Mae 6 9 final

Journal of Higher Learning for Today’s Servicemember

Invested Counselor Gordon Nero Director, Education Services Specialist, Army Continuing Education System, Kuwait

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November 2011 Volume 6, Issue 9

Social Networks O Admissions Applications O Education & Promotions Architecture & Structural Engineering Degrees O GI Bill Update

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Military Advanced Education

November 2011 Volume 6 • Issue 9

Features

Cover / Q&A Brick by Brick

If, as a kid, you ever put together a country cabin with Lincoln Logs, constructed a space station with Legos, or raised a skyscraper with an Erector collection, then you understand the feeling of accomplishment that comes from building something.

You also can probably relate, then, to the fulfillment that architectural and structural engineers enjoy.

By J.B. Bissell

4

Special Section:

SOCIAL MEDIA

Socializing on Campus

8

Most of today’s college students are no strangers to the world of social networking. In fact, most of them grew up familiar with computers and the World Wide Web. It makes sense that institutions of higher education are increasingly using social networks not only in the classroom, but also to interact with alumni and prospective students.

By Kelly Fodel

Admissions: The First Hurdle in Higher Education

11

Although the admissions process for any individual with aspirations of higher education is the first major challenge that he or she will face when going back to school, chances of gaining admission to the right school can be improved by capitalizing on your military experience and applying the discipline learned through service to the application process.

By Celeste Altus

16 Gordon Nero Director, Education Services Specialist, Army Education Centers, Kuwait

Departments 2 Editor’s Perspective 3 People/Program Notes 14 Class Notes 24 CCME Grapevine

Lesson of the Day: GI Bill Update

19

Change is in the air this fall, with all modifications to the Post9/11 GI Bill having been implemented by October 1, 2011. Two new pieces of legislation, the Post-9/11 Veterans Educational Assistance Improvements Act and the Restoring GI Bill Fairness Act of 2011, sought to streamline and ensure equitable benefits—across the services and nation—and to provide a stopgap to those whose benefits may have been reduced.

By Maura McCarthy

26 Money Talks 27 Calendar, Directory

University Corner

A Valuable Investment

22

With higher education costs rising every year and becoming more difficult to finance, it’s understandable that many people in today’s economy join the U.S. military to access more education opportunities. According to military polls, the opportunity to pursue off-duty education consistently ranks in the top three reasons to join the Navy.

By Navy Captain Chuck Hollingsworth

28 Major General Joseph Taluto (retired) Executive in Residence Excelsior College

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Military Advanced Education

Volume 6, Issue 9 November 2011

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

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

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

On September 22, 2011, the Senate Committee on Homeland Security and Governmental Affairs Subcommittee on Federal Financial Management, Government Information, Federal Services, and International Security, in a hearing entitled, “Improving Educational Outcomes for our Military and Veterans,” welcomed the testimony of Curtis Coy, deputy undersecretary for economic opportunity, Veterans Benefits Administration, as well as a number of higher education officials. At the core of the hearing was the educational progress of veterans utilizing Post-9/11 GI Bill benefits at proprietary schools. According to Coy’s testimony, from August 1, 2009, to June 15, 2011, under the Post-9/11 GI Bill the VA paid Maura McCarthy out approximately $4.4 billion in tuition, fees and Yellow Ribbon Editor Program payments to higher learning institutions—approximately $1.6 billion of which was paid to private, for-profit schools where 145,000 beneficiaries were enrolled. There are a great number of for-profit institutions that provide quality education to servicemembers. However, there are also unfortunately institutions that see military and veteran students as, to quote Holly Petraeus, “dollar signs in uniforms,” and who engage in deceptive recruiting practices, and who do not deliver the promised educational results.

Importantly, the hearing should not be viewed as a condemnation of proprietary institutions, but instead as a call to government and education officials to engage in reform, ensuring that the nation continues to serve the best interests of our current and former servicemembers. This is not the first time that government has been required to exercise greater oversight; following the passage of the Montgomery GI Bill, in 1952 the Veterans’ Readjustment Assistance Act was passed to protect servicemembers from “fly-by-night” schools that were created to benefit from GI Bill benefits.

The DoD Voluntary Education Partnership MOU is a step in the right direction as it sets forth established guidelines to which participating institutions must adhere if they wish to receive DoD tuition assistance. Signatories to this MOU demonstrate a level of commitment to education and transparency that sets them apart from those questionable schools who do not.

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P ROG R AM NO TES

Education Associations to Convene Commission on Attainment Six presidential higher education associations announced the creation and first convening of a national Commission on Higher Education Attainment. The commission members were nominated by each of the presidential associations. E. Gordon Gee, president of The Ohio State University, will serve as chair. There are also three vice-chairs: Andrew K. Benton, president of Pepperdine University (Calif.); Gail O. Mellow, president of LaGuardia Community College (N.Y.); and George A. Pruitt, president of Thomas Edison State College (N.J.). The commission’s goal is to chart a course for greatly improving college retention and attainment and, in turn, restore the nation’s higher education preeminence.

“President Obama’s call for the United States to have the highest level of postsecondary educational attainment in the world by 2020 highlights the importance of higher education to our nation’s future,” said American Council on Education President Molly Corbett Broad. “We believe achieving this important objective will not be possible without clear and decisive leadership by colleges and universities, which is why we are launching this effort.”

While the precise work of the commission will be defined by the participants, the topics to be explored will include:

• •

•

•

The changing nature of students seeking a degree or credential The ability of higher education to attract, retain and graduate the increasing number of adults seeking a degree or credential The current capacity of higher education to accommodate the large number of students who will need to enroll if we are to increase the number of graduates The opportunities to increase efficiency and enhance productivity in meaningful ways.

“We believe the time has come for a diverse group of college and university leaders to document candidly and thoroughly the actions that must be taken to significantly boost retention and attainment, particularly at a time when resources are tight,” said Broad. “Such an effort must recognize the wide range of institutions that make up American higher education—there are not likely to be single solutions that will work equally well for all types of schools.” The commission is expected to complete its work by fall 2012.

Department of Education Awards $47 million in TRIO Grants The U.S. Department of Education has awarded $46,925,156 million in TRIO Educational Opportunity Centers (EOC) program grants to 128 grantees in 44 states, as well as Puerto Rico, to provide counseling and information on college admissions to qualified individuals who want to enter, or continue, a program of postsecondary education. The goal of the EOC program is to increase the number of participants who enroll in postsecondary education institutions. The program also provides services to improve financial and economic literacy, as well as assist participants in pursuing financial aid options.

“A college degree or postsecondary certificate has never been more necessary for success in the global economy, and TRIO programs will help increase the number of people who pursue postsecondary education, by helping them learn about the admissions process and how to find financial aid,” Secretary Arne Duncan said. “TRIO and other programs are making an essential contribution to meeting the president’s goal of having the highest percentage of college graduates by the end of the decade.” In addition, the president’s fiscal year 2012 budget request includes $920.1 million for the Federal TRIO Programs, which includes funds to award continuation grants to EOC projects that were successful under the competition.

People Stephen Neun, chief academic officer at Anna Maria College, in Massachusetts, has been appointed as vice president for academic affairs at Antioch University New England.

Luis G. Pedraja, vice president for the Middle States Commission on Higher Education, has been named provost and vice president

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for academic affairs at Antioch University Los Angeles.

Katepalli R. Sreenivasan, senior vice provost at New York University, has been named provost of the Polytechnic Institute of New York University.

John D. Simon, vice provost for academic affairs

at Duke University, has been appointed as executive vice president and provost at the University of Virginia.

Maria Dezenberg, campus dean for DeVry University’s campus in Las Vegas, has been chosen as president of its campus in Seattle.

Maravene S. Loeschke, president of Mansfield University, in Pennsylvania,

has been named president of Towson University, in Maryland.

Rahmat A. Shoureshi, dean of the School of Engineering and Computer Science at the University of Denver, has been named provost and vice president for academic affairs at New York Institute of Technology.

Albert Walker, president of Bluefield State College, in West Virginia, has been named president of HarrisStowe State University, in Missouri.

Robert A. Altenkirch, president of the New Jersey Institute of Technology, has been chosen as president of the University of Alabama in Huntsville.

MAE 6.9 | 3

America’s future will be built by

architectural and structural engineers.

By J.B. Bissell MAE Correspondent

4 | MAE 6.9

www.MAE-kmi.com

If, as a kid, you ever put together your dream country cabin with Lincoln Logs, constructed a futuristic space station with Lego bricks, or raised a spectacular skyscraper with miniature beams and screws from an Erector collection, then you understand the feeling of accomplishment that comes from building something where once there was nothing. You also can probably relate, at least in part, to the fulfillment that architectural and structural engineers enjoy.

It’s not just about the construction, though. The world’s buildings are where we work and live, and engineers are tasked with making those spaces as comfortable www.MAE-kmi.com

and efficient as possible. In short, their job satisfaction stems from making society a better place, one structure at a time. “That is absolutely something that I embrace,” said David I. McLean, Ph.D., P.E., professor and chair of Washington State University’s Department of Civil and Environmental Engineering in Pullman, Wash. “It’s why I went into engineering to begin with.”

It also has to do with why he thinks this particular field is such a likely fit for many men and women from the military. “They’re serving the country, they’re serving people.

Engineering is just a different form of service to better society,” he said. “It’s in the

civilian sector, but I don’t think it’s very far from the motivations of perhaps why someone would choose to go into the military.

I think it’s a natural bridge.” Common objectives are not the only shared element; both lines of work actually require a number of similar personal attributes and professional skills. “The discipline and certain other things learned in the military will serve them very well in engineering,” McLean said. For example, in the service, “things have to get done right, there’s a lot of responsibility, and they’re managing people. All of those are things that engineers deal with, too.”

MAE 6.9 | 5

Building Choices

Master Builder

The first thing prospective students will need to deal with, however, is figuring out what sort of engineering work they really want to do.

