criminal Investigations, Juvenile Justice and Digital

A: The main challenge is in understanding that our military students have a day job, and that is their mission. While education is important to their future in the military and when they leave, the mission comes first! A second challenge is our understanding that today’s military member is on the go. We need to constantly be aware of this and look for new ways to deliver education to our fast-paced students. UIW Online leadership is good at reviewing, updating and looking out for new innovative technology that helps us deliver a quality product to our students.

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

A: UIW understands that today’s military is interested in solutions that meet their needs for a well-trained, mobile servicemember. To meet that end, we understand that having educational opportunities in a variety of methodologies will allow servicemembers to pick the educational delivery that best meets their needs. Whether that is online, blended, during the evening, on weekends or during the day, UIW stands ready to help our servicemembers meet their goal of completing a degree program.

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

A: UIW recognizes that technology is new and different every day. To that end, we have people looking out for new and emerging technologies, as well as learning how to stretch and adapt existing programs to meet the needs of our students. O www.MAE-kmi.com

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Academy of Art University Founded in San Francisco 1929

Visit www.academyart.edu to learn more about total costs, median student loan debt, potential occupations and other information. Accredited member WSCUC, NASAD, CIDA (BFA-IAD, MFA-IAD), NAAB (B.ARCH*, M.ARCH), CTC (California Teacher Credential). *B.ARCH is currently in candidacy status.

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