MAE 7-1 (Feb. 2012)

Journal of Higher Learning for Today’s Servicemember

Education Innovator Linda Frank President CCME

Critical Languages O Transfer Credits O Internships Logistics & Supply Chain Programs

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February 2012 Volume 7, Issue 1

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Military Advanced Education

February 2012 Volume 7 • Issue 1

Features

Cover / Q&A Learning Logistics

Many servicemembers already possess significant real-world experience navigating the global supply chain. How can a degree in logistics or supply chain management complement this practical knowledge and give servicemembers the advantage they need to climb military ranks or transition to a civilian career?

4

SPECIAL SECTION

Tongues Untied

11

The past decade’s emphasis on the development of critical language skills have created a cadre of civilian and military professionals whose ability to communicate with and engage foreign cultures has risen to the next level.

By Maura McCarthy

Getting Credit Where It’s Due

25

As a military student, you could be in much better academic standing than you think. There’s a good chance that at least some of your military training and service can be counted as college credits, which means you’ll probably be able to skip a handful of otherwise required courses. That translates into saving not only time, but also dollars.

By J.B. Bissell

Critical Enabler

Internships aren’t just nice to have. They provide students with real-world work experience and allow them to begin networking in their field—both of which give them a leg up on the competition once they enter the job market.

By Celeste Altus

21 Linda Frank President CCME

Departments 2 Editor’s Perspective 3 People/Program Notes 18 Class Notes 31 Money Talks 32 CCME Grapevine 34 Calendar, Directory

29

University Corner

36 Shawn Mann Director of Military Education Programs Baker College Online

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Military Advanced Education

Volume 7, Issue 1 February 2012

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 Copy Editor Laural Hobbes lauralh@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 Administrative Assistant Cassandra Jones cassandraj@kmimediagroup.com Trade Show Coordinator Holly Foster hollyf@kmimediagroup.com

Operations, Circulation & Production Distribution Coordinator Duane Ebanks duanee@kmimediagroup.com Data Specialists Rebecca Hunter rebeccah@kmimediagroup.com Tuesday Johnson tuesdayj@kmimediagroup.com Raymer Villanueva raymerv@kmimediagroup.com Summer Walker summerw@kmimediagroup.com Donisha Winston winstond@kmimediagroup.com

EDITOR’S PERSPECTIVE The theme of CCME’s 2012 Symposium is “Salute to Possibilities: Paving the Way for our Military Community,” a fitting theme when considering the infinite possibilities higher education offers.

While the possibilities for personal and professional growth are endless, what must end is the exploitation of servicemembers by some educational institutions. Leaders in DoD and Congress have taken action to remedy this, and while current attempts may be considered imperfect by some, the imperative to act has been set in motion. Two developments stand out: the MOU that institutions are required to sign if they wish to receive TA funds and Senator Dick Durbin’s (D.-Ill.) plan to introduce legislation that will reduce for- Maura McCarthy profit schools’ incentive to recruit military members and veterans. Editor DoD has announced a 90-day extension to its December 31, 2011, deadline requiring schools that participate in the TA program to sign the MOU. It is yet to be determined if revision will accompany the extension; however, that DoD has identified fraud and is attempting to remedy the system is an important step in the right direction. In other news, Senator Durbin will propose reducing the percentage of revenue a for-profit school can receive from federal financial aid, or Title IV funds. As CCME’s incoming president Joycelyn Groot highlights this issue of CCME’s Grapevine, Congress identified a similar problem in 1992 and as a result passed the 85-15 rule, which required 15 percent of a for-profit’s revenue to be generated by sources other than federal financial aid. By 1998, however, this rule weakened and Congress reduced the percentage from 15 to 10. As the rule stands now, education benefits such as TA and the GI Bill do not count toward Title IV funds and the 90 percent max; Durbin’s proposal would not only return to the 85-15 rule but also include education aid in the 85 percent, eliminating for-profits’ incentive to recruit military students.

As we pave the way for our military community, we should do so with a unity of purpose, a purpose that must elevate the interests of our nation’s servicemembers above the bottom line. There are many institutions of higher learning—public, private, nonprofit and for-profit alike—who share in this purpose, and they should continue to distinguish themselves from those who don’t.

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PROGRAM NOTES

Compiled by KMI Media Group staff

Naval Academy Selects First Minerva Research Fellow Dr. John Nagl, current president of the Center for a New American Security (CNAS) in Washington, D.C., will join the Naval Academy History Department as the academy’s first Minerva research fellow as part of the Department of Defense’s Minerva Initiative program. Nagl will concurrently serve at the Naval Academy and as a non-resident senior fellow at CNAS. The Minerva Initiative is a DoD-sponsored, university-based social science research initiative launched by the Secretary of Defense in 2008 focusing on areas of strategic importance to U.S. national security policy. The goal of the Minerva Initiative is to improve DoD’s basic understanding of the social, cultural, behavioral and political forces that shape regions of the world of strategic importance to the U.S. “Dr. Nagl is a well-known and international expert on counterinsurgency, in addition to being an experienced mentor for junior officers and we’re excited to have him join us,” said Naval Academy Academic Dean and Provost Andrew T. Phillips.

Beginning in 2010, the Office of the Secretary of Defense partnered with a range of defense educational institutions to launch Minerva Research Fellow programs at select Joint Professional Military Education schools and expanded the program in 2011 to also include the three service academies. Scholars accepted into Minerva research fellow faculty positions must investigate Minerva-relevant research topics and have a Ph.D. in social sciences or foreign area studies research, as well as a significant track record of research, teaching, academic presentation and publication exploring given topic area.

The program is intended to build DoD in-house expertise in the social sciences by incorporating social science expertise into strategic

levels of study and engagement across the services and within the department.

Nagl’s primary responsibility as the Minerva chair at the academy will be to investigate the influences of culture upon warfare. Each semester, he will also teach one upper level elective course to the midshipmen, such as “the history of counterinsurgency,” which will be offered this spring.

Nagl will also participate in department faculty research seminars.

“The history department is delighted that it will add Dr. Nagl, a distinguished soldier-scholar, to its faculty as the Naval Academy’s first Minerva Research Fellow,” said Naval Academy History Department Chair Richard Abels. “The midshipmen and the Naval Academy faculty are sure to benefit from his extensive experience and education. We are very much looking forward to having him join us.”

Nagl is a class of 1988 graduate of the U.S. Military Academy at West Point and served as an armor officer in the U.S. Army for 20 years. Nagl is a member of the Defense Policy Board, a visiting professor in the War Studies Department at Kings College of London, a life member of the Council on Foreign Relations and the Veterans of Foreign Wars, and a member of the International Institute of Strategic Studies. Nagl has testified before the Senate Foreign Relations Committee and the Commission on Wartime Contracting and served on the 2010 Quadrennial Defense Review Independent Panel (the Hadley/Perry Commission). He sits on the advisory boards of Mission Essential Personnel, the Spirit of America, and the Journal of the Royal United Services Institute. Nagl is also a member of the Joint Force Quarterly Advisory Committee, a Young Leader of the French-American Foundation and the American Council on Germany, and a member of the Diplomatic Finnish Sauna Society of Washington.

PEOPLE Frank Chong, deputy assistant secretary for community colleges at the U.S. Department of Education, has been named president/superintendent of Santa Rosa Junior College, in California.

Richard Cox, chief operating officer at Jones International University, in Colorado, has been promoted to president there.

The Rev. C. Kevin Gillespie, associate provost for University

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Centers of Excellence at Loyola University Chicago, has been named president of Saint Joseph’s University, in Pennsylvania.

James Limbaugh, vice president for strategy, planning and policy at Angelo State University, in Texas, has been appointed chancellor of Montana State University-Northern.

Joyce Ester, associate vice president for student services at Bakersfield College, in California,

has been appointed as president of Kennedy-King College, one of the City Colleges of Chicago.

Walter M. Kimbrough, president of Philander Smith College, in Arkansas, has been named president of Dillard University, in Louisiana.

Lyle D. Roelofs, provost and dean of the faculty and professor of physics at Colgate University, in New York, has been selected

as president of Berea College, in Kentucky.

Kim Schatzel, dean of the College of Business at University of Michigan-Dearborn, has been chosen as provost and vice president at Eastern Michigan University.

Liang Chee Wee, interim president of Northeast Iowa Community College, has been named to the position on a permanent basis.

MAE 7.1 | 3

Learning Logistics

4 | MAE 7.1

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MAE posed the following questions to select institutions: Many servicemembers already possess significant real-world experience navigating the global supply chain. How can a degree in logistics or supply chain management complement this practical knowledge and give servicemembers the advantage they need to climb military ranks or transition to a civilian career?

Dr. Denver Tolliver

Director, Transportation & Logistics Graduate Programs North Dakota State University Helping servicemembers add analytical skills to their impressive arsenal of real-world supply chain experience is the key strength of North Dakota State University’s Masters of Managerial Logistics (MML) Program. The servicemembers in NDSU’s program, typically junior-level officers, often have significant experience in tactical supply chain management. However, that experience may be limited to single segments of the supply chain and is often focused on the final distribution of products. NDSU’s program takes them out of the microcosm of distribution and gives them an overall view of all the facets and inputs of the supply chain and how it works. Often it may be students’ first exposure to those other elements of the global supply chain and it is a background that is critical to subsequent military assignments or in post-military careers.