Civil engineering is a popular and Post-graduate programs also allow A Bachelor of Science in engiwell-known choice, and people who students to focus more intently on speneering—whether it’s civil or architecpursue an education in this field will cific fields and educational tracks. “All tural—is the first step to a career in certainly find themselves immersed of our graduate degree programs have building, but many students then go in structure creation once they’ve a concentration, whether it be strucon to earn their master’s or doctorate hung their diploma on the wall. But if tural or mechanical or construction,” degree as well. Obviously, that means buildings are really what you want— said Molenaar. “You’re also encourmore class time, but the advanced homes, office complexes, stadiums, aged to take interdisciplinary classes. education also expands your future job stores, the list goes on and on—you For instance, I’m teaching one now prospects. Military service could help might want to consider a concentracalled Engineering Risk and Decision your graduate school prospects. “At tion in structural engineering. “We Analysis that really cuts across those that level, students need to be preoffer a Bachelor of Science in civil traditional boundaries, and we have pared with much more of an applied engineering,” said McLean, “and stuother classes in what we call Civil Sysbackground,” said the University of dents can do an area of emphasis tems and Engineering for Developing Colorado’s Keith Molenaar, Ph.D. “It’s in structural engineering by taking Communities. There’s really a blend of wonderful if you’re coming back with certain electives, seven total.” Those discipline focuses and depth, and then some experience. We get a lot of electives range from an Introduction a breadth of interdisciplinary courses.” returning military folks and they tend to Structural Engineering to various So while it’s true that extending your to have some of that practical applicasteel and concrete courses to Design education is, well, doing exactly that, tion, which is great because the graduof Timber Structures. in the end, it will also give you that ate courses really are taught toward Another option is to move away much more opportunity to get your the practicing engineer coming in with from civil engineering altogether hands dirty, figuratively and literally, the assumption that you’ve already had and instead enroll in architectural while focusing on very specific building the analytical rigor in your undergraduengineering. Make a note, though: and design skills. ate degree.”

Architectural engineering is quite different from architecture. “They are two distinct programs,” explained the construction side gets more into materials, sustainability Keith Molenaar, Ph.D., professor and chair of the Departand construction management; and the third component, the ment of Civil, Environmental, and Architectural Engineering environment, is the mechanical system, electrical, HVAC, acousat the University of Colorado in Boulder. “Architecture deals tics, energy conservation and so on.” with space planning, layouts, circulation and the aesthetics of buildings. Architectural engineering deals with the engineered systems within the building.” It’s also a relatively young The Early Years branch of learning. “Historically, architectural engineering in this country did not exist until the late 1950s or early ’60s, No matter which path a future engineer ultimately chooses when the school of architecture no longer wanted to deal with to follow, they all start at generally the same place. During the the technology portion of the buildings,” explained Antonio first couple years of an undergraduate degree, “the curricula Nanni, Ph.D., P.E., professor and chair of the Department of are very similar for civil and architectural engineers,” said Civil, Architectural, and Environmental Engineering at the Molenaar. “They are also very analytically intensive, with a lot University of Miami in Coral Gables, Fla. “So at that time there of math and physics, as well as statics and dynamics. There’s a were spinoffs, and the great majority of architectural engineerlot of rigor and analytical courses in the first two years because ing programs became either totally independent or a separate there are a lot of basic analytical skills that you must have in degree program alongside civil engineering.” order to move on to the detailed engineering work.”

As a result, there are fewer university options available— That shift typically takes place during the student’s junior just 17 accredited programs in the United States according to year. “Things are much more applied at that point,” Molenaar the Accreditation Board for Engineering and Technology—but continued. “Students start doing more what a practicing engithe coursework focuses almost completely on “the engineering neer would do once they have those basic skills.” Still, regardissues related to buildings,” said Nanni. “Whereas a civil engiless of one’s concentration, a number of the basic engineering neer may be dealing with transportation issues, bridges and classes are the same. “Where they separate is that civil engineers water concerns,” he added, “an architectural engineer works study more in-depth soil and water issues while students who exclusively with buildings, primarily in three areas: strucare focused on buildings study the mechanical, lighting and tures, construction, or the environment within the building. electrical systems more. So we kind of replace the soil and water Structures deals with beams, columns, walls and foundations; with the air and light.”

6 | MAE 6.9

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One of the big differences between civil and architectural engineering at the University of Miami is that architectural engineers are required to spend a good deal of time studying architecture. “We require our students to take seven classes in that discipline,” said Nanni.

“They range from architectural design to materials and methods to construction documents. We feel very strongly about this interaction because an architectural engineer will often have to work with the architect from a professional standpoint. This strength of connection with the School of Architecture is one of the trademarks of our program.”

Real World Studies Perhaps one of the most appealing things about any engineering program is that once you complete the basic coursework, there are a number of opportunities to take your learning outside of the classroom. “We encourage our students to do independent studies,” said Molenaar. “We have some who are working on building sustainability, either through new construction or remodels, and we’ve had students do their independent studies with local designers, contractors, and even our facilities management folks right here on campus, retrofitting laboratories to try to get the best energy efficiency out of the buildings we already have. It’s pretty exciting. It’s not always just the theoretical side, there’s really an applied side as well.”

College campuses are ripe for applied lessons in making the world a better place. At the University of Miami, future engineers are working on creating a level in one of the dormitories that will be net zero water, “meaning all the water that is used on that particular floor will be totally recycled and put back into the system,” Nanni explained. “It’s a National Science Foundation project and we have a number of our students participating, not only from the architectural engineering program, but from other disciplines, too. It is a good example of real field-type experience.”

It’s also a great example of the sort of challenges—and type of work—that graduates will be tackling when they complete their studies. “Sustainability is a big push in society,” Nanni added.

“Clearly, our buildings are major users of energy and addressing the issue of conservation and also potential creation of energy is really the paramount issue in building design. We see a lot of students who think they can make a difference in terms of societal responsibility through architectural engineering. It’s a good thing to not only make a good living, earning money at a great job, but to also be doing something good for society.”

The Prospects This motivation comes back to the connection between members of the military and engineering. “Among the more traditional students, a lot of them don’t quite know what the differences are between civil engineering with an emphasis on structures or architectural engineering,” noted McLean. “Having said that, we do have quite a few soldiers who are returning to school. I see them in my class … they tend to be a little older, much more mature, and typically sit in the front row; they have a much clearer focus of why they’re in school, what they want to achieve.” www.MAE-kmi.com

Indeed, the men and women of America’s armed forces have a solid knowledge base from which to make scholastic decisions.

“In that regard,” McLean continued, “I think if they’re selecting structural engineering or something similar they know what they want. They’ve already had certain experiences that other students haven’t—running projects with a ton of responsibility and so on. They do that in the military and decide, ‘This is the sort of thing I want to do when I get out and have a civilian career.’”

As for that career, there are a variety of opportunities available for architectural engineers and people with structures expertise. “Some of them will go to work for consulting or design firms, some will work for government agencies in the civilian sector, and others will work for construction companies,” said McLean. “A structural engineering background is often very complementary to someone running big construction projects that involve different structures.”

Or, perhaps you’ll go back to your childhood dreams and build log cabins or space stations or skyscrapers … on a much grander scale. O

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

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MAE 6.9 | 7

Special Section:

SOCIAL MEDIA

By Kelly Fodel MAE Correspondent Most of today’s college students are no strangers to the world of social networking. In fact, most of them grew up familiar with computers and the World Wide Web, thanks to access to via a home or school computer. The Internet has become more and more interactive, with websites like Facebook, Twitter, YouTube and FourSquare, just to name a few. It makes sense that institutions of higher education are increasingly using social networks not only in the classroom, but also to interact with alumni and prospective students.

“We see social media as in integral part of our communications plan, including crisis communications. We think social media is here to stay,” said Kathryn Hobgood Ray, Tulane University’s assistant director of public relations and 8 | MAE 6.9

web communications. “Tulane University communications manages the social media accounts that we consider the face (or mouthpiece) of the greater university on YouTube, Facebook and Twitter—in other words, the ‘official’ accounts,” said Hobgood Ray. “We use these tools to share news and make connections with our student body, faculty, staff, alumni, neighbors, peer institutions and the media. Our office also manages the university’s presence on FourSquare and the main Tulane network on LinkedIn. We use Flickr to make some of our photography available for download to media and the general public.”

In addition to the official accounts they manage, many Tulane departments, individual schools and colleges, athletics teams and other units also have presence

on these networks. Hobgood Ray’s office has created a set of suggested guidelines these groups should follow, though they do not police these groups’ social media.

If the office is duly informed about an account, and it seems to follow the spirit of the guidelines, then the office will list it on the university’s official Social Media Index.

Thomas Edison State College actively maintains four social media sites, including Facebook, LinkedIn, Twitter and YouTube. According to Joe Guzzardo, communications director, “Our social media efforts are designed to help promote the college, answer questions from prospective students, alumni and the general public about the college and help prospective students, students and alumni www.MAE-kmi.com

network and connect with each other. Our ultimate goal with social media is to foster growth and support for the institution.

We are currently in the process of developing an institutional strategy for social media that may expand our presence with sites tailored to specific student, alumni and prospective student populations. As military servicemembers make up a large part of these audiences, we are including plans to tailor efforts to servicemembers and their spouses.”

The University of Maryland (UMD) College Park is active on the social media scene, with accounts on Facebook, Twitter, YouTube, Vimeo, Flickr, iTunesU and FourSquare. “We spend lots of time on our UMD Facebook page and we feed our Twitter account with RSS feeds from campus,” said Linda Martin, executive director of web and new media strategies. “We also post videos on YouTube and Vimeo quite often. We’ve learned that we can gain lots of fans on Facebook if we stay active with the posting. And we also have learned that our fans like it when the university responds to their comments.”

While Johns Hopkins University is active in many Internet-based social media circles, they place quite a bit of focus on their school-generated social site, called Hopkins Interactive. “I began working for the Undergraduate Admissions Office in August 2003, and from the onset Hopkins Interactive was a pet project of mine,” said Daniel Creasy, associate director of JHU’s office of undergraduate admissions.

“The dean of admissions allowed me a lot of leeway in creating the site and recruiting the students. I spent much of my first year doing research about what kind of Hopkins students would be the best to represent the university online, while also determining what would be the best new media tools to use to connect with our prospective audiences. After a year of research, I spent much of the second year recruiting our first set of student bloggers and working collaboratively with them to design the site. Finally in December 2005, we launched Hopkins Interactive and have been expanding the endeavor every since.

We launched the site before the term ‘social media’ was even being used.”

Simply explained, Hopkins Interactive is a social media website designed to enable prospective and admitted students to Johns Hopkins to connect with the university by offering them candid, uncensored information about student life on campus and throughout Baltimore. The content featured on the Hopkins Interactive site is entirely created by current Johns Hopkins students, specifically the members of the Student Admissions Advisory Board (SAAB). These volunteers represent the student voice of Johns Hopkins and are open and excited to share their experiences with interested, applying, admitted and enrolling students. Through blogs, message boards, Twitter, Facebook, videos, an Insider’s Guide publication, and an ever-growing list of other projects, the SAAB students strive to provide a clear

picture of Johns Hopkins by dispelling myths, answering questions and providing direction to further resources. Currently, Hopkins Interactive features 14 student blogs, 23 archived blogs (for a total of more than 2,000 entries), four university blogs, more than 20 student profiles, a message board with over 200 threads and 4,400 responses, over 100 YouTube videos, and eight Twitter accounts.

Keeping up with all of the advances in social media is imperative for schools that are serious about social networking.

Guzzardo explained, “With all technology, change is a constant. With social media, it appears that change is accelerated. What may be new and cutting edge one day is typically considered old news in a few months and something different is being talked about. To keep up with the latest advances and trends, we attend conferences, read articles and network with our peers at other institutions about how social media is being used in both higher education and in the corporate sector.

We are particularly interested in learning how social media is used to enhance communications, customer service, student services, recruitment, admissions and other areas relevant to the college.

We also seek input from students and staff who are active in social media that provide us with additional perspective on how to best use social media.”

Hobgood Ray concurred, “We monitor trends, advances and emerging tools by reading trade publications (PRSA, CASE),

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MAE 6.9 | 9

tech magazines and websites (wired. com, Wired Campus by Chronicle of Higher Education) and following certain blogs. We also sit in on webinars and attend workshops and conferences throughout the year.”

At JHU, “In order to keep the Hopkins Interactive site in step with the ever-evolving world of social media, I meet with the Student Admissions Advisory Board on a weekly basis for 90 minutes,” Creasy noted. “These meetings are an opportunity for the group to review current projects as well as to brainstorm new opportunities. Over the past few years these discussions led to our early adoption of Twitter as a means to communicate, but also led to a decision not to pursue FourSquare as something our prospective audience would use often.

These discussions led to new ideas on how to have a more interesting blogging presence, what videos we want to create for our YouTube page, or how we want to use Facebook as an outreach tool. In just a few weeks we plan to discuss Google+ and to see if there are any avenues we can go with this new social networking site.”

Monitoring the latest trends is only part of the challenge. Social media sites must be quickly and regularly updated in order for faculty and students to find them useful. At UMD, Martin said it is difficult to keep up with such a small staff. They try to update their Facebook account about four to five times a week, but it can be more often if something newsworthy is happening, particularly when it comes to sports. Additionally, the staff is always taking photos of events around campus and posting those images to Flickr. “Time is always a problem. Obviously, we need more staff to do more social media work along with our normal web work,” Martin explained.

Indeed, it seems that time is the biggest challenge and the biggest indicator of a school’s successful online presence.

It is imperative to use social media as it is meant to be used—interactively and conversationally. Guzzardo noted, “We currently do not have someone dedicated full time to social media, so one of the biggest challenges we face is carving out the time required to manage the college’s social media sites. Social media and social networking is largely a real-time activity and daily engagement 10 | MAE 6.9

with the people who are connected to our sites is required. At Thomas Edison State College, social media is currently managed by a small team in our division of public affairs that posts updates, news, surveys and videos to our social media sites and provides timely responses to questions and comments we receive from prospective students, current students, alumni and the general public.

As we develop our institutional strategy around social media, we may expand the number of staff members taking an active role in our social media efforts, especially as we target specific populations such as servicemembers and their spouses.”

Some schools are dabbling in the use of social media for their coursework.

At Tulane this past spring, one professor taught a course that examined the impact of social media on business communication. As part of their coursework, the students worked with the University communications and marketing office and the Innovative Learning Center to populate Tulane’s FourSquare venues with descriptions and tips. While many popular spots on and around Tulane’s campuses had been geo-tagged by the FourSquare community beforehand, the locations are now “owned” by Tulane, enabling the university to use the service to coordinate activities such as virtual tours and scavenger hunts.

One thing’s for sure: The work seems to be paying off for schools that put in the effort. Through the work of SAAB, Hopkins Interactive was recently recognized by studentadvisor.com as the top social media college in the country, so, as Creasy put it, “We must be doing something right.”

Martin added, “As far as we can tell, [our efforts are] wholeheartedly embraced by our faculty and students.

We have many students and alums as fans on our Facebook page. They are often very vocal about what’s going on on campus and with certain sports like football and basketball. That is so useful to us because it lets us know what they are thinking.”

Indeed, the social networking strides made by schools have been met with approval, leaving communication leaders to think about what comes next. Where will social media be in the next five or 10 years?

“Students have responded well to our social media efforts. Our social media sites are largely brought to life by students and alumni who use them as a way to connect with each other, share information about their experiences at the college and, especially on our LinkedIn site, share perspectives on the job market and potential job openings. For something that evolves as quickly as social media, it is difficult to say how we may be using social media in two years, let alone in five years. However, I would not be surprised to see it adopt a video feature, along the lines of Skype, which may enhance connections and conversations over the social media sites,” Guzzardo predicted.

It can be a challenge to predict what will stick and what will become an important part of the university communications strategy. At Tulane, Hobgood Ray said that staff experiment with most tools as they become available—in a sandbox-type setting—but they are selective about which tools they ultimately decide to use. “We are learning to be flexible and open-minded about new means of communicating with our audiences, learning that different age groups prefer different methods of communicating, and realizing that many of these new tools give our audience more access to our institution’s leaders, in a way. This is great for building camaraderie with our audience, for example keeping our alumni connected with the university through Facebook, building rapport with sports fans through Twitter. It’s also true that this greater access between institution and audience sets up an expectation for immediate response—the speed of communication is so much faster now than it was just a few years ago. So it’s important to prioritize and manage inquiries, and stay aware of chatter about the institution so that an issue can be responded to before it becomes a public relations challenge.” O

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

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Chances of gaining admission to the right school can be improved by capitalizing on your military experience and applying to the application process the discipline learned through serving.

By Celeste Altus MAE Correspondent

The admissions process for any individual with aspirations of higher education is the first major challenge that he or she will face when going back to school. For a member of the service who is accustomed to clearly defined expectations of life in the military, the task may seem daunting. While colleges and universities have guidelines for what they seek in their prospective students, they differ from school to school depending on their focus and how rigorous their standards are.

Making the Grade So what are they looking for? To begin, most of them are going to want to know about academic performance. “Admission standards require a prospective student—including active duty military or veterans—to submit an application for admission and an official copy of their high school transcripts or GED scores,” explained John T. Rogers, director of public relations and community affairs at Johnson and Wales University (JWU), from their Denver campus. The requirements are similar at Santa Clara University (SCU), a private institution in Santa Clara, Calif. “The primary factor is going to be academic history from 9th grade through senior year and anything subsequent to high school as well,” said Eva Blanco, associate dean of undergraduate admissions. “We want to get a sense of the student’s www.MAE-kmi.com

trajectory since 9th grade and how they’ve progressed over time.”

Aaron Basko, director of admissions at Salisbury University (SU), a public college on Maryland’s eastern shore, agreed. “Most admissions committees will see success in academic coursework as the best indicator that the student will be successful at the college level,” he said.

If a student had difficulty earning good grades in high school, there are other ways for him or her to prove that they are qualified for an undergraduate program. Skills and discipline learned in the military can help them overcome an unimpressive high school transcript if they are applied correctly. One way to do this is through community college. “Different programs of study have individual selectivity requirements,” explained Rogers. “If a student does not meet the minimum requirements, they will be referred to a community college to complete college-level courses in English and math before transferring to JWU.” Community college can be a multifaceted advantage on college applications. It is an excellent place to apply newfound discipline to earn grades that will show improvement from low marks in high school. Success there may impress in other ways as well. “Transfer credits from community colleges or accredited institutions are also evaluated during the completion of the admission process,” Rogers said. The community college route could potentially be taken to undergraduate enrollment at SCU too. “While we are certainly MAE 6.9 | 11

open to engaging with anyone who is interested in applying directly from the military, some take a path where they say, ‘I’ll go take a few courses in a community college to get my feet wet again,’” explained Blanco. Time spent in those classes may also help potential students perform better on their SAT or ACT standardized tests, which many colleges require.

Personal Achievements However, high school grades and standardized test scores are far from the only deciding element of consideration for some institutions. While relevant, they may be weighted differently by different schools. “Standardized testing and grade point average only tell you so much about how a student may or may not thrive here,” said Karen Hamilton, a public relations specialist at Antioch University Los Angeles (AULA). “All students learn and demonstrate their knowledge very differently.”

Many admissions boards will take a close look at other aspects of a candidate’s achievement, something that may benefit men and women who have committed themselves to serving their country.

“While academic promise is important, an applicant’s contributions to his/her community are considered,” said Hamilton. In some cases, supplemental documentation about military service may improve an application. “A resume with work experience and military experience can also enhance a student’s application if they feel their grades are marginal,” explained Rogers. “If a student has a strong academic record, there is no need to submit any supplementary information for the admission review.” Additionally, coursework completed while serving should be highlighted as a way to demonstrate academic ability. “Classes that students have taken while in the military, whether or not they are transferable, can be good evidence that the student has the drive and focus to succeed in an academic setting,” said Basko.

At the University of San Diego (USD) in California, Scott Handley, a senior admissions counselor and veteran and military programs liaison at the office of undergraduate admissions also described a prospective student’s academic background as only part of the picture that his university wants to see. “We approach the application evaluation process in a manner that is holistic and considerate of each individual’s personal accomplishments and academic achievements,” he explained. “With that being said, we put great emphasis on four specific areas: academics, leadership, talent and service.”

Highlight Your Military Experience While it may seem like a roadblock, the essay portion of college applications can be an excellent opportunity for applicants to highlight personal achievements and valued qualities, painting a more complete picture of themselves for the admission board. It is not a universal requirement, but it may help to submit one even if it is not necessary. “If a student applying to Johnson and Wales University is concerned about previous academic performance, they can submit a personal essay that describes their academic background as well as the military service completed to date,” noted Rogers. SCU requires an essay and Blanco urges applying students to see that aspect of the process as an opportunity to be seized. “That is an area where we give the applicant a canvas to share with us more about them and how they’ve developed, how it shaped their concrete plans or visions of the future,” she said. “What kind of student might they represent on our campus?”

12 | MAE 6.9

Identifying potential leaders is an important consideration for admission boards when reviewing applications, and serving in the military is an invaluable experience that can favorably shape their impression of a student. “Colleges want leaders on their campuses,” said Basko. “They want students who are ready to learn and aren’t afraid of hard work. Military students can use their essays and recommendations to demonstrate that they want to engage with the life of the campus and make an impact. Military experience often gives students maturity and a sense of perspective that other students may lack.”

It is only logical for active duty and veteran servicemen and women to look toward their military career for inspiration when writing these essays. “Members of the military have experiences to draw upon and describe,” said Blanco. “There are life experiences and skill sets that can be demonstrated in that essay that isn’t going to come across in the transcript. So that would highlight their potential as a student.” The importance of these essays should not be discounted. “Close attention is paid to an applicant’s writing skill demonstrated in his/her admissions essays,” noted Hamilton. “What’s more compelling than an essay from a military student who puts his or her life at risk in the name of service to his or her country?”