Students in the MML program tell us that servicemembers often excel at the “art” of tactical supply chain management but may lack the tools to apply “science” to their decisions. MML program courses in regression analysis, modeling and other analytical tools allow servicemembers to augment their intuitive knowledge of supply chain management with skills in analytical decision-making.

Case studies show how the tools are applied in military and nonmilitary situations and expose students to emerging technology and management approaches.

These analytical skills and background in a range of transportation and logistics concepts give graduates a broader, more strategic knowledge of the global supply chain. This broader knowledge, coupled with their significant tactical experience, makes them well prepared for future assignments as well as for non-military careers.

NDSU’s program taps interdisciplinary expertise at NDSU to integrate a significant focus on transportation into the MML program. This emphasis on transportation is a critical element of the MML program because of the critical role transportation plays in the success of logistical systems. This emphasis on transportation is a program component that may not be emphasized as strongly in traditional MBA or logistics degree programs.

The MML program is a concentrated one-year course of study designed specifically for servicemembers, minimizing the amount of time they are away from active duty assignments. They return with critical skills in each of the program’s focus areas: joint logistical effectiveness, joint logistical efficiency, contract management and operational control, supply chain security, joint total asset visibility, change management, and linking logistics to operations. The curriculum reflects the Department of Defense’s goal of integrating military and private sector logistics while incorporating transportation because of its critical role in the success of logistical systems.

David Widdifield

Senior Lecturer Director, MBLE Program Fisher College of Business Fisher College of Business has developed the Specialized Master in Business-Logistics for the Army Reserve Medical Command’s (ARMEDCOM) soldiers. The purpose of this program is to provide ARMEDCOM’s company and field grade (O3-O5) officers, senior non-commissioned officers (grades E7-E8), and warrant officers (grades CW3-CW5) in the branches of medical services and quartermaster with a specialized master’s degree in supply chain management. In addition, select ARMEDCOM civilian personnel (grades GS11 and higher) may www.MAE-kmi.com

The Ohio State University also be considered for attendance based on position responsibilities and supervisor recommendation. This program will allow the solider or civilian student to complete the degree in approximately 18 months and meet all U.S. Army educational requirements for promotion consideration.

Program curriculum incorporates fundamental business and supply chain management concepts and principles to ensure student success in the workplace. Students will receive instruction and be expected to demonstrate mastery of the following MAE 7.1 | 5

business management skills: accounting, finance, leadership and organizational behavior and marketing and statistical data analysis. In addition to business skills, the curriculum will provide students with a thorough understanding of supply chain management concepts in facility/warehouse design, logistics management, logistics systems analysis and design, project management and transportation management.

ARMEDCOM students successfully completing the program will develop crucial management skills necessary for the analysis, design and deployment of supply chain solutions which take advantage of market and workplace opportunities while

Dr. James Dumville, Ph.D. Lead Faculty Member Saint Leo University Logistics Specialization

minimizing inefficiencies and risk. Students will be well prepared for promotion opportunities in the administrative and operational areas of the medical services and quartermaster branches supporting ARMEDCOM and USAR. In addition to ARMEDCOM and USAR promotion opportunities, students will be equipped with educational skills that allow her/him to successfully obtain managerial positions in the civilian employment sector of supply chain. Potential areas of employment for students will be in the areas of engineering, logistics management, operations management and transportation management.

Dr. B. Tim Lowder, Ph.D. Department Chair of Business & Management Donald R. Tapia School of Business Saint Leo University

Many of our military personnel have gained a lot of valuable experience in managing logistics scenarios and supply chains during their military service. This experience has typically been attained in many unique types of circumstances within one large organization: the U.S. military. Although 2838 MAE ad_Feb2012_ArtInstitutes_Layout 1 1/23/12this 3:21experience PM Page 1

may be extensive, the practitioner must remember that supply chains, whether local, national, international or global, consist of many large firms cooperating together to deliver both products and/or services from their inception, or raw material stage, all the way through to the customer. When speaking about

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6 | MAE 7.1

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supply chains, Herman Lay of Lay’s Potato Chips stated that “my product starts in the potato field and ends at the grocery store shelf.” Attaining thorough knowledge about the broad scale and scope of logistics and supply chain management is essential to success in the global business environment. Thus, successful logistics and supply chain management is dependent on having attained the knowledge and understanding of the many intricate relationships that exist between the integrated, diversified and independent firms comprising the supply chain. This expanded knowledge and understanding is not typically learned in the military experience because of the limited scope of scenarios encountered in military operations.

As previously mentioned, military personnel are primarily skilled in the area of military operations, which require a focus on budgetary cost controls. Military operations do not have to focus on revenue generation, which is a key component of logistics and supply chain management in the private sector. Thus, there is no experience in generating revenues while simultaneously focusing on controlling costs.

Hence, the successful logistics or supply chain practitioner in the private sector must be skilled and trained in profitability.

Success in this area means providing a high level of value-added product or service to the market with the goal of generating high revenues while minimizing costs.

This key knowledge is typically not a part of military operations and must be attained in the private sector.

Finally, the practitioner must be aware of the vast role that information technology plays in logistics and supply chain management. For example, high levels

of technology management are essential when the operational imperative is to increase throughput with low levels of inventory while maintaining short supplier lead times. This scenario only happens when a practitioner effectively uses information technology to instantaneously pass information from the buying firm to the selling firm. The fact is that our military personnel are well trained in the use of information technology specific to military operations. Thus, military personnel need to enhance their knowledge and understanding of the civilian equivalents of the military’s information technology systems. The additional knowledge and understanding of civilian operations can be attained through continuing education, which is sponsored and paid for by the U.S. military for its service men and women.

The great news is that a degree in logistics and/or supply chain management from a reputable institution of higher learning like Saint Leo University will address these key areas to help our military personnel transition to the civilian workforce. The logistics and project management specialization degrees offered by Saint Leo University cover subjects such as purchasing, inventory management, distribution management, transportation systems, quality control and project management. These key areas of knowledge and understanding will assist our military personnel in applying the skills and abilities they attained during their military service toward a great civilian job. Additionally, the degree will help the former military servicemember to establish a career in the expanding logistics, supply chain and project management fields within the civilian sector.

Gary Gittings, Ph.D.

Director Master of Professional Studies in Supply Chain Management Graduate Certificate in Supply Chain Management

Gaining a competitive advantage has always been important in the business world. It’s no different in the military. While businesses and the military may measure success differently, both rely on the same foundational principles of logistics, first developed in the www.MAE-kmi.com

Penn State Smeal College of Business and Penn State World Campus

military, to achieve their objectives.

Logistics is vital to creating and managing an efficient, effective supply chain.

Penn State’s Smeal College of Business has been helping businesses and the military achieve their strategic and operational logistics objectives through

PE N N STAT E O N L I N E

Maggie Smith, an active-duty soldier and a mother, graduated with an online degree from Penn State.

Student Success At Penn State World Campus, we are committed to helping our military students achieve their education goals— from providing you with a dedicated admissions and advising staff, to exploring financial aid opportunities.

Visit us at worldcampus.psu.edu/MaggieStory U.Ed.OUT 12-0382/12-WC-0214edc/jms/sss

MAE 7.1 | 7

the college’s supply chain management and logistics education programs conducted in residence at University Park campus and online through Penn State’s World Campus.

Our approach is geared toward developing a student’s mastery of commercial best practices, problem-solving competencies and leadership skills and showing where these practices and tools have applications in the military environment. Businesses and the military have different drivers, but both share a need to reduce costs, and both can use similar tools to analyze a system, determine system tradeoffs, assess organizational culture and lead organizations through critical transformations.

Our supply chain programs have been top ranked by Gartner and Supply Chain Management Review for program value, depth and scope.

Students can immediately apply what they are learning.

They also benefit from the relationships they establish with fellow students while collaborating on team projects. More than 10 percent of the 141 students currently enrolled in two online programs are servicemembers from all military branches. Other students are from defense-related organizations, such as the Defense Logistics Agency and military contractors, as well as from many non-military-related industries. Most are middle managers with an average of 12 years of professional experience; many have more than 20 years of experience.

For the Marine Corps’ Lieutenant Colonel Kevin Stewart, a Penn State master’s degree in supply chain management is key

8 | MAE 7.1

to career advancement. Stewart, who previously served as commanding officer of 1st Maintenance Battalion at Camp Pendleton, is one of two Penn State Marine Corps Logistics Fellows studying at the university. Stewart, who has served in Afghanistan and Iraq, said, “We will exploit what we are learning to improve Marine Corps processes so we can do things better, smarter and more cost-effectively.”

Smeal’s online graduate certificate in supply chain management (12 credits) and Master of Professional Studies in supply chain management (30 credits) are delivered through the World Campus and offer a flexible learning environment designed for working professionals. Students in these programs can post their résumé and view job postings at Smeal’s electronic career services system. The job outlook for logistics and supply chain-related occupations is strong.

The Bureau of Labor Statistics projects 7 percent job growth through 2018.

Smeal has a longstanding relationship with the Department of Defense to provide supply chain management programs and has worked with the Marine Corps Logistics Education Program since 1998. Smeal also conducts executive education programs for corporations and offers a bachelor’s degree in supply chain and information systems, MBA with a supply chain management concentration, Ph.D. in supply chain management, and three supply chain management executive education certificates.

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You Can Do This!

Dr. John Fowler

Chair of the Supply Chain Management Department W.P. Carey School of Business

Supply chain management has become an increasingly popular subject as businesses, the military and other organizations try to learn how to keep costs down, minimize risk and streamline efficiency.