Focusing on the ways in which military service has made a prospective student a better candidate for enrollment makes sense.

There are a number of ways that an active duty or a veteran can directly translate their service into skills or experience that an admissions board seeks. “If a military applicant has a large gap between their secondary education and interest in completing a post-secondary degree, work experience or military service can be taken into consideration if the student is at risk of not meeting the minimum admission requirements,” explained Rogers. “JWU evaluates militaryspecific credits in the form of a DD 214 or 295 as possible transfer credits — such as English, science, etc.” While other schools may not have the exact same policy, specifically looking for similar acceptance from prospective schools is a good idea.

There are other opportunities for servicemembers to use their time spent in the military to get a leg up on competition with other applicants. “Those with military training are also often self-disciplined,” said Hamilton. “The ability to be self-disciplined and focused is key to the success of students in higher education. Versatility and a willingness to adapt in order to problem-solve are also skills that are worth highlighting in an application for admission.”

Since the application process can be complicated and tricky to navigate, Basko believes that military experience can serve prospective students well. “Use the discipline and focus that you have learned from your training to carefully meet all deadlines and read all correspondence thoroughly,” he advised. “Be your own advocate in the process if you have questions, but be patient if the academic process takes some time.”

Making a connection between the skills learned in military service and the field of study that an individual hopes to enter is also beneficial. “Military students can help their applications stand out by highlighting their skills, ambition, commitment and their ability to think critically about the core issues related to his or her chosen field of study,” explained Hamilton. “By sharing their experiences in a thoughtful way, military students might show how their exceptional experiences have shaped them as human beings and the positive impact this may have on their scholarship at AULA.” Recommendations play a role in determining which applicants are accepted as well. “What do other folks say about the applicant? www.MAE-kmi.com

Teachers, employers, mentors—all of these people paint a portrait of the student and we like to do a holistic review of any applicant,” explained Blanco. Superior officers can be good candidates for such recommendations.

Consult the Professionals Some institutions have admissions department specialists that are specifically dedicated to helping members of the military navigate the process. “USD has a Navy veteran who currently serves as the senior admissions counselor and veteran and military programs liaison,” noted Handley. Their expertise can prove invaluable, so it is worth inquiring about when deciding which schools to apply to.

In general, although there may not be a specific admissions staffer dedicated to military students, there is often another who works with them. “The director of student advocacy and services, Josh Williams, acts as a point person for military students at AULA,” noted Hamilton.

Keep in mind that the staffers at admissions offices are there to help all applicants, so their services should be taken advantage of.

“We have an admissions office that is personable to our prospective students,” said Blanco. When it comes to military students, she noted that they “work closely with our ROTC office. They also have an interest in helping servicepersons coming back to college.” SU’s admissions counselors serve students based on territories but there are other staffers that members of the military can reach out to.

The registrar’s office has a military liaison who assists students with benefits and adjustment questions,” explained Basko.

Similarly, JWU serves military students in certain ways, although it does not have a designated military student admissions counselor.

“Applying students will typically work with our transfer admission counselor to complete their admission requirements,” explained Rogers. “After a student is accepted, they will begin working with an academic counselor and a financial counselor—both specific to military students—who help the student complete the appropriate documentation to schedule their courses and apply for G.I. benefits.”

Universities are aware that there is an increased number of active duty and veteran servicemembers returning from Iraq and Afghanistan—many of whom are likely to seek higher education—leading some institutions to prepare accordingly. “I see it as something that we’re going to be looking into more and more in terms of how we can better service students who are coming from the military to a college campus, so we have a little bit of homework to do as well,” said Blanco. “That’s a constituency that will increasingly be seeking opportunities in college campuses.” O For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com.

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MAE 6.9 | 13

Loyola to Launch Cybersecurity Certificate Loyola’s Sellinger School of Business and Management will launch a new, 15-credit cybersecurity graduate certificate program in January 2012. The part-time, oneyear program is geared toward business professionals who are seeking management-level certification and enhanced skills in cybersecurity and information assurance. While the program will be offered part time on weekday evenings, coursework is offered in sequential order with a January start. In accordance with AACSB and Loyola academic policies, within three years of completion as many as 12 credits may be transferred into Loyola’s Professional MBA program as elective credits.

“This program focuses on the need for a strategic understanding of cybersecurity in organizations rather than solely on the technical aspects of being a cybersecurity expert— featuring courses on the legal and

ethical concerns over cybersecurity from a regional, national and international perspective as well as direct lab experience with applications used to fight today’s security challenges,” said Paul Di Gangi, Ph.D., assistant professor of information systems at the Sellinger School. “Our goal is to train the future leaders of organizations about the importance of having a sound cybersecurity strategy when setting policy to achieve success in an increasingly digital world.”

The program is the second graduate certificate the Sellinger School has added since introducing the fulltime, accelerated Accounting Certificate program last year. “Members of our Information Systems Advisory Board from companies like Lockheed Martin, Booz Allen Hamilton, McCormick and Northrop Grumman were instrumental in shaping this program,” said Karyl B. Leggio, Ph.D., dean of the Sellinger School. “We believe the certificate

and executive education space—particularly because of the credibility of the Loyola brand and our intimate relationships with businesses in this region—will allow us to directly shape programs for the needs of our business community and respond rapidly to changes in the business environment.” Applications for priority consideration to the program are due November 1. Applications will be accepted on a rolling basis thereafter as space permits for the January 2012 start.

South Dakota State University Expands Degree Programs The South Dakota Board of Regents approved a request from South Dakota State University to offer a master of computer science degree. In another action, the board also approved the University of South Dakota’s plans to deliver its master of public accountancy degree online.

At SDSU, the new master’s degree in computer science will prepare students for a professional career in software development or computer science research. Since the program replaces a former computer science emphasis within the M.S. in engineering

14 | MAE 6.9

program at SDSU, no additional startup costs were incurred. University officials said the M.S. in computer science is a more marketable graduate degree for prospective students and their employers.

The master’s degree in public accountancy at USD has been approved for online delivery, with the first online students to enroll next spring. University officials anticipate a strong demand for the online MPA program.

It is designed to provide specialized, in-depth knowledge in all areas of accounting, including auditing, cost,

financial, government and tax. According to federal labor estimates, employment of accountants and auditors is expected to grow by 22 percent between 2008 and 2018, faster than the average for all other occupations.

In further action, a new graduatelevel certificate in mental health counseling was authorized at USD. All four courses for this 12-hour certificate program will be offered online. Practicing licensed professional counselors and recent graduates of a 48-hour counseling program will be the primary audience for this new certificate.

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Compiled by KMI Media Group staff

UHV Creates Nursing-M.B.A. Program The University of Houston-Victoria intends to answer the call for nurses with top-level skills and solid business know-how by offering a dual-degree program through the schools of Nursing and Business Administration. The degree, combining a Master of Business Administration and a Master of Science in nursing, will be offered starting in the spring semester, which begins January 17. The degree has been approved by the Texas Higher Education Coordinating Board, and UHV is accepting applications.

The MBA/MSN will feature 51 semester credit hours of graduate-level business and nursing classes. The degree will offer students a faster option of completing the two degrees simultaneously. A combination of face-to-face, interactive television, online and hybrid courses make the program accessible to students in Victoria and the greater Houston area. “This dual degree program was initiated after getting requests from nurses who are UHV graduates,” said Kathryn Tart, founding dean of the UHV School of Nursing. “Nurses who will be

interested in the program will manage large budgets and be leaders in the future of health care.”

Students who apply for the dual-degree program will need to be registered nurses with a Bachelor of Science in nursing. They also will need to meet admission requirements for both the UHV MSN and MBA programs. The UHV School of Nursing is the only nursing school in the University of Houston System. Its administrators work closely with hospitals in Victoria, Sugar Land, Katy and the greater Houston area to provide employees that meet the growing demand for nurses. “Today’s nurses are asked to assume a large part of duties that had previously been assigned only to financial managers,” said Farhang Niroomand, dean of the UHV School of Business Administration. “This dual degree will make sure that our graduates, in addition to having the best nursing skills, are equipped to handle business matters. It will benefit both the nurses and the health care facility where they are employed.”

UMass Amherst Wind Energy Center Offers Nation’s First Certificate Program, Plus Online Learning The Wind Energy Center (WEC) at the University of Massachusetts Amherst launched the first wind energy graduate certificate program in the nation for students and professionals interested in learning skills in this “green energy” field. The 15-credit, five-course certificate program is designed for recent graduates of undergraduate engineering programs who wish to pursue a career in the wind energy industry; for professionals already in the field who seek additional education and certifications; and professionals in other industries who want to switch to the wind energy sector. Students have the flexibility to specialize in certain aspects of wind www.MAE-kmi.com

energy that are of particular interest in this one-of-a-kind opportunity to gain in-depth knowledge. The certificate requires students to complete three core courses through the UMass Amherst mechanical and industrial engineering department plus two electives.

Prerequisites include college-level calculus, physics and fluid dynamics. James Manwell, UMass Amherst professor, co-director of the WEC said, “The UMass program has been at the forefront of wind energy technical education since the 1970s. Our textbook is the most popular in the world in this subject area and we’re very pleased to be able to offer this great educational experience to those beyond our campus.”

Bryant Approves MA in Teaching Bryant University’s Board of Trustees has given its approval for the College of Arts and Sciences to offer a Master of Arts in teaching (MAT). The one-year graduate program will lead to teacher certification in grades 7-12 in the areas of mathematics, science, Spanish, Chinese, English and social studies. Courses would begin in the summer of 2012 pending approval of the Rhode Island Department of Education.

Teachers certified in science and mathematics will have the best employment prospects in the coming decade, according to the Bureau of Labor Statistics (BLS), with most job openings resulting from the need to replace tens of thousands of teachers expected to retire through 2018. Currently, many school districts have difficulty hiring qualified teachers in the subject areas of mathematics, science, bilingual education and foreign languages, the BLS notes.

The MAT program “is a natural for Bryant and plays to our strength in the liberal arts—our mathematics, biology and environmental science programs, as well as our programs in Chinese and Spanish,” said David Lux, Ph.D., dean of the College of Arts and Sciences. “Bryant has a very strong tradition of preprofessional education and our students have indicated a great deal of interest in becoming certified to teach. We’re pleased with the encouragement we’ve received from state officials and regional school systems. This is a direction that offers our graduates a promising future.”

MAE 6.9 | 15

Invested Counselor

Q& A

Making Soldiers’ Education Goals His Education Goals Gordon Nero Director, Education Services Specialist, Army Continuing Education System, Kuwait

Gordon D. Nero serves as the director, Education Services Specialist for the Army Continuing Education System (ACES), Kuwait, where he is responsible for the planning, directing and coordinating of all activities required to accomplish the ACES program mission at camps throughout Kuwait. This includes vocational and academic counseling, Functional Academic Skills Training (FAST), post-secondary education, Army tuition assistance, a multi-use learning center and more. Nero also serves as the test control officer for DANTES, Army, Navy, and Air Force Personnel testing and manages the testing facility which supports the Middle East Areas of Operations to include Iraq and Afghanistan with DLPT/DLAB testing. Prior to his assignment as director, Education Services Specialist, Nero served as the education services specialist for the Army at Fort Detrick, Md., where he planned, developed, administered and coordinated activities in support of ACES programs, the Servicemembers Opportunity Colleges (SOC), and the Defense Activity for Nontraditional Education (DANTES) for the Fort Detrick Education Center. Additionally, Nero coordinated activities of the Army Learning Center functions and projects such as the FAST remediation programs, eArmyU and GoArmyEd Programs. Nero brings 24 years of military experience as a career counselor for the Army to ACES, Kuwait.

Q: Can you please highlight your primary roles and responsibilities as education services specialist director?

A: Well, as an education services specialist director, I am primarily responsible for administering and managing the Army Continuation Education System [ACES] program at various camps and locations throughout Kuwait. My many roles are supervisor, manager, mentor, motivator, mediator, administrator, trainer, test control officer and my favorite role, of course, is education counselor to the servicemembers deployed here.

Q: How has your background and education helped prepare you for your current position?

A: If I could paraphrase Robert Fulghum’s book, All I Really Need to Know I Learned in Kindergarten, all I really need to know I learned in the Army. Having served 24 years in the Army and most of those years as an Army career counselor, I learned most of the skills needed to be successful in this position. As a young soldier, the Army instilled values in us such as loyalty, duty, respect, etc.

16 | MAE 6.9

As non-commissioned officer I learned the skills necessary to lead, manage and motivate soldiers. As an Army career counselor, I learned how to assist soldiers in defining their wants, needs and desires and translating them into an Army or civilian career.

However, it was during my educational pursuit that I was truly prepared for this position. Like many others, I am also a product of the Army Continuing Education System. During my military career I was fortunate enough to be able to go from a high school diploma to a master’s degree. During that pursuit I had the opportunity to meet some great education counselors who were really instrumental in helping me define my goals and navigate the educational process. One counselor in particular— and there were many—who would later become my mentor when I retired from the Army and became a counselor myself, was a very memorable lady named Marsha Moses. Marsha had a way of making soldiers feel like their goals were truly her goals, whether the person was a general or private, whether they were deployed or in garrison; their educational goals were her educational goals.

She was a great motivator, and I try to give every soldier that personal touch when I talk to them about education, as do so many Army education personnel. www.MAE-kmi.com

Q: What educational advice can you offer servicemembers who may just be considering pursuing a degree?

A: Just like the old Nike advertisement used to say, “Just Do It.” If you have never taken a college class or it has been a long time since you were in the classroom, run to your local education center and take a class, any class. Take a class that interests you; take a class that would be fun. Sometimes the most difficult trip in one’s journey is the first step, and after taking that first step something almost magical will happen to you. It will spark an interest in you, you will become curious, you will become motivated about learning again, and you will see how contagious learning is. Then schedule a visit with an education counselor who will assist you in defining or refining your educational goals; they are valuable sources of information and they make great motivators.

Q: From your perspective, what are some of the key issues facing military education today?

A: Most seem to be concerned with choosing a relevant degree plan that will help them find civilian employment after they separate from the service. Some are concerned with the fact that they may not have been in school in a while and can’t keep up with the coursework, but as counselors and motivators our job is to help servicemembers remove or navigate the hurdles they may experience.

Q: Do you think that, Armywide, soldiers are aware of and taking advantage of education benefits?

A: Oh yes, I think more so now than ever! One reason I feel this way is because with the Post-9/11 GI Bill, certain servicemembers now have the opportunity to transfer their Post-9/11 GI Bill benefits to their family members, leaving them with only tuition assistance to fund their own education. Therefore, some don’t have the luxury of waiting until they separate to pursue their education; they must take advantage of tuition assistance now. Also, there seems to be a direct correlation between education and promotion opportunities in the services; therefore, we see more and more servicemembers taking advantage of their education benefits.

A: I think funding an education may become a challenge. As tuition costs are rising and budgets being are being reduced, I’m always afraid that funding for education benefits will be affected.

Q: What impact do you see the Post- 9/11 GI Bill having on a soldier’s education?

Q: When you meet with soldiers, what are their most pressing concerns when it comes to pursuing a degree?

A: I see the Post-9/11 GI Bill having huge impacts on soldiers’ educations, especially in light of the new changes, such as the

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opportunity use the GI Bill for non-college degree programs, flight training, on-thejob training and apprenticeship programs, in addition to housing allowance for veterans who are pursuing solely online degrees and the ability for active duty servicemembers to receive the book and supply stipend.

Q: ‘Military-friendly’ is a popular moniker for colleges. What criteria do you use to judge the level of military-friendliness?

A: There are the traditional criteria: fully accredited, offer a military discount, transferable, and will accept military experience for credit. However, to me ‘military-friendly’ schools are institutions that cater to the military members and their unpredictable schedules, not just the institutions but the instructors as well. Oftentimes a school will be ‘military-friendly’ but that spirit has not trickled down to the instructors, As director, education services specialist, Army Continuing Education System, Kuwait, Nero plans, directs and coordinates ACES programs throughout Kuwait. [Photo courtesy of Gordon Nero] who can make the servicemember’s educaeducation will become an important discriminator. In addition, tional experience very unpleasant. Finally, I often caution soldiers a college degree will offer soldiers many opportunities that are that just because someone says that they are your friend does not not available to those who have a high school diploma, such as necessarily mean that they are your friend; in the same way, if Green-to-Gold, Warrant Officer training, flight school, Physitheir educational adviser begins to sound and feel like a recruiter, cian’s Assistance program, and AMEDD Commissioning to name they probably are. So, before servicemembers make an education a few. choice they should visit their local education office for advice.

Q: Recruitment of military students is an important marketing strategy for many institutions. How do you help prospective students sort through all the options, both for online and on-site programs?

A: We always advise soldiers for all education counseling to please visit a military education professional for assistance because not all schools understand all of the educational benefits that are available to military members.

Q: Are there trends you notice with the types of programs students are choosing?

A: That varies from installation to installation. For example, in Fort Detrick, Md., the military population we served was divided between medical service/science degrees and information technology/computer degrees, and here in Kuwait it can vary from aviation and transportation to criminal justice and management degrees. And of course, you have the general studies and liberal arts degrees at most military installations. Also, I have noticed an increase in soldiers looking to take advantage of technical and vocational certifications while pursuing their college degree plans.

Q: How important is a college degree for advancement in the Army?

A: A college degree may not be required for enlisted promotions; however, as promotions become increasingly competitive, 18 | MAE 6.9

Q: For servicemembers transitioning out of the military, what advice do you offer?

A: Start early and do some reverse planning. Find your dream job and work toward obtaining the requisites for that job while you are in the service. For example, if your dream job requires an associate degree, don’t wait until you are weeks from separating to start working toward your degree; it will be too late. Also, it is very important to build a support network of people: civilians, soldiers and veterans. I jokingly tell servicemembers that separating from the military is like escaping from prison: You will need someone on the inside to help you out and you will need someone on the outside to help you get out.

Q: Any closing thoughts?

A: I have seen all types of soldiers earn degrees while on active duty—deployed soldiers, garrison soldiers, NCOs, officers, married soldiers, single soldiers, even single parent soldiers. So when it comes to education and the military, remember that a quality education will take time, require some hard work and late nights, but also remember your military training and the millions that have come before you, and remember anything is possible. Look at those around you, and when you feel like you can’t take another class, come visit your local education center.

I’m sure you will find many dedicated professionals who, like Marsha, believe that your educational goals are their educational goals and are willing to do whatever they can to help you achieve them. O www.MAE-kmi.com

By Maura McCarthy MAE Editor Change is in the air this fall, with all modifications to the Post-9/11 GI Bill having been implemented by October 1, 2011.

Originally signed into law on June 30, 2008, and entered into effect August 1, 2009, the Post-9/11 GI Bill is an earned benefit for those who served at least 90 days active duty on or after September 11, 2001, who were honorably discharged, or who were honorably discharged with a service-related disability after serving 30 continuous days post-September 11. The bill provides financial support for education and housing while the veteran or servicemember is pursuing an education or training. Two new pieces of legislation, the Post-9/11 Veterans Educational Assistance Improvements Act and the Restoring GI Bill Fairness Act of 2011, sought to streamline and ensure equitable benefits—across the services and nation—and to provide a stop-gap to those whose benefits may have been reduced.

On January 4, 2011, President Obama signed into law the Post9/11 Veterans Educational Assistance Improvements Act, or GI Bill www.MAE-kmi.com

2.0, which aimed to simplify, streamline and render more equitable Post-9/11 GI Bill benefits. While the changes were implemented in three stages, the final series of changes were enacted on October 1, 2011, leading some students to enter the fall semester with newfound educational aspirations while others scrambled to make ends meet if their benefits were cut. Following these changes, the Post-9/11 GI Bill now: •

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Simplifies tuition and fee rates for active duty, veterans and to whom benefits are transferred: VA will pay all public in-state tuition and fees and caps private school costs at $17,500 annually Expands eligibility to include National Guardsmen who were mobilized under title 32. Guardsmen were inadvertently excluded from the original legislation, and eligibility is retroactive to August 1, 2009 MAE 6.9 | 19

Student Resources While this is not a comprehensive list of available resources, the sites below are a smart starting point for veterans or active duty students pursuing education or training.

Learn more about federal student aid at: https://studentaid.ed.gov/portalswebapp/students/english/ funding.jsp

A complete list of Yellow Ribbon Program participating institutions: http://gibill.va.gov/gi_bill_info/ch33/yrp/yrp_list_2011.htm

To learn more about or apply for FAFSA (Free Application for Federal Student Aid), visit: www.fafsa.ed.gov/

The Department of Education hosts a searchable database of scholarships available depending on your personal criteria, such as disabled veteran or service branch: https://studentaid2.ed.gov/getmoney/scholarship/ v3browse.asp

The Pat Tillman Foundation Scholarship: www.pattillmanfoundation.org/tillman-military-scholars/

•

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• • • • •

• •

•

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Eliminates break or interval pay, with the exception of an Executive Order or due to extenuating circumstances such as a natural disaster or strike Expands coverage to include non-degree programs at non-degree granting institutions, on-the-job and apprentice training, flight programs and correspondence training (net costs paid varies among these options) Pays housing allowance to students enrolled exclusively in distance learning; amount paid is half the national average BAH for an E-5 with dependents Prorates housing allowance by student’s rate of pursuit (number of credits in which the student is enrolled) Active duty students can receive a books and supplies stipend Limits active duty servicemembers to tuition and fees based on eligibility tiers Benefits are now applicable to all education levels Whereas prior the legislation only one license or certification test was paid for, now allows for reimbursement for additional tests Allows reimbursement for national admissions exams such as SAT, ACT, GMAT, GRE and LSAT Allows VA to pay MGIB and MGIB-SR “kickers” on a monthly basis instead of as a lump sum on a semester basis Allows those who are eligible for both Vocational Rehabilitation and Employment (chapter 31) and the Post-9/11 GI Bill (chapter 32) benefits to select the Post-9/11 GI Bill’s monthly housing allowance over the Vocational Rehabilitation and Employment’s allowance Permits NOAA and PHS employees to transfer their benefits to eligible dependents

Brian Hawthorne, an Army Reservist who has completed two tours in Iraq and currently serves as a board member for Student Veterans of America, noted that the most significant change for the October 1 series was the opening of non-degree programs.

“That was something that we’ve been adamant about and something that I think the manufacturing sector and the government are very pleased about; especially the way the economy is, we’re pleased the these benefits can support that type of education.”

20 | MAE 6.9

To review Transfer of Eligibility requirements: www.gibill.va.gov/benefits/post_911_gibill/transfer_of_ benefits.html The elimination of break pay has been met with mixed opinion, frustrating some who wonder how they will pay their rent over winter break but at the same time offering greater academic benefits.

“Elimination of break pay has frustrated some people and we’re trying to get it back. The flip side, though, is that break pay was burning a month or two of benefits involuntarily. One of the things about the regulation of the GI Bill is that if you have one month of benefits remaining, you can start an entire semester. For example, if you have one month of benefits remaining and your class starts in August and goes through December, then you can receive full housing allowance, book allowance and tuition for just that one month of benefits.

By not using those benefits over winter break, for a few hundred dollars in housing allowance, that one month of benefits can actually be worth more than $10,000,” explained Hawthorne.

While you would be hard pressed to find someone who is against expanding eligibility to financially support the educational pursuits of more of our nation’s former servicemembers, what about those veterans who saw their benefits diminish? The Post-9/11 Veterans Educational Assistance Improvements Act, or GI Bill 2.0, sought to ensure that eligible veterans receive equal benefits, but in order to do so, veterans enrolled in colleges or universities in some states may have seen their benefits reduced.

Prior to the passing of GI Bill 2.0, the maximum tuition the VA would pay varied from state to state, now forcing some students in states that previously had higher approved tuition costs to make up the financial difference on their own.

“Changes to the Post-9/11 bill were actually pretty rough for students coming from Michigan. We were one of the states that had the higher tuition costs, so these changes are difficult for many students in the state,” explained University of Michigan, Flint VA certifying official Michelle Virden. “We’re a public school and I’ve estimated that the students at the private school are taking a minimum of a $12,000 hit financially. If you look at Michigan, the tuition was $1,000 per credit hour; all of our students, even graduate and doctoral students paying out-of-state rates, were getting all of their tuition and fees covered by their earned Post 9-/11 GI Bill benefits. With the changes to the Post-9/11 GI Bill, at University of Michigan, Flint, all of the non-residents now need to cover the cost between the resident and non-resident rates. For the average undergraduate student, they are looking at about a $4,200 per semester out of pocket cost.” www.MAE-kmi.com

Just days after the Post-9/11 Veterans Educational Assistance Improvements Act’s second round of changes was implemented on August 1, 2011, President Obama signed the Restoring GI Bill Fairness Act of 2011 on August 3. To counter the $17,500 cap set in place by GI Bill 2.0, this bill authorized the VA to pay more than $17,500 for eligible students attending private educational institutions in Arizona, Michigan, New Hampshire, New York, Pennsylvania, South Carolina and Texas. In essence, this legislation “grandfathers” in rates for eligible students if they have been enrolled in the same institution since January 4, 2011, in a program whose 2010-2011 combined tuition and fees for full-time enrollment exceeded $17, 500. The VA will pay eligible students a percentage, based on a student’s eligibility tier, above the $17,500 only if they remain continuously enrolled at this institution for all terms beginning before August 1, 2014. A college degree is a serious financial investment, and for veteran students who had enrolled in an institution with the expectation of established benefits, the changes to the Post-9/11 GI Bill threatened many with incurring unexpected debt.

The expanded Yellow Ribbon Program is an additional resource for servicemembers; participating institutions agree to fund tuition expenses that exceed the highest public in-state undergraduate rate. Institutions can waive up to 50 percent of these tuition expenses and the VA will match the institution’s amount. “We have entered into the Yellow Ribbon Program, so it’s now costing the school more money in order to cover those students, but not everyone qualifies for the Yellow Ribbon Program.

I still have students out there who are going to take on average an $8,000 to $10,000 hit on tuition that’s going to come out of pocket that never did before,” Virden said.

For those student veterans who face increased out-of-pocket tuition expenses, Virden emphasized the importance of applying for federal financial aid and urged students to fill out the required FAFSA form. “Many veterans do not realize that they qualify for federal financial aid. We heavily publicize this at U of M Flint: I talk to all of my veterans about it when they come in for guidance and at the veterans orientation. However, many veterans who transfer from other schools or who are new freshmen don’t think they qualify because they are already using the GI bill. In fact, for financial aid purposes, their GI benefits don’t count toward their income. Federal financial aid—Title 4 funds—are one of the few things that will not affect their benefits,” she explained. Prior to the passage of the 2008 Higher Education Opportunity Act, GI Bill benefits were counted as income, therefore disqualifying many veterans or current servicemembers from receiving federal financial aid.

Legislative reform of the bill is a work in progress, and Hawthorne believes that, “We’re getting closer to the intent of the bill.

Most importantly, we want our servicemembers to go to college, we want them to take the assistance that they’ve earned and go to a degree or non-degree granting program that can advance their career aspirations and use that to succeed and continue leading our nation.” O

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

www.MAE-kmi.com

Salute to Possibilities: Paving the Way for Our Military Community

39th Annual Symposium and Exhibition February 13-16, 2012 The Renaissance Orlando at SeaWorld

CCME is the only National Organization for professional military educators.

The Symposium is a cornerstone for building a stronger partnership between members and the DoD educational support network.

For Exhibits/ Sponsorships: 410-997-0763 ccme@epponline.com www.epponline.com For Registration: www.ccmeonline.org Informative Sessions | Social Events Expansive Trade Show | Networking

MAE 6.9 | 21

Higher education part of promotion opportunities for navy personnel.

By Navy Captain Chuck Hollingsworth With higher education costs rising every year and becoming more difficult to finance, it’s understandable that many people in today’s economy join the U.S. military to access more education opportunities.

According to military polls, the opportunity to pursue off-duty education consistently ranks in the top three reasons to join the Navy.

Like our sister services, the Navy offers a wide range of education services and programs to assist officers and enlisted sailors in attaining their higher education goals.

One example is the very popular Tuition Assistance (TA) program, which funds tuition costs of active duty sailors for courses taken on their off-duty time at education institutions whose regional or national accreditation is recognized by the Department of Education. Another highly popular program, unique to the Naval service, is the Navy College Program for Afloat College Education (NCPACE), which offers sailors assigned to sea-duty commands the opportunity to take courses while on deployment through accredited colleges and universities with no tuition cost to students. These and many other programs provide the Navy’s uniformed workforce numerous opportunities designed to fit into their high-operationaltempo lifestyles.

While few would argue with the efficacy of off-duty education, mounting fiscal pressure has raised some interesting questions about the relative value of service-sponsored educational benefits. It is a reasonable question in a fiscal environment where all potential solutions are “on the table.” What is the 22 | MAE 6.9

return on investment? The answer requires elements of discipline and foresightedness, which are too often set aside in the flurry of short-suspense budget cuts. Yet most know intrinsically that some investments add value, even if that value is extremely difficult to measure. There is value in promoting a workplace environment of trust. There is value in ethics training, the benefits of which may or may not be tangibly measured in the next quarter. And of course, there is value in providing educational opportunities to a military workforce. If we can tentatively agree that some of the most important factors in developing a workforce are often some of the most difficult to tangibly measure, then we can establish a common foundation from which to explore this topic. Does higher education impact a sailor’s ability to promote? Of course it does—and much more.

Pursuing education while working is a challenge for any citizen. For a military member, juggling the demands of a full-time job that includes abnormal hours, rotating watch obligations and short-notice requirements to deploy or respond to world events requires a level of self-discipline, flexibility and motivation that many underestimate.

While military members of all ages participate in off-duty education, the inherent nature of the military demographic results in many 18- to 25-year-old sailors starting their academic journey in an environment that would be challenging to most. The fact that these sailors maintain a course completion rate on par with full-time civilian student counterparts is a testament to the support structure surrounding them and the priority

placed on being good stewards of the educational benefit.

This process itself instills a measure of self-discipline into many young sailors who, quite possibly, were not good candidates for college a few months or years before. In short, their commitment to off-duty education helped them mature, to grow up a little quicker than peers on different paths. While the linkage is somewhat intangible and difficult to measure, what’s key is that these maturity and discipline factors translate to a sailor’s “day job,” are noted by supervisors and coworkers, and therefore are reflected in job evaluations. Higher performance leads to faster promotion, regardless of the underlying reasons for the performance improvement.

This is one example of the seemingly intangible link between education and careerism, but studies have been making this linkage much more concrete. Based on research conducted by the Center for Naval Analyses, about 31 percent of sailors in their first enlistment with no college education remain with the organization. For those who seize educational opportunities, reenlistment rates climb to 37 percent if they have 15 college credits, and it hits 55 percent for those with 60 credits. While the specific retention values will vary based on many other factors, the relative impact of increased education on retention is instructive. The positive effect of the Navy’s off-duty education program on both re-enlistments and promotions was supported by additional research conducted by the Naval Postgraduate School in 2007, 2009 and 2010. These studies reinforce the impact that completing college courses has on www.MAE-kmi.com

military job performance, while also increasing the promotion potential of first-term sailors at the E-5 level. Additionally, the 2010 research suggests the military TA program serves as a diversity tool because females and minorities are more frequent users of this opportunity.

There is a mutual benefit to these statistics. Educated sailors perform better, and the Navy gets sailors who are more vested “in the company.” Sailors are people too, and appreciate that their organization will invest in their future. The loyalty garnered from that investment is repaid many times over in the tasks and leadership responsibilities we place on them.

Perhaps just as important is that the general military workforce, and the Navy in particular, is a changing organization. One need look no further than the “Sailing Directions” released in September by the new chief of naval operations. In this broad service guidance, one of the core principles is: “Ready sailors … will remain the source of the Navy’s war fighting capability. Our people will be diverse in experience, background and ideas; personally and professionally ready; and proficient in the operations of their weapons and systems.”

The U.S. Navy is becoming a more technically advanced force to meet the challenges of an increasingly complex world.

While the general demographic pool of high school seniors from which we recruit has remained relatively static academically (some studies suggest it has declined), the demand for a more “professionalized” naval force has increased with each passing year.

The quality of our robust Navy training continues to be our asymmetric advantage on the global stage, but an increasingly complex operating environment requires not only a trained sailor, but a sailor who thinks differently. Most with any academic background will readily agree an education is not just about what one learns, but about how one learns to critically think and analyze. The combined impacts of globalization, mass media and other technological advances have made every servicemember strategic—one error in judgment or performance can truly have global implications on the world stage. The Navy is on mission to be a “Global Force for Good.” So our sailors—junior levels included—need to have a broader, more mature perspective of the world in which they operate.

The Navy’s ongoing commitment to develop our workforce and value education www.MAE-kmi.com

is reflected in promotion policies. One such commitment is demonstrated through the awarding of promotion points either directly to a junior sailor’s overall promotion score, or in criteria provided to selection boards for more senior sailors. The implementation of these points and the emphasis on education in selection board precept language reflects the importance of critical thinking skills required for a more efficient, technically capable naval force.

The Navy’s Voluntary Education (VOLED) program is part of our investment in sailors to build this force. CPPD’s workforce is located around the world whose mission, simply put, is to help make sailors better through our major business lines of professional development, personal development and VOLED. VOLED’s duties include authorizing TA, overseeing NCPACE and providing expert education counseling. We work daily with academic institutions to ensure the delivery of high-quality degree programs in a variety of mediums. We focus on traditional and non-traditional students—who might be assigned in the deserts of Afghanistan, onboard a submarine or ship, or serving ashore.

Regardless of duty assignment, sailors make time for college. Over the past three years, approximately 24,949 enlisted sailors, warrant officers and limited duty officers reported completing a degree. In fiscal year 2010 alone, official reports indicated 16,500 enlisted personnel had some college credits in their personnel files. More significant are the 8,375 reported completions of associate, bachelor’s or advanced degrees. Clearly, education is a priority for our workforce.

In addition to the benefits garnered by servicemembers and the Navy, a long-term benefit is realized by society at large when a sailor earns a degree while on active duty using TA. That sailor is better prepared to enter the civilian workforce, debt free, as a contributing member of society. CPPD’s college counselors are skilled at finding the best educational fit for sailors’ long-term goals.

While retiring or separating sailors often use their GI Bill benefits to continue education pursuits, it is our goal that we have set them on a path for success by helping them sort out thousands of degree program options.

Sailors beginning their educational journey as veterans with no previous counseling or education experience typically find the choices and decisions almost overwhelming.

While not mandatory, CPPD works to provide counseling to every sailor to better equip

them to attain their unique educational goals, whether they continue as careerists or separate after one tour and return to civilian society.

The Navy’s VOLED program actively demonstrates our commitment to education by improving enlistment appeal and demonstrating that Navy service and achieving a college degree are, indeed, compatible. Attaining higher education better prepares sailors for advancement, yes. But it also helps sailors apply themselves to new situations and challenges. It builds their self-confidence and produces a more professional workforce. In other words, we are making the Navy better by helping sailors make themselves better.

Education is a win-win for the U.S. Navy, for the sailors who serve, and for the society to which they eventually return. O

Capt. Chuck Hollingsworth

Captain Chuck Hollingsworth is a graduate of the U.S. Naval Academy and currently serves as the commanding officer for the Center for Personal and Professional Development (CPPD) in Virginia Beach, Va. CPPD’s mission is to develop the Navy’s workforce by providing education and training opportunities that build personal, professional and leadership competencies in support of mission readiness and includes administering the Navy’s Voluntary Education programs.

During his 27-year career, he has completed the Air Command and Staff College while concurrently earning a master’s degree from Troy State University. He also has completed the Joint Forces Staff College. Hollingsworth has led numerous Navy departments and commands.

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

MAE 6.9 | 23

CCME 101 The Council of College and Military Educators, best known by its acronym CCME, is a not-for-profit organization dedicated to promoting, encouraging and delivering quality education to servicemembers and their families in all branches of the armed forces.

The organization had its beginnings in California in the early 1970s. A group of education service officers (ESOs) got together to discuss ideas on how to better meet the needs of servicemembers pursuing a college education. This loosely knit group became more organized. In 1973, the California Community Colleges and Military Educators Association (CCMEA) held its first symposium.

This marked the beginning of CCME. The present name, Council of College and Military Educators, was adopted at the San Francisco Symposium in 1994. Since its founding nearly 40 years ago, CCME has evolved from being a regional California military education organization to one that is now both national and global in scope.

Membership Today, the CCME membership is made up of both individual and organizational members. There are currently over 160 military and civilian educators and 84 different organizations in CCME. The military educators include chiefs of Voluntary Education, education service officers and education counselors. The civilian educators come from colleges and universities across the country. The 80 institution members include accredited colleges and universities, government organizations and corporate members that provide educational products and services. Each institutional membership comes with 10 memberships for its employees.

State University, Troy University, Cochise College and the University of North Florida. The spouse scholarships went to five wives whose husbands were serving in the Army, Navy, Air Force and the National Guard. They were attending Columbia College, University of Maryland University College, Old Dominion University, Embry-Riddle Aeronautical University and American Military University.

These scholarships are made possible through the CCME Scholarship Endowment Fund. The fund is maintained through membership dues and corporate, institution and individual contributions. These donations can be given in honor of, or in memory of, individuals or organizations.

Annual Symposium Every February, CCME has its annual symposium. Last year, about 1,000 attended the symposium which was held in Tampa, Fla. The 2012 symposium will again be in Florida, moving 85 miles northeast to Orlando. It will be held at the Renaissance Hotel at SeaWorld on February 13-16, 2012. Other timeframes besides February have been considered, but the membership has made it clear that they prefer this winter time slot. The most recent symposiums have been in Nashville, Honolulu, San Francisco, Monterey, Reno, New Orleans and Santa Barbara.

Scholarships Each year, CCME awards 10 $1,000 scholarships: five to servicemembers and five to the spouses of servicemembers. The applicants must be currently enrolled in a regionally or nationally accredited school that is a member institution of CCME. The application requires an essay, copies of transcripts and two letters of recommendation. There are also GPA and credit hour minimums.

This year, the five military scholarships went to students in the Army, Air Force and Coast Guard. They were attending Morehead 24 | MAE 6.9

Last February, CCME’s annual symposium in Tampa, Fla. attracted 1,000 attendees. The 2012 symposium will be held February 13-16 in Orlando. [Photo courtesy of CCME]

www.MAE-kmi.com

The CCME symposium serves as ideal forum for diverse groups interested in voluntary military education. For example, as I noted in the October issue of MAE, the state Advisory Councils on Military Education (ACMEs) use CCME as their professional development home. The various state ACMEs are able to meet individually and collectively during the symposium. The same is true for the individual service ESOs and counselors. Training sessions take place both before and after the formal conference. Besides sharing best practices, the ESOs and counselors are able to take advantage of the latest information on military education through the general and concurrent sessions. At the 2011 Tampa Symposium, the general sessions provided the attendees with the latest information from the education service chiefs, the Department of Veterans Affairs and the Department of Education. There were also numerous general session panels that gave the perspective of the military student, the veteran and the faculty. One of the more popular general session panels was on emerging technologies in education.

A very popular part of the symposium is the concurrent sessions.

This past February, there were over 50 concurrent sessions that covered a wide range of subjects. Here, the attendees learned about best practices in teaching and learning, policy updates, developments in online education, special programs for military and veteran students, and changes in financial aid regulations. Between sessions, the attendees visit the exhibit hall, where they find over 100 exhibitors. They provide information on educational programs, services and products that are available to support students in the military, veterans and their families.

Because CCME is all about providing quality education to our servicemembers, veterans and their families, it is critical that the military still provide input to the CCME board. To meet this important need, there are two government liaison positions to help facilitate communication. Carolyn Baker, chief of continuing education programs OUSD (P&R) MC&FP (Ed Ops), is the DoD liaison. ETCS (SW/AW) Jason Szot of the Learning and Development Division of the Naval Education and Training Command is the armed services liaison. This military position rotates yearly among the services. Last year, it was an Army position held by Amy Moorash of the David L. Stone Education Center at Joint Base Lewis-McChord in Washington. The CCME administration team also includes three other liaison positions: ACME liaison, NAIMES liaison and Servicemembers Opportunity Colleges (SOC) representative.

Future While the symposium remains the focus of CCME activities, new venues are being looked at to better serve the military voluntary education community. This past August, CCME had its first-ever webinar. The topic was the Department of Defense’s Memorandum of Understanding with Educational Institutions. Carolyn Baker, chief of voluntary education for the Defense Department, provided an overview of the memorandum, the implementation timelines and how to apply. This was followed by a question and answer session. Given the success of this webinar, many more are already being considered. O

Administration Up until three years ago, the CCME president position rotated between government and non-government members. With a legal ruling that employees of the government could no longer serve as voting members on governing bodies, the executive board is now composed of members who come predominantly from academic institutions.

The executive board has six elected members: the secretary-elect, the secretary, the vice president-elect, the vice president, the president, and the past president. Each year, there is an election at the annual symposium for the secretary-elect, who serves a two-year term, and the vice president-elect, who serves a four-year term. The secretary-elect automatically moves into the secretary position after the first year. The vice president-elect automatically becomes the vice president after the first year, followed by the president and immediate past president positions. There are also four appointed positions on the executive board. There is a treasurer, an executive officer, a symposium event manager, and a historian. The CCME president relies on a volunteer team of committee chairs to manage a number of functional areas within the organization. These include chairs for concurrent sessions, membership, scholarships, public affairs and awards. www.MAE-kmi.com

Linda Frank

Note from Linda Frank, president of CCME: For this edition of the CCME Grapevine, I would like to thank Dr. Mike Heberling, vice president-elect of CCME and president of Baker College Center for Graduate Studies, for his work in developing this article.

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

MAE  6.9 | 25

Compiled by KMI Media Group staff

Navy SEAL Foundation Receives $1 Million Donation to Support Dependents ADS Inc., an operational equipment and logistics solutions company based in Virginia Beach, has made a $1 million donation to the Navy SEAL Foundation. The contribution will launch a special fund to expand assistance the foundation provides for children of U.S. Navy SEALs, Special Warfare Combatant-craft Crewmen and Naval Special Warfare support personnel who have been injured or killed in the line of duty. The ADS Inc. Fund for Children of Naval Special Warfare will be established as a 2:1 matching gift with the goal of creating a $3 million total fund. Foundation leaders say the donation is both thoughtful and inspiring. “When 22 active duty Naval Special Warfare forces died in Afghanistan August 6, 12 spouses and 26 children were left behind. This generous gift will allow the foundation to support these children with everything from grief counseling and family retreats to tutoring and college tuition assistance through their dependent years,” said Jim Smith, executive director of the Navy SEAL Foundation. “In addition, the fund presents a unique opportunity for matching donors to see their gift increase in strength and effectiveness.”

A 501(c)(3) nonprofit organization, the Navy SEAL Foundation’s mission is to support the Naval Special Warfare community during times of both adversity and achievement. In addition to providing tragedy assistance to families during troubled times, the organization hosts special family events, offers educational opportunities and initiates projects that honor warriors. The ADS Inc. Fund for Children of Naval Special Warfare will enable the foundation to provide services to be implemented immediately following a tragedy, such as airline, lodging, transportation and grief counseling. In addition, it will help cover future educational needs of the surviving children such as computers for school-aged children, tutoring, educational and leadership opportunities and college or vocational tuition not covered by the existing federal program.

“ADS has our roots in this community. Starting as part of a small local dive shop over 30 years ago, we have a long-standing relationship with the Naval Special Warfare community. We are blessed to serve these brave warfighters; it is part of our DNA and a cornerstone of our current success,” said Luke Hillier, CEO of ADS Inc. “Their sacrifices are no less than extraordinary. Supporting these special families through the ADS Inc. Fund for Children of Naval Special Warfare is both an honor and a privilege.

It’s the least we can do to pay tribute to those who have sacrificed so much for our freedom.”

26 | MAE 6.9

SVA Awarded Bill & Melinda Gates Foundation Grant Student Veterans of America (SVA) have announced that they have recently been awarded a transformational grant from the Bill & Melinda Gates Foundation to increase the rate of postsecondary educational attainment for military veterans. The grant was awarded under the foundation’s postsecondary education strategy, which aims to dramatically increase the number of young adults who complete their postsecondary education, setting them up for success in the workplace and in life. A high school education is not enough to compete in today’s global economy. The foundation’s support will help SVA to ensure that veterans have the support needed to earn a college degree or certificate.

SVA recognizes that thousands of veterans will be returning home to use

the Post-9/11 GI Bill and this grant will be used to build SVA’s infrastructure and strategy to better serve them for the foreseeable future. SVA is committed to providing the student veteran with the highest quality support and resources. This grant will help make that possible. Just recently, SVA announced several new initiatives to support educational and employment opportunities for student vets. These include: the internship support program, three new scholarships and support for student veteran post-graduation success. SVA is very proud and grateful to be one of the first veteran organizations to receive funding from the Bill & Melinda Gates Foundation and looks forward to continuing to support the next greatest generation.

Education Travel Scholarship NETC, an education travel company, is offering $1,000 scholarships to students whose parents are active duty U.S. military members currently serving overseas. To qualify for the Military Family Scholarship, applications must be received by November 1, 2011. A letter signed by both a parent and the teacher/group leader, attesting to the fact that one of the student’s parents is currently on active duty overseas, must accompany the application form, or be received within 10 days of an online application.

Hero Behind the Hero Scholarship Program Columbia Southern University (CSU) will award 10 scholarships in 2011 through the Hero Behind the Hero Scholarship Program. CSU recognizes the sacrifices made by the family members of America’s military men and women, and public safety personnel (firefighters, law enforcement officers, EMTs and dispatchers). The Hero Behind the Hero Scholarship program will award one scholarship to the spouse or child of an active military man and woman and one will be awarded to the spouse or child of public safety personnel every two months; the scholarship is not based on financial need. To apply, students must have a high school transcript or equivalent, complete the application form, including the essay, and if selected, maintain a 3.0 overall GPA, maintain good academic standing, and remain enrolled in a CSU program. The scholarship covers tuition for up to 24 months for one specific degree program (associate, bachelor’s, master’s or doctoral); textbooks and some fees are not included. The submission period for December scholarships closes November 30, 2011. www.MAE-kmi.com

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CCME Symposium........................................................................ 21 www.ccmeonline.org

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.

Everest University Online............................................................ C4 www.everestmilitary-online.com Missouri University of Science and Technology........................... 7 http://gtech.mst.edu/mae Northeastern University.............................................................. 13 www.northeastern.edu/discovercps Thomas Edison State College........................................................ 9 http://military.tesc.edu University of Maryland University College.................................. C2 http://military.umuc.edu/cybergoal

www.MAE-kmi.com

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

MAE  6.9 | 27

University Corner

Military Advanced Education

Major General Joseph Taluto (retired) Executive in Residence Excelsior College Q: To begin with, could you please provide a brief overview of Excelsior College’s history, mission and curriculum?

A: Excelsior College just celebrated its 40th year as an institution of higher education.

Excelsior is noted for its innovation with non-traditional programs. Since its inception in 1971 as Regents College, Excelsior has continued to develop programs to educate those that have vocational or personal obligations that prohibit becoming a traditional resident student. I speak from experience!

In the early 1980s I was a commissioned officer with a full-time assignment and a family. Excelsior had the right options, gave me credits for my life experience, and made obtaining my baccalaureate degree a reality.

As a Servicemember’s Opportunity College member, Excelsior has four schools of higher education: Business and Technology, Liberal Arts, Health Sciences and Nursing.

Q: What makes Excelsior College unique in the benefits and programs offered to military servicemembers?

A: Excelsior’s vast experience and flexibility with online degree programs make it the college of choice for servicemembers. Excelsior accepts more credits, gives more options, has no residency requirement, helps you chart your course and makes it affordable. Excelsior has helped over 60,000 servicemembers achieve their objectives. That Excelsior was ranked in 2007 and 2008 by Military Advanced Education as one of the top 10 colleges nationwide for service to the U.S. military and every year since then has been named as a top military-friendly college in their Top Military-Friendly Colleges & Universities Guide is testament to the value of an Excelsior education.

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

A: Excelsior offers more than 30 associate, bachelor’s, master’s and certificate programs in: business, technology, liberal arts, nursing and health sciences. Excelsior prides itself on 28 | MAE 6.9

giving credits for military training and experience and its ability to accommodate the active duty or reserve component life style.

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

A: Excelsior continues to improve its service to military members and veterans. The challenge will be to meet the new demand for our newest generation of military veterans, while continuing to serve current servicemembers.

For example, Excelsior is working closely with the Army’s Training and Doctrine Command to develop a new program that will lead to an associate degree for young enlisted soldiers in their first term of enlistment under the Army’s College of the American Soldier.

In addition, Excelsior has developed a new orientation course entitled Success Strategies for Military and Veterans which provides the tools and strategies for college and career success. It is this type of course that helps our military members and veterans decide what is best for them in a very challenging environment.

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

A: Maintaining a number of real world educational degree program options for post9/11 military members and veterans is one of Excelsior’s main tasks. Excelsior College needs to continue demonstrating its service and commitment to its students in providing relevant degree programs in this market to allow for a smooth transition from the military to a civilian career.

The college offers sustainable and green energy programs, health care and medical programs and a large selection of business programs popular with military, veterans and

their spouses located in the Center for Professional Development.

Currently the college has a criminal justice degree at the bachelor’s level in which the following concentrations are available: administration of criminal justice, law enforcement and public safety, homeland security, and criminal profiling and investigative analysis.

With military and veteran students in mind, Excelsior College’s School of Liberal Arts is launching a new Master of Science in criminal justice with a concentration in informatics and a concentration in homeland security and emergency management in January 2012. In the School of Technology degrees are offered with concentrations in cyber security, network management, nuclear technologies and nanotechnology.

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

A: As a graduate of Excelsior College I know firsthand how convenient, flexible, affordable and creditable an online degree from Excelsior is. When approached to serve as executive in residence I knew that I would be able to provide valuable information about today’s military member, our veterans and how to reach them. What I didn’t know was how many institutions offering online education have evolved overtime, especially since 9/11/01. The lesson is the challenge of outlining to our prospective students the services, resources and degrees Excelsior College offers to support student success.

Q: Do you have any closing thoughts?

A: The post-9/11 era has produced a new generation of veterans from two of America’s longest sustained wars. Appropriate educational benefits have been provided by our country in recognition of the service and sacrifice of our men and women in uniform.

These veterans need to be encouraged at every level, whether on active duty, serving in the reserves or getting ready to transition from military service, to use these educational benefits. The number of unemployed veterans is unacceptable and I believe education is the key to bringing their experience and character to the workplace. O www.MAE-kmi.com

NEXTISSUE

December 2011 Vol. 6, Issue 10

Journal of Higher Learning for Today’s Servicemember

Cover and in-Depth Interview with:

David Warren President, National Association of Independent Colleges and Universities

SPECIAL SECTION

2012 Guide to Top Military-Friendly Colleges & Universities This year’s guide is more comprehensive than ever before. Selected schools have met rigorous criteria informed by education service officers across the services and have truly earned the designation of “military-friendly.”

Features Alumni Networks

From community service projects to fundraisers to professional networking opportunities, engaged alumni are powerful resources for the college, fellow alumni and current students alike. Many institutions have active alumni groups that are formed out of a shared experience and a desire to support their alma mater. Military Advanced Education will explore alumni networking and the institutional as well as individual benefits.

Setting a Course for Success

The Seaman to Admiral (STA-21) commissioning program, which provides a passageway for qualified enlisted sailors to receive a college education and commission in the United States Navy, is one of the best officer commissioning programs the Navy has to offer.

International Commerce & Policy

When first joining the service, many military members may not yet know where their true interests or passions lie. Hopefully, through time served they discover this and are able to make informed decisions about where they see their career going after transitioning out of the service. For those who have discovered business acumen and an interest in development, trade and international relations, a degree in international commerce and policy can complement nicely their experience in public service.

Best Practices for ESOs

MAE offers a forum for ESOs from across the services to highlight their work advising servicemembers in their educational pursuits.

Insertion Order Deadline: November 10, 2011 • Ad Materials Deadline: November 17, 2011

Questions About Financing College?

At Ease.

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

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

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Call today for more information!

1-888-404-5942 www.everestmilitary-online.com

4780 (11-0923)

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

Homeland Security Paralegal

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

For more information about our graduation rates, the median debt of students who completed the program, and other important information, please visit our website at www.everestonline.edu/disclosures