In particular, the W.P. Carey School of Business at Arizona State University has a stellar career placement rate for its supply chain management graduates and its programs in the field are among the highest ranked in the nation.

Many, perhaps most, military servicemembers have gained significant real-world supply chain management experience during their careers. A degree focused on supply chain management from the W.P. Carey School of Business at Arizona State University builds upon this practical knowledge by providing deeper knowledge of the basic principles and theoretical underpinnings of modern supply chain management strategies and techniques. This knowledge gives servicemembers the advantage they need to climb military ranks or transition to a civilian career.

Supply chain management involves the planning, execution and control of strategic, tactical and operational decisions that facilitate the movement of materials, services, resources and information among and within organizations. Supply chain management has three major components: supply management, operations management and logistics management.

A fourth component is concerned with the coordination and management of the information of the first three components, which leads to an integrated supply chain.

The faculty of the Supply Chain Management Department at the W.P. Carey School of Business conducts leading-edge supply chain management research that advances the field and then brings the research into the classroom to advance the skills of students at the undergraduate, graduate and doctoral levels. They also offer professional certificate programs. www.MAE-kmi.com

Arizona State University

The undergraduate supply chain management program is fully accredited and currently ranked fourth in the nation by U.S. News & World Report. The program is designed to enable students to understand all elements of the supply chain and how these elements work together to create a highly performing supply chain. All students start by taking a survey course designed to provide a foundation of understanding about how the various components work together to enable a supply chain to run efficiently and effectively.

The students then take specialization courses in procurement, operations, logistics, negotiations and quality management. The information is brought together in a capstone course that integrates the knowledge gained to enable one to build efficient and effective supply chain management strategies.

ASU’s supply chain graduate program is ranked sixth by U.S. News & World Report. The highly ranked W.P. Carey MBA program offers various ways to combine a core MBA curriculum with courses in supply chain management. Options include a full-time MBA degree with a supply chain management specialization, a full-time MBA with a supply chain financial management specialization, and an evening or online MBA degree with an area of emphasis in supply chain management. A five-course online graduate supply chain management certificate provides an individual with foundational and advanced knowledge on how to tackle, resolve and manage complex problems and issues that confront supply chain managers. Finally, the ASU SCM doctoral program is a fulltime residential program for students whose career goals are full-time university research and teaching upon completion of the degree. 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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While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Advisor. University of Phoenix is a fully accredited university and longtime member of Servicemembers Opportunity Colleges (SOC). No Federal or Marine Corps endorsement of advertisers or sponsors is implied. The University’s Central Administration is located at 1625 W. Fountainhead Pkwy., Tempe, AZ 85282. Online Campus: 3157 E. Elwood St., Phoenix, AZ 85034. © 2011 University of Phoenix, Inc. All rights reserved.

SPECIAL SECTION

The past decade’s emphasis on the development of critical language skills has created a cadre of civilian and military professionals whose ability to communicate with and engage foreign culture has risen to the next level.

By Maura McCarthy MAE Editor

Years ago, if a student declared they were majoring in a foreign language, they were often met with the proverbial question, “What do you plan to do with that?” Those days have long passed. While the study of foreign languages has always been a worthwhile endeavor, the expansion of the global marketplace and the events of September 11 bestowed upon the field a validation that in some people’s minds it had previously lacked.

Cognizant of the pressing need for professionals with advanced competency in critical languages, in 2000 the DoD’s

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National Security Education Program (NSEP) launched the Language Flagship Program, which encourages higher education institutions to create advanced language programs.

Created in 1991, NSEP is the only federally-funded initiative that focuses on language proficiency, national security and the federal workforce and aims to develop professionals in various disciplines who possess advanced language skills. In 2002, the Flagship Program awarded its first grants to institutions, and programs are now offered in Arabic, Chinese, Hindi/Urdu, Korean, Persian, Russian and Swahili.

MAE 7.1 | 11

Intensive Instruction Students who successfully complete the Flagship Program receive the prestigious Flagship certification, which requires that they achieve Superior Proficiency, or level 3 in the Interagency Language Roundtable (ILR) scale. The rigorous teaching model used

by Flagship programs is critical to students’ success. “Arabic is perceived as a difficult and demanding language, but the Flagship model has demonstrated that when you pair qualified, motivated students with competent instructors and a meaningful overseas experience, level 3 is quite achievable in a short period of time,” stressed Dr. Mahmoud Al-Batal, director of the Arabic Flagship Program and professor of Middle Eastern Studies at the University of Texas at Austin.

In fact, the model is so effective that the university has expanded the program. “Thanks to the support we have received from NSEP, we’ve managed to make our entire Arabic program a Flagship program. We increased the number of contact hours in all years of instruction; all students of Arabic at UT are trained in this new intensive model that we have developed.” The only meaningful difference, then, between Flagship students and those not enrolled in the program is that only Flagship students receive additional weekly tutoring and support during the overseas year in Alexandria.

In 2006, the University of Texas at Austin also created the nation’s first undergraduate Flagship program in Hindi and Urdu, which is part of the only nationally-funded South Asia National resource center, the South Asian Institute, in the southwestern United States.

With close to 60 core faculty members throughout 10 schools and 23 departments, the institute’s reach is wide, and in recent years nine military officers have received Master of Art degrees in South Asian studies before being posted to Bangladesh, India, Nepal and Sri Lanka.

Dr. Rupert Snell, director of the Hindi Urdu Flagship Program (HUF) at the university, explained the unique approach to linguistics that the Flagship program adopts. While instruction of South Asian languages traditionally emphasized the written word and grammatical intricacies in lieu of listening and speaking proficiency, listening and speaking skills are beginning to be stressed more. “The key to

An Iraqi merchant sells child-sized sandals to a soldier from Company E, 96th Civil Affairs Battalion in Nadeem, Iraq. Echo Company was attached to the 4th Stryker Brigade Combat Team, 2nd Infantry Division and conducted town assessments to gauge the needs and level of leadership north of Baghdad. [Photo courtesy of the U.S. Navy/by NC2 (AW/SW) Summer M. Anderson]

attaining aural/oral fluency is a disciplined and structured process of drilling. While teachers have often relied on passive listening, using such sources as film, song and dialogue as training for their students, most people learn more effectively if their encounter with such authentic materials is mediated through a process of formal repetition, drilling, structured question and answer,” noted Snell.

North Georgia College and State University was recently awarded $720,000 from DoD to establish a Chinese Flagship program, building on a well-established Chinese program that has grown quite quickly in size and scope. North Georgia first offered Chinese in 2006 and signed an exchange agreement with Tsinghua University in Beijing; in 2008 the school added an intensive six-week summer language institute and in 2011 the school received approval to offer a major in Chinese language and literature. Following the Flagship award, “we will spend 2011-2012 preparing to add another faculty member for fall 2012; we will advertise the program, and we will begin selecting students to participate. For the year-long study abroad at Nanjing University, in order to achieve the program’s goals,

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we will be focusing on students who have already achieved an ILR score of 2. Otherwise, cadets will be eligible to enroll in our existing intensive program in an effort to study as much Chinese in a short period of time,” explained Dr. Chris Jespersen, the dean of the School of Arts & Letters.

University of California, Los Angeles received its first Flagship grant for the 2005-2006 academic year along with Bryn Mawr College, University of Maryland and Middlebury’s summer school.

While it was a small grant to be split among the institutions, it was sufficient to get the program off the ground, said Dr. Olga Kagan, professor and coordinator of the Russian Language Program and director of UCLA Center for World Languages and National Heritage Language Resource Center. “In 2005-2006 there was an understanding that the program would mostly attract seniors or possibly even recent graduates. For a while, that’s how the program worked: We accepted students who had already reached a level of proficiency, which at that time was at least intermediate high on the actual scale or 1+ on the ILR scale. Then in 2009 it changed because Flagship wanted to push all programs down to undergraduate level. Now we admit students who are freshman and may not have any Russian language skills, although we will admit students at other junctures.

If students come in with some language skills we will place them accordingly,” Kagan explained.

The intensive instruction that characterizes Flagship programs set the students on a path toward higher proficiency. “Research shows that a traditional Russian program graduates students at

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A U.S. Army Special Forces officer (left, front) speaks with local civilians in an Afghanistan village.

Special Forces soldiers are specially selected and trained to interact and build relationships with foreign nations’ civilians and military personnel. Regional culture and language training empowers these soldiers to build strong, lasting relationships with local leaders. [Photo courtesy of U.S. Army/by Staff Sgt. Russell Lee Klika]

the Intermediate/Intermediate-High level of proficiency (ACTFL)/1 (ILR). The goal of the Flagship program is for students to reach level 2 (ILR)/Advanced (ACTFL) proficiency by the end of domestic study at UCLA and level 3 (ILR)/Superior (ACTFL) by the end of the capstone year in St. Petersburg. Students with this level of proficiency are able to meet the demands of professional interactions and carry

MAE 7.1 | 13

out professional level tasks in the areas of their specializations,” noted Kagan. This level of professional proficiency makes graduates sought after job candidates for NGOs, the government and international corporations.

Linguistic and Cultural Immersion While rigorous and demanding instruction is imparative, complete immersion in the language and culture is critical to fully acquire level 3 proficiency, which is why Flagship programs require students spend a year overseas. In fact, “Capstone year is perhaps the most important element of the flagship program. When we send our students overseas, they are usually at a level 2 or 2+; in order for them to reach the superior level, they need this extended immersion experience, culturally and linguistically. We’re talking about a full calendar year overseas. This is a requirement for all students to be certified as a level 3. Currently our program is in Alexandria; we had two locations, Damascus and Alexandria, but the Damascus program was closed due to turmoil in Syria,” said Al-Batal of UT’s Arabic program. For the HUF program, all students must complete a year in India, which is run with the American Institute of Indian Studies (AIIS) at its centers in Lucknow and Jaipur, state capitals of Uttar Pradesh and Rajasthan. During the year, “students attend credit-bearing intensive courses in Hindi and Urdu at AIIS, pursue credit-bearing courses for their majors (taught by locally engaged professors following UT syllabi), and undertake individually-arranged

internships that normally relate to their choice of major. Students are housed in carefully selected host families, to ensure that a true degree of immersion is maintained throughout every aspect of their stay in India,” emphasized Snell. UCLA’s overseas program is coordinated by the American Council for International Education. “Students live in homestays—it’s a requirement—and study on campus.

They have two kinds of classes, some Russian as a foreign language, and also some as direct enrollment. They also have internships during their second semester in St. Petersburg,” said Kagan.

Downrange Implications For servicemembers who strive to acquire, enhance or maintain their language skills, there is a number of options available to them within DoD. A component of the Army Training and Doctrine Command, the Defense Language Institute Foreign Language Center (DLIFLC) in Monterey, Calif., offers language instruction in 23 languages and two dialects. DLIFLC has long aimed to develop more effective and efficient means for delivering language training. One problem has been accessibility; logistically, many linguists in need of sustainment training simply cannot travel to study in-house in Monterey. Capitalizing on the widespread availability of the Internet, in 2007 DLIFLC launched the Broadband Language Training System (BLTS), which conquers the accessibility issue and allows DLIFLC to deliver the highest quality of language and culture training and education through broadband Internet.

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“Mainly we’re using it to train linguists who are fairly isolated.

For example, we have foreign area officers who may be in an embassy in Africa or Central Asia who would have a very difficult time getting training in a particular language that they may not be using for that day-to-day job, but that they’ve been trained by the military in and need to sustain. We can very inexpensively get training to them,” explained Colonel Danial Pick, commandant of DLIFLC. “Additionally, it’s especially helpful to reservists and National Guard folks because they don’t need to travel from their home stations and it’s a flexible schedule, so whatever their civilian career is, they can tailor their language instruction around that career and still maintain their skills. DoD civilians can also use the system,” Pick continued. In its first year, BLTS performed approximately 2,500 hours of language training; by 2011 BLTS trained 148 students in 17 languages, totaling over 3,500 hours of instruction.

Classes are conducted both synchronously—where students in different time zones can come together for in virtual class time—and asynchronously, with students completing assignments and leaving them for the instructor to examine. BLTS combines an Internet connection, a software that allows teleconferences, such as Adobe Connect, and a learning system like Blackboard that allows lessons posting, interactive writing online and data and information sharing necessary to conduct the class. For the most part, this software is easily obtainable, but in the instances where a linguist may not have access to it, DLI can arrange to get it to the linguist. “We do everything we can to help the linguists make the connection where there

is need. We’re also adapting these technologies to take full advantage of smartphones and iPads for example, so that we make it simpler for linguists to access this training and education,” said Pick.

Language proficiency is not merely nice to have, but an operational imperative in many instances. In a recent trip downrange, Pick was able to assess firsthand the effectiveness of AFPAK Hands (Afghanistan/Pakistan), a program DLIFLC supports with language and culture instruction. Former chairman of the Joint Chiefs of Staff Admiral Mike Mullen established AFPAK Hands in 2009 to provide officers and senior enlisted with language and culture training to facilitate their interaction and relation building with Afghans. Meeting with AFPAK Hands in Kabul, “I was really impressed by the level of language and culture training they had achieved through their initial 16-week intensive language training they received in Washington, D.C., before deploying. I was also able to talk to Hands that were already working and was profoundly struck by the impact the AFPAK Hands are having using their cultural and language training to further our mission in Afghanistan—whether it was working with ministries of interior defense, rural development or out in the field with district development teams and provincial reconstruction teams.”

The program has gained high level attention as a critical mission enabler in the region. “General Allen, who recently took command of ISAF from General Petraeus, talked with the AFPAK Hands and put it concisely when he said he had watched Generals McChrystal and Petraeus try to develop key ways of succeeding in Afghanistan.

Of the top three programs that he had seen those two general

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officers develop, AFPAK Hands was one of them,” Pick emphasized.

While AFPAK Hands is a limited program, general purpose forces deploying to Afghanistan receive DLIFLC language and culture training at their home bases. “We’re seeing some terrific feedback from commanders who have deployed with this capability, saying that they need more of it and that it is a critical enabler in a counterinsurgency environment,” Pick explained.

Following the Navy SEAL team strike on the Bin Laden compound in Pakistan, the increased use of special operations forces and their advanced skills have attracted significant media attention.

Lieutenant Colonel Cody, director of language at the U.S. Army John F. Kennedy Special Warfare Center and School (SWCS) Education Group shed light on a different element of their training, emphasizing that Army special operation forces’ (ARSOF) strength is derived in large part from their ability to communicate. “We treat language as a key enabler to allow us to accomplish our mission. When you’re working with other nations, language and cultural understanding provides the key to creating partnerships. We begin to lay the foundation in the school house, when students first arrive at the language school for their respective qualification course, that language—from recruitment to retirement—is lifelong learning. It is as important as physical fitness, selective target engagement or anything an ARSOF soldier is required to do. In ARSOF we communicate first, move second and shoot last. Language is a weapon system,” he explained.

The Special Warfare Education Group (Airborne) at SWCS is working to develop three levels of instruction in 17 of the center’s

Introducing Dr. Thomas Klincar Incoming Chancellor, Central Texas College

Dr. Thomas Klincar was appointed chancellor of Central Texas College in February 2012.

Previously, he served as president of John Wood Community College in Illinois. Prior to that, Dr. Klincar spent 28 years as a military officer in the United States Air Force, retiring as a full colonel in July 2008.

His military assignments included service as the commander of the College for Enlisted Professional Military Education - United States Air Force; commandant - Community College of the Air Force; dean of Academics for the North Atlantic Treaty Organization (NATO) School. He also served as an assistant professor in the English Department, and was a member of the Curriculum Committee for the United States Air Force Academy.

Dr. Klincar holds a Doctor of Arts degree in literature and language arts from De La Salle University, a Master of Science degree in systems management from the University of Southern California and a Bachelor of Science degree in journalism from Southern Illinois University-Carbondale.

Central Texas College is delighted to welcome Dr. Klincar, and to re-introduce him to the military education community.

Carrying on a Tradition of Excellence in Military Education

16 | MAE 7.1

A U.S. Army special forces officer (right) speaks with local civilians in an Afghanistan village.

Special forces soldiers are specially selected and trained to interact and build relationships with foreign nations’ civilians and military personnel. Regional culture and language training empowers these soldiers to builder strong, lasting relationships with local leaders. [Photo courtesy of U.S. Army/by Staff Sgt. Russell Lee Klika]

core languages for special forces, civil affairs and military information support operations. The basic level of instruction embedded into qualification courses aims for soldiers to acquire at least a 1 but has the goal of a 1+ score on the Oral Proficiency Interview (OPI) for listening and speaking. The top 15 percent of students in the basic language courses then enroll in the intermediate course that aims for students to achieve at least a 2 but has a 2+ as a goal in listening and speaking. The advanced language course is under development and will be designed for soldiers demonstrating the highest aptitude for the language and is designed for them to achieve a 3 in listening, speaking and reading. Explaining the evaluation rating, Cody noted, “OPI focuses on participatory speaking and listening, which is really important for ARSOF. For us, communication is our primary tool to accomplish our missions, and we do that by being able to speak the language of whatever partner nation we engage with. The Defense Language Proficiency Test focuses mostly on reading, writing, speaking and listening; we are heavily focused on speaking and listening in the OPI.”

Sustaining Skills A challenge with language skills is that if not maintained they risk atrophy. To address this need, DLIFLC has developed sustainment material, which general purpose forces, SOF and professional linguists such as foreign area officers (FAO) and crypto-linguists can download for free. Pick speaks from experience when emphasizing the importance of sustainment and the value of DLIFLC’s resources.

“I’m an Arabic speaking FAO and I use DLIFLC sustainment material available online to help sustain my language skills as well,” Pick said.

Cody agreed. “What we have learned is that in order to get to the language proficiency that we are achieving is that language must be constantly sustained. This is critical; you can’t just teach it in one phase for 6 or 8 months and then not speak it for months because atrophy normally sets in. We’ve embedded language throughout our qualification courses for our SOF regiments.” 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

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CLASS NOTES Herzing University Expands Credits Awarded for Life Experience

Herzing University has partnered with LearningCounts.org to assist students in earning credit for prior life experience. The partnership will enable potential students to demonstrate their college-level proficiency in various topics by developing a portfolio, taking a test or validating prior training that they have received through work and military experience, as well as volunteer work and self-study efforts. “We want adult learners to know that we respect and value their prior work and military experience, as well as the skills they have developed through other life experience,” said Renée Herzing, president of Herzing University. “If students can demonstrate college-level proficiency in a particular course topic because they have acquired the necessary skills and competencies through their life experience, they should be able to get college credit and avoid taking courses that are redundant for them.”

Through the LearningCounts.org partnership, potential students can utilize an online process from the Council for Adult & Experiential Learning to demonstrate their learning in a Prior Learning Assessment portfolio that may consist of written documentation, video demonstration of proficiency and/or thirdparty endorsement. A Herzing University faculty member will evaluate the portfolio to determine if the individual has proven skills that are at the same level as a student who has successfully completed the college course. Students may request up to six credits per portfolio within a single discipline. For requests greater than six credits or across multiple disciplines, students may submit additional portfolios. Students can also choose to take a nationally-recognized College Level Examination Program (CLEP) test to demonstrate their proficiency in a subject for credit at Herzing University. A third option offered is to have training courses provided through work, the military or a professional association evaluated by the American Council on Education (ACE) to see if it is at a college level. Registered apprenticeships and professional certifications can also be evaluated through ACE credit.

18 | MAE 7.1

Pace Opens Cyber Security Institute

Pace University launched an institute to help address the nation’s acute shortage of trained cybersecurity professionals. Through partnerships with academia, industry and government, the Seidenberg Cyber Security Institute at Pace is expected to be a hub of research and practical applications as well as hands-on training. The new institute is part of Pace’s 28-year-old Seidenberg School of Computer Science and Information Systems, one of the first comprehensive computing schools in the country. “This institute will leverage the strengths of both Pace’s Lubin School of Business and Seidenberg School of Computer Science and Information Systems by focusing on information security management, planning and auditing,” said Constance Knapp, Ph.D., the interim dean of the Seidenberg School, who serves as one of the new institute’s co-directors.

For functional managers and senior executives who need to ramp up their security management knowledge rapidly, in the fall of 2013 the new institute plans to offer a five-course program leading to a new certificate, Chief Information Security Management Officer (CISMO). This credential is focused more on information security management which includes security planning and auditing, than the well-known but more technical CISSP (Certification for Information System Security Professional). Knowledge acquired in getting the CISMO will help in obtaining two other certificates that are earned through self-study, the CISM and the CISA (Certified Information Security Manager and Certified Information Systems Auditor).

The following fall, the institute plans to offer an M.S. in information security management, with a concentration in security planning and auditing.

The auditing emphasis will help meet institutions’ increasing demand for independent cybersecurity evaluations and recommendations. Seidenberg cybersecurity activities follow the most commonly-used specifications for international security education as well as the National Training Standards of the U.S. Committee on National Security Systems. Seidenberg’s involvement with cybersecurity also includes its designation as a National Center of Academic Excellence in Information Assurance Education, its students’ receipt of several competitive scholarships through the Department of Defense Information Assurance Scholarship Program and the National Science Foundation’s Scholarship for Service Program, and its numerous security-related undergraduate, graduate, and continuing education courses and concentrations.

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Compiled by KMI Media Group staff

WPI to Offer Bachelor’s Degree Program in Architectural Engineering Worcester Polytechnic Institute (WPI) will launch a new interdisciplinary program leading to a Bachelor of Science degree in architectural engineering in the fall of 2012. It will be one of 17 such programs nationwide, the first program in New England, and only the second in the Northeast. WPI’s program has been designed to prepare students to help address the growing challenges of sustainability, energy conservation and safety in the built environment.

“With rapid increase in world population, growing demand on resources, and changing demographics and lifestyles, engineers are increasingly being called upon to rethink how we approach the

design and construction of buildings,” said Selcuk Guceri, Bernard M. Gordon Dean of Engineering at WPI. Typically, architectural engineers work for multidisciplinary engineering and architectural firms, government agencies and construction contracting firms. The Bureau of Labor Statistics projects that employment in those sectors will grow between 8 and 38 percent over the next seven years. The new degree program will involve faculty members from WPI’s departments of Civil and Environmental Engineering, Electrical and Computer Engineering, Fire Protection Engineering, Humanities and Arts and Mechanical Engineering.

Nine new undergraduate courses will be added to the curriculum to support the program. They will focus on such topics as architectural design, principles of HVAC design for buildings, building fire safety system design, and building electrical and lighting systems. As part of WPI’s project-based undergraduate program, the architectural engineering program will be project-centered. For example, during junior year majors will be involved in an integrated design experience, undertaking the architectural design of a building that will be progressively engineered during junior-year courses in structural, mechanical and electrical engineering.

Salt Lake Community College Leads in Innovation

Aspen Institute Names Valencia as Top Community College

Under the direction of President Cynthia A. Bioteau, Salt Lake Community College has established a new Center for Innovation. One of the first such centers among U.S. community colleges, the Center for Innovation promotes new approaches to college teaching and administration for all SLCC employees. “Innovation has long been a hallmark of the community college,” said American Association of Community Colleges President Walter G. Bumphus. “With this new Center for Innovation, Dr. Bioteau has taken the emphasis on new and creative thought to a higher level and invested in the college’s most valued asset—its people.”

In collaboration with the League for Innovation in the Community College, SLCC’s Center for Innovation has also sponsored an Innovation of the Year Contest. This annual contest recognizes employees for their creative excellence and celebrates ideas that inspire innovation in education and contribute to the College Strategic Priorities.

Through this contest, the college submits the SLCC Innovation of the Year winner to be recognized at the League for Innovation Annual Conference. Individuals from the winning team attend and present at the conference; the winning team is also awarded $3,000 to advance its innovation. In addition to the overall winner, up to four “Excellence in Innovation” award winners are recognized by the college community, and each team receives $500 to further their ideas.

Highlighting the need to improve student learning and graduation rates in community colleges, the Aspen Institute College Excellence Program announced that Valencia College in Orlando, Fla., is the nation’s top community college and honored four “finalists with distinction” from an original pool of over 1,000. The announcement follows a rigorous, yearlong effort by the Aspen Institute to assemble and review an unprecedented collection of data on community colleges and the critical elements of student success: student learning, degree completion and transfer, equity and employment/earnings after college.

This is the first national recognition of extraordinary accomplishments at individual community colleges. The prize celebrates these top performers both to elevate the community college sector nationwide and help other institutions understand how to improve outcomes for the 7 million students—nearly half of all undergraduates in post-secondary education—working toward degrees and certificates in community colleges.

Nearly half of Valencia’s students are underrepresented minorities—African American, Hispanic/Latino or Native American—and many are low-income. Yet, more than 50 percent graduate or transfer within three years of entering college, compared to under 40 percent for community colleges nationally. Valencia will receive a $600,000 prize to support its programs while each “finalist with distinction” will receive $100,000. The finalists with distinction are: Lake Area Technical Institute (Watertown, S.D.); Miami Dade College (Miami, Fla.); Walla Walla Community College (Walla Walla, Wash.); and West Kentucky Community and Technical College (Paducah, Ky.).

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MAE 7.1 | 19

Education Innovator

Q& A

Engaging and Informing Military Educators Linda Frank President CCME Linda Frank is the director of Veteran and Military Education at Empire State College, where she manages military and veterans’ education programs and services across the college’s 34 locations, including the Center for Distance Learning, which serves students online in New York, nationally and internationally. Frank previously served as director of Corporate and Military Programs in the college’s Center for Distance Learning for more than a decade, where she was responsible for the operations of all military programs including eArmyU, GoArmyEd, the Career Non-Commissioned Officers (NCO) Degrees Program, Navy College Program Distance Learning Partnership, and the Air Force’s Air University Associate to Baccalaureate Cooperative (AU-ABC).

Under Frank’s direction and leadership, Empire State College’s Office of Veteran and Military Education received the ACE Wal-Mart Foundation Success for Veterans Award grant in 2009.

Frank was recognized for her service and contribution to the college in 2006 when she was named the recipient of the Empire State College Foundation Award for Excellence in Professional Service. Frank is the president of the Council of College and Military Educators (CCME) Executive Board for 2011-2012. She is also a senior member of Senator Gillibrand’s Veterans Affairs Working Group. Frank holds an M.A. in social policy with a concentration in education policy.

Q: How have your background and education helped prepare you to meet the demands of your position leading CCME? A: I have been working in the field of military education at SUNY Empire State College for approximately 12 years. I oversee all military programs including eArmyU, GoArmyEd, the Navy College Program Distance Learning Partnership, the Air Force AU-ABC program and our veterans’ education services across the college’s 35 locations. Prior to my position at Empire State College, I worked at Clinton Community College for several years, so I have experience working at both traditional and non-traditional schools.

I served on CCME’s executive board in multiple capacities for five years prior to becoming president, during which time I had the opportunity to observe and learn from other board members and presidents. During my term as vice president I served as the CCME liaison to the National Association of Institutions for Military Education Services [NAIMES]. I currently serve on Senator Gillibrand’s Veterans Affairs Working Group, which was formed to identify and address issues that affect veterans in the state of New York. www.MAE-kmi.com

I hold a master’s degree in social policy with a concentration in education policy. As a married, working adult with two children, I attended college part-time for 10 years to accomplish my educational goals. I completed my associate degree at a traditional community college and my bachelor’s and master’s degrees at a distance learning school. A portion of my tuition was covered by tuition assistance, and I paid the balance out-ofpocket. I know what it takes to complete a degree successfully while managing multiple commitments and responsibilities.

I’ve learned a great deal, established some valuable friendships and developed a reliable network of resources and connections, all of which have helped to prepare me for the role of president of CCME. Q: As you look back on the year, what were the highlights of your term as president of CCME? A: We held our very first webinar in August, which was a huge success thanks to Carolyn Baker and Indtai Inc. Over 5,000 viewers joined to hear Carolyn’s update and pose questions regarding the Department of Defense Memorandum of Understanding.

I was invited to speak at several events on behalf of CCME. I spoke at two of the state ACME [Advisory Council on Military Education] conferences: the New York State ACME and South Carolina ACME. I also presented at the Coast Guard ESO symposium MAE 7.1 | 21

in Norman, Okla., and the National Association of Graduate Admissions Professionals [NAGAP] conference in Washington, D.C. I enjoyed the speaking engagements tremendously. They gave me the opportunity to share CCME’s vision and goals, to network and to learn more about the organizations that sponsored the events.

We also began the new “CCME Grapevine” monthly column in MAE, thanks to the efforts of our Public Affairs Chair, several board members and MAE. Q: What were your priorities as president?

A: My main priorities included keeping our membership informed and engaged throughout the year, expanding CCME’s network, and planning the 2012 symposium. We provided information to our membership through frequent postings and comments on our Facebook page, “Breaking News” items on our website, our new monthly “CCME Grapevine” column in MAE, and our first webinar. I connected with two new organizations that have interests similar to CCME: the Association of Higher Education and Disabilities and NAGAP. Symposium planning proceeded as expected. We have another informative and exciting conference with presentations addressing current topics in military education, employment issues and, for the first time at CCME, a showcase of artwork from the Veteran Artist Program.

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Q: In light of the current fiscal environment, could you discuss the impact a reduction in tuition assistance funds would have on military students?

A: Tuition assistance caps impact out-of-pocket expenses and length of time to degree completion for students. If funding is reduced, students will need to adjust their academic goals accordingly. Out-of-pocket expenses for tuition differentials will need to be covered by the student, either with personal finances, loans or additional funding sources such as scholarships and state funding. If students are unable to cover the difference in tuition, they might choose to decrease the number of courses they take each term in order to remain within the annual cap, and/or consider schools that offer tuition rates within the semester hour caps. Students can also control tuition expenses by earning college credit through standardized exams and exploring potential credit for experiential learning.

Q: The Post-9/11 GI Bill has undergone a series of changes since it was originally passed. How do you see it affecting veteran students?

A: The Post-9/11 GI Bill is making it possible for hundreds of thousands of veterans to attend college. The series of changes appear to support a wider distribution of funds by decreasing funding in some areas and adding new funding in others. For example, students studying entirely online at more than half time will now benefit from a distance learning housing allowance, while students who previously received the full in-residence housing allowance for attending a traditional classroom more than half time but less than full time will now receive an allocation that is based on a less than full-time rate of pursuit.

Veteran students will be affected differently by the changes depending on their circumstances. One area of the bill that presents a common challenge to students is its complexity. It took a substantial amount of time and effort to become familiar with the Post-9/11 GI Bill when it was implemented in 2009. With changes come new frustrations as students familiarize themselves with the amendments and make appropriate adjustments.

Q: What are the most significant challenges facing military education today?

A: Some of the challenges involved with serving veteran and military students include accessibility, affordability and transferability. Military commitments, deployments, health issues, and family and work responsibilities often make it difficult for students to attend a traditional classroom during a traditional semester. Educational institutions are faced with the challenge of developing accessible, high quality and cost-effective course delivery options that remain affordable for students.

Transferability is an ongoing challenge for students with substantial amounts of prior learning credit, such as ACErecommended credit for military training, credit for standardized exams and transfer credit from other schools. Residency requirements at educational institutions limit the amount of credits students can transfer toward degree requirements, but www.MAE-kmi.com

even when those residency requirements are met, schools may not recognize ACE recommended credit or standardized exams for transfer.

Q: In August, CCME hosted its first Webinar featuring Carolyn Baker, chief of voluntary education for DoD. Are there plans for additional webinars?

A: Yes, CCME plans to continue offering webinars. Suggestions for webinar topics can be submitted to board members.

Q: Could you please discuss CCME’s partnerships with organizations like NAIMES, SOC, ACE and DoD and how they facilitate CCME’s mission?

A: CCME is ‘… an active proponent for the professional development of those serving in the military education community by providing a forum for the exchange of information on educational programs, strategies and innovation among its members and associated partners.’ The timely distribution of accurate information requires open access to reliable sources and experts, as well as an effective means for distribution. Our partners are often our reliable sources and experts. CCME’s primary forum has been the annual symposium with attendance ranging from 800 to 1,100. The symposium agenda is based on input from our membership and our board, which consists of liaisons from SOC, ACE, DoD and NAIMES. CCME plans and sponsors the symposium, but the symposium itself would not be possible without the participation of representatives from our partner organizations, many of whom are general session speakers and workshop presenters.

The CCME board and its membership consist of knowledgeable, experienced and well-connected representatives, but our ability to fulfill our mission relies on the expertise, participation and collaboration of our partner organizations. Our missions are similar and our common purpose is strengthened through collaboration.

Q: What programs or initiatives are you most encouraged by?

A: There is a multitude of programs covering a wide range of services including transition assistance, academic counseling, benefits counseling, health services, peer-to-peer mentoring, career counseling, military-specific orientations, training for service providers, instructor tool kits and so much more. It’s encouraging to see such overwhelming support for our military community. I think the most effective and beneficial initiatives are those that pool the efforts, resources and expertise of several organizations and agencies. Because of the unique and diverse needs of the military community, it’s very difficult for any single organization to address every aspect of an individual’s situation, particularly when situations and circumstances can vary so extensively from one individual to another. For example, in addition to adjusting to the education environment, military and veteran students might also be adjusting to a new work environment, and/or trying to re-integrate into their community and family environments following their return from a deployment or separation from the military. In order to be successful in the education environment, students need access to resources that can help them deal with the challenges they are experiencing outside of the classroom. Institutions can support students by partnering with appropriate services and agencies that provide assistance beyond the classroom.

Q: What advice could you offer servicemembers who may not know where they see themselves following separation from the military but want a degree to be in that future?

A: Servicemembers need sufficient time to think about what it means to transition out of the military. It may or may not be an easy transition and if it is not, having an awareness of the potential challenges and how to address those challenges could help to ease the transition. For those servicemembers that have already decided a college degree is in their future, a college readiness self-assessment is a good place to start. There are several

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readiness assessment tools available, including the DANTES distance learning readiness self-assessment available at www. dantes.doded.mil and Peterson’s Online Academic Skills Course available at www.nelnetsolutions.com/dantes, both of which are available specifically to servicemembers.

I would also advise servicemembers to assess their current situation by asking themselves a number of questions. What are their priorities? If they want to go to college, how will they pay for school? Will their current financial situation allow them to attend full time, or will they need to work while going to school part time? Will their family and work situations support attendance at a traditional school or will they need to study online? If necessary, will they need to postpone their education until they can stabilize their family and/or financial situation?

These are just a few questions to consider carefully before making any major decisions.

Q: With all the institutions out there, what advice do you have for servicemembers who may be overwhelmed with the choices?

A: Begin with a visit to the education center to talk with an education counselor. Choosing the right school is important and requires some research. When searching for a school, it’s extremely important to consider the school’s accreditation status in order to avoid diploma mills. Students can visit websites such as the Council of Higher Education Accreditation at www.chea.org to learn about accreditation and to view a list of accredited institutions. Veterans planning to use VA benefits can access a list of VA-approved programs and schools at www.gibill. va.gov. Veterans should also speak with a VA benefits advocate as one of their very first steps.

Talk with friends who are attending or have attended college to get their feedback. Talk with school representatives and academic counselors. Think about what is important in a school and then find out if those services/opportunities are available at the school. For example, if a student is interested in connecting with other student veterans on campus, then a student veteran club might be one of the deciding factors in the selection process.

And lastly, but not least, servicemembers and veterans should know the value of their military training. Military students have gained a great deal of knowledge and experience while serving their country. Military-friendly schools are familiar with military transcripts and will accept ACE-recommended credit for transfer if the credits are applicable to the degree requirements. Receiving college credit for military training can save students significant time and money.

Q: The term “military-friendly” has grown as a popular moniker. In your opinion, what denotes a truly “militaryfriendly” institution? How can colleges and universities better support military and veteran students who are enrolling in school?

A: The SOC pledge is actually a good example of what it means to be military-friendly. According to SOC’s website, “SOC Consortium colleges pledge to be military-friendly and design policies and practices in the student services, admissions and marketing 24 | MAE 7.1

areas that provide easy access to accurate information about the school, its degree programs, policies and procedures.” SOC’s examples of military-friendly policies and procedures include reasonable transfer of credit, reduced academic residency requirements, credit for military training and experience, and credit for nationally recognized exams.

The extent to which colleges adapt their policies and processes in order to serve the military community can depend on accreditation requirements, state university policies and state education regulations. But truly military-friendly institutions will find ways within their means to support military students.

Schools can develop military-specific orientation programs, implement training programs that educate the college community about military culture, provide flexibility with deadlines and processes where appropriate, establish military student clubs, provide pre-application assessments of potential transfer credit and military training, and provide scholarships to servicemembers, veterans and spouses.

Schools can also get involved with their state ACME to help identify and address military education issues in their state. If an ACME does not exist, schools within that state should work together to get one started.

Q: What is the most impressive lesson you’ve learned this past year?

A: The most impressive lesson learned this year—a lesson not necessarily newly learned but reaffirmed—is the power of working together to support our military community, whether it’s to advocate for policy changes, support important initiatives, or plan a CCME symposium. I am impressed with the extent of collaboration that takes place among CCME partners and affiliates, and I am even more impressed with the number of people that volunteer their time and service to support the CCME initiative and give back to our military community.

Q: Where do you see CCME in five or 10 years?

A: I believe CCME will continue to grow in size and reputation.

The organization has seen steady growth within, and outside of, the military education environment over the last several years.

CCME will also reach new levels of communication as it becomes more organized in its ability to gather and distribute information. We have been successful in tapping into the expertise of our partner organizations, but we don’t yet have a consistent way of tapping into the knowledge and experience of our membership. CCME leadership will continue to explore ways for the membership to engage in discussions and provide feedback through webinars, Facebook and the chat capabilities on the CCME website.

Q: Do you have any closing thoughts?

A: I want to thank the members of the CCME Board for their support throughout the year, and for their incredibly hard work and dedication. It is an honor to be surrounded by such extraordinary wisdom and enthusiasm. And, most importantly, and on behalf of CCME, I extend our sincere appreciation to our military community for all that they do. O www.MAE-kmi.com

Getting Credit Where It’s Due Aspiring students who spend a little extra effort looking over their transcripts might save some time in the classroom.

By J.B. Bissell MAE Correspondent

Pursuing one’s college degree is a major life decision and a huge commitment. Four or so years down the road when you’re posing for pictures in your cap and gown with diploma in hand, it will all be worth it—but make no mistake, there will be times when you question the process and its fundamental merit. One of those moments will most likely be right at the outset.

To put it simply (and honestly), applying to college can be a hassle. There are deadlines and exams and essays and all sorts of other hoops that need jumping through. Because of all this, it might tempting to breeze past the application procedure as quickly as possible in order to just get on with the learning. Tempting, yes, but if you don’t take the time to ensure that you’re setting yourself up in the most favorable educational position at the very beginning, you could be delaying that momentous—and well deserved—graduation picture at the end.

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“Many of the skills obtained from military experience are not fully understood by those who have not served in the military,” said Barb Schultz, associate executive director at Upper Iowa University’s Center for Distance Education in Fayette, Iowa. “There are tangible skills that are deserving of the awarding of civilian course credit for comparable military schooling. For example, the evaluation of the equivalent general business or personnel supervision credit for completing primary and advanced military leadership development schools.” In other words, you could be in much better academic standing than you think, and there’s a good chance that at least some of your military training and service can be counted as college credits, which means you’ll probably be able to skip a handful of otherwise required courses.

That translates into saving not only time, but also dollars.

The ACE Factor Essentially, the organization that’s responsible for assigning academic value to military training is the American Council on Education (ACE). “Through the work of our Military Programs department, a servicemember’s military training and on-the-job experience are assessed, evaluated and recommended for college credits by faculty from across the country,” said Evelyn Howard, associate director of Military Programs at the American Council on Education. “This serves as a key link between servicemembers’ military experiences and current college curricula.” This information is then provided to institutions of higher learning in the form of the Army/ACE Registry Transcript Service (AARTS) and Sailor/Marine/ACE Registry Transcript (SMART) documentation. Members of the Air Force receive transcripts from the Community College of the Air Force (CCAF) and the Coast Guard uses the Coast Guard Institute to maintain educational records. “When a college or university accepts these credit recommendations,” added Howard, “they are recognizing the quality and value of the training and on-the-job experience of our service members outside the military environment.”

At last count, approximately 2,300 colleges and universities were recognizing 26 | MAE 7.1

that quality and value and relying on ACE for relative equivalencies between military experience and certain college classes—but don’t think that it’s a simple or arbitrary evaluation process. “From a purely academic perspective, the transfer of knowledge in a military environment and a classroom environment are different,” explained Schultz. “In many cases, however, the learning outcomes could be quite similar. Many people do not realize that military schooling and training includes hours in the classroom as well as hands-on practical application of the lessons learned. These skills should be recognized in the credit evaluation process for all degree levels based on the students’ service school records.”

Pop quizzes and final exams are one thing, but having to actually apply a specific textbook theory during an exercise in a practical “real-world” environment—as soldiers so often must do—could be argued to be an even more enriching and fulfilling way to learn.

“Experiential credit is often more complete than a classroom-only experience,” Schultz continued. “This is why, in my opinion, ACE evaluates the various military schools and occupational specialties (based on rank and responsibility levels), reviews training objectives and outcomes, and recommends credit that may be awarded. Some credit is recognized as vocational only, some equivalent to lower level undergraduate credit, and some as upper division credit—and in some rare instances, learning outcomes are recognized as equivalent to graduate level credit. So in my mind,” she said, “the question is not how the learning was accomplished—military versus academic—but was it accomplished, and were the desired outcomes and standards met. ACE is the broker in this process.”

Alternative Crediting Options ACE may be the primary broker, but there are some other academic credit agents out there, too. “Most institutions will recognize the American Council on Education’s recommendations,” said Roberta “Bobbie” Flaherty, executive director emeritus, National Academic Advising Association at Kansas State University in Manhattan. Even though “only a few military specialties fully equate to specific institutional courses—foreign www.MAE-kmi.com

language, for example—more generic credit recommendations may be applied as ‘elective’ credits.” These could include physical education, military strategy, basic flight instruction, police investigation, and so on. Keep in mind that “most degree programs will have a limited number of electives, but they can be fulfilled with military credits,” Flaherty continued. In addition, “when a direct equivalence is not possible, some institutions may ask for further documentation or assessment of knowledge to apply credits to specific courses or encourage testing through the College-Level Examination Program or other nationally accepted assessments,” she said. “Some schools might even have a method or policy for the assessment of ‘experiential learning’ that they could recommend.”

Recognition of experiential learning differs at each institution, of course, and potential students need to completely understand the expectations and probable outcomes at their school of choice. Flaherty hasn’t been directly involved in this particular area for some time and acknowledges that things have certainly changed, and continue to do so, but during her time “we worked with individual faculty members to determine the most appropriate method for assessing one’s learning in a subject taught by that faculty member,” she explained. “Some would require essays discussing the subject, some would require oral exams, and some would ask for additional work after the assessment to receive credit for an equivalent course.”

It’s also crucial to note that this exchange between military training and academic credit is not taken lightly. As Dean Vakas, the director of military and federal programs at Parkville, Missouri’s Park University, explained, “There is a difference between training for a job and an education for a career or profession.

Training is usually related to acquiring knowledge, skills, and abilities (KSAs) for the current job. The education a student receives in a college program is about preparing students to be critical thinkers for future positions and responsibilities. That being said,” he continued, “certain KSAs acquired in a military training environment can be practically correlated to the KSAs of a college course. For example, public speaking or written communication skills acquired in a training environment correlate well to speech and language courses in college.”

Getting Started No matter what one’s training background or experiential learning credentials might be, the first step is to pick up the phone or stop by a college admissions office and start the process of collecting all the credits you’ve got coming to you. “Park provides unofficial AARTS, SMART, CCAF and Validated Learning Equivalency evaluations for all military servicemembers,” Vakas said. This “provides prospective students with a rough estimate of where transfer credit may apply toward the degree of choice, and an overall number of acceptable credits. Once the

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servicemember or veteran completes an application and submits all necessary documents, an official degree audit is completed within two weeks.”

The benefits of speaking with an adviser at any of the institutions you might be interested in cannot be overstated. As Flaherty said, “An academic adviser in the area of a student’s interest should be the first point of contact after getting in touch with an admissions representative. It is important to see somebody who can assist the student with institutional policies regarding military training and make any appropriate referrals to assist the student at the institution. Unfortunately, many veterans have been misled about the extent that their military training will be utilized toward a degree or, on the flip side, are not made aware of all the methods available to get the most credits for that training.” Academic advisers are in place to answer questions about these topics and make certain that students have as smooth a transition as possible into academia. They can help potential learners explore possible majors, assist with transferring previous credits, maximize financial aid opportunities, suggest “test out” or advanced placement options, and even find course offerings that fit best with family and work obligations.

Many advisers are well versed or are becoming quick experts on armed forces-focused issues. As more veterans are returning to higher education with the extended GI Bill benefits, institutions are realizing the need to provide a network of support for these veteran students and to provide guidance in maximizing credit for their military experiences,” Flaherty said. “Many academic advisers are specifically trained to work with veterans and their unique experiences as they return to higher education.”

Schultz confirmed this development. “Our admissions advisers who work closely with prospective students from the military are well trained in the type of credit awarded for military experience as well as the various tuition benefit programs for military members,” she said. At Park University, “there is a team of resources … and we provide continuous training to all enrollment counselors to give them the tools necessary to best support

the military population,” added Vakas. “This model ensures that servicemembers do not have to wait if their ‘designated’ resource is busy or out of the office.”

On to Graduation Over the years, San Diego State University has developed a reputation for offering a tremendous network of support for the military population, and it all starts with a dedicated application process. “I am responsible for outreach and admissions assistance for active duty military, veterans, and military spouses,” said Frank Roberts, a retired Army officer who is now the military liaison officer at San Diego State University. “This includes providing guidance on SDSU admissions criteria, the appeals process, special military admission programs, and academic credit questions. After a military member or veteran applies and/ or is admitted, SDSU has adviser-evaluators who are trained in the evaluation of military transcripts.” Once those transcripts are assessed, students will know exactly how much academic credit they’ll receive for the military training they completed while enlisted. The obvious, and immediate, benefit will be the ability to skip a few classes. By all accounts, though, that’s just the beginning.

Another important educational benefit one’s military experience may provide, albeit, a more abstract one, is the increased potential to succeed in the classes that he or she must still take.

“Military experience, training and skills, such as self-discipline, mission focus and time management, provide for a mature, concentrated and global perspective within the college classroom and the campus environment,” Roberts said. This level of maturity and desire to succeed, along with any transferred credits you’ve already earned, will almost certainly give you a head start on the road to that final picture in your cap and gown. 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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Critical Enabler

Internships aren’t just nice to have. They provide students with real-world work experience and allow them to begin networking in their field—both of which give them a leg up on the competition once they enter the job market.

By Celeste Altus, MAE Correspondent Any way you illustrate it—science majors stocking shelves at WalMart, or master’s degree holders slinging coffee drinks—there is no denying this is a challenging employment market. In November 2011, the U.S. unemployment rate was 8.6 percent, with more than 13 million people out of work according to the Bureau of Labor Statistics.

The housing collapse and recession have put more and more people on the unemployment rolls and have sent college graduates scrambling to land the few jobs available once they receive their diploma.

This makes it important for college graduates and students alike to do everything they can to stand out in this fickle employer’s market.

One way they can get ahead of the competition is working before they officially start working, via internships. “In today’s market, internships are absolutely critical,” said Scott Anderson of EduLaunchpad, a company that works directly with students and parents in helping them prepare financially for college. “A degree and experience will typically beat out a degree alone.”

Just as extracurricular activities are essential rather than optional to get an edge on college acceptance, internship experience in the field—or more than one internship—is the new normal among college graduates, experts say. “In this current competitive economic climate, having at least one internship on your resume is important,” said Richard White, the director of career services for Rutgers University in New Brunswick, N.J. “A second or third internship is even better.”

Dollars and Sense Michael Dakduk of the national organization Student Veterans of America said he thinks the value of a paid or unpaid internship is in making industry contacts; basically, it expands your network. “While it feels like a step backward from your military days of leadership and unique responsibilities, it should be viewed as a necessary complement to a college degree,” Dakduk said. “This is especially true if you are not working, or if you want to change career fields.” He said veterans should not discount unpaid internships. “If an unpaid internship opportunity presents itself, take it! Your post-graduation success may depend on it.” As part of the SVA Employment Initiative, a program that works to find jobs for student vets, the organization recently announced it would be supporting internships; through money the organization has on hand, the SVA will pay stipends to veterans who need to take an unpaid internship to advance their career.

Money should not be one’s motivating factor in choosing the right opportunities, though. Sometimes a smart internship choice will help a student weed out the kind of work he or she does not want to pursue, so in that case its value is immeasurable.

Narrow the Field Tanine Rennick of Fairfax, Va., studied investigation sciences at Nebraska Wesleyan University and did an internship with the Maricopa County medical investigators and death investigators office in Phoenix, Ariz. She learned a lot and found it beneficial for a variety of reasons. “I thought it was very, very helpful,” Rennick said. “I was kind www.MAE-kmi.com

of toying with the idea if I wanted to work out on scenes as a crime scene investigator or in the laboratory, and this internship helped me decide that I would much rather be out on scene and not stuck in the lab all day. The shifts go by fast and you get to see so many different things. I learned a lot about how all the different agencies work together at a scene as well.”

Often students can find their perfect internships through services right on campus. Rutgers has a career services center that provides access to internship listings through its Career Knight portal. The university hosts an internship career day in early February and has 10 other on-campus career fairs that attract many employers that are seeking student interns, said White.

“Making face-to-face contact with recruiters is one of the best ways to pursue an internship,” he said. Rutgers has 15 career counselors available for individual counseling, sessions and resume critiques.

Students can work with the counselors to develop internship search strategies.

Michael True, director of the Internship Center at Messiah College, runs a national email list on internship issues and said he believes students can benefit from internships in more ways than just polishing up a resume. “Personally, they can boost their maturity and selfconfidence, improve human relations skills, and gain a greater clarity about career decisions,” True said. “Academically, they can integrate classroom theory with real-life experiences. Professionally, they can develop skills to effectively conduct a job search, write a resume, interview and build a network of professional contacts.” He added that if it is paid work/learning experience, it could help subsidize tuition costs or help pay for transportation expenses.

True agreed internships are a must. “Internships provide a reality check for students regarding the workplace,” he said. The internship experience allows students to sift through the myriad of choices of where and how they would like to work, he said, adding that “a clearer perspective is gained regarding which type of work environment fits best with their personal values.”

If a student’s school does not have a strong career center, he or she can still pursue internships independently, True said. “The Internet provides a host of websites … A simple Google or Bing search of the web for a specific position: for example, ‘event planning internship in Baton Rouge, La.,’ comes up with several possibilities. Another place to look is the member directory of the local chamber of commerce. They are often online and sorted by category of business. They provide contact information and links to their websites.”

Indiana Tech takes into account the whole experience when guiding its students in to their internship placements, said Cindy Price Verduce, director of the Career Planning and Development Center. The center helps place students in the best internship for his or her career goals.

“We ask, ‘What is your dream job?’” Verduce said. For example, she said the center recently had two students studying marketing come in to look for internship opportunities. After talking with both, the counselors learned one wanted to go into the travel industry and the other, the funeral industry. With those kinds of variations, it is important to find an internship that will really help the student achieve success.

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Indiana Tech offers a course about internships, which covers everything from how to dress to professionalism, with tips such as “meet all deadlines” and “communicate respectfully and tactfully your ideas and suggestions.” Even skills like table manners can make a difference. Verduce said a student once told her, “No one is going to hire me because of how I eat.” “Yes,” she replied, “But they may not hire you because of it!”

Students are encouraged to keep a journal of their internship, with notes, facts and figures of what they are learning and how they solved problems during their short time with the company. Those anecdotes can be used for the student to evaluate his or her internship and in interviews to show how hands-on experiential learning has lead to leadership, Verduce said.

The school does a series of mock interviews with students to prepare them for the real thing. When the interviews are over, students are coached on how they answered questions, their body language, and how they came across. This can help those who will make excellent employees but get nervous during interviews. “Some students have good skill sets but don’t know how to go about presenting that,” she said.

Timing is Everything So when is a good time to get started? “In my opinion, students should be looking for internship opportunities even before they get to college,” said Anderson. Additionally, he thinks students should be contacting individuals and companies in their career interest area while they are still high school students or in the service. “These contacts are for gathering the wisdom of those who are working in career areas that they are interested in,” he added. “Employers are far more likely to open conversations with students who are asking for advice rather than asking for a job.”

Some companies are looking at students as early as freshman year.

As an example, accounting giant PricewaterhouseCoopers has been known to go on campus in recruiting efforts as soon as students start college classes.

When asking employers about how they got to where they are or recommendations for a student interested in the company’s field,

Anderson suggests that the student always make sure to ask for permission to follow up with them in the future should they have any more questions. This gives the student the opening to develop a relationship with these employers. “It could possibly lead to a mentorship. Those employers will become the source for advice, internships, and much more likely employment,” he explained.

Strategic Positioning Through internships, companies create a pool of job candidates; it is a long-term opportunity to show a company that you would make a good permanent employee. “It’s like a six-month interview,” Verduce said. When and if an intern fits in with a company’s culture, hiring is simple, without endless human resources paperwork, training procedures and the like. So in that sense, internships save companies time as well.

Verduce was quick to point out that all different kinds of internships have value, and the big name corporate internships are not necessarily better than smaller companies or even mom-and-pop businesses. It all depends on how much the student’s work is valued there and how well the student is at leveraging their new networking contacts when it comes time to look for a job.

White, of Rutgers, agreed. “Keep in mind that there are many different internships and different employers, all of which have value: paid and unpaid; full time and part time; working for companies, nonprofits, or government agencies; on site and off site,” he said. “Students come into an organization with fresh eyes,” True added. “After a few weeks, interns may come up with an idea of how to improve a product or service or process. They need to be willing to develop ideas, put them into an executive summary and present them in a tactful way to their supervisor. Students may be surprised by how receptive organizations are to their input in this way.” 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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VT Named a Best Value

by Kiplinger

UNMC Researcher Awarded $1.5 Million NIH grant

Virginia Tech has again been named to Kiplinger’s Personal Finance’s list of 100 best values in public colleges for 2011-12. The ranking cites four-year colleges and universities that combine outstanding education with economic value. Since the ranking began in 2006, Kiplinger’s has included Virginia Tech each year among the top public universities for its value in this annual survey.

Kiplinger’s assesses quality and affordability according to several measurable standards. This year, Kiplinger’s changed how it determined its rankings, giving more weight to academic value, such as the percentage of students who return for sophomore year and the four-year graduation rate. Cost criteria include low tuition and fees, abundant financial aid and low average debt at graduation. While the criteria have shifted, editors say, the overall focus on value remains the same.

“As states cut funding for higher education and tuition continues to climb, the word ‘value’ is more significant than ever,” said Jane Bennett Clark, senior editor at Kiplinger’s Personal Finance. “This year’s top 100 public schools deliver strong academics at reasonable prices. We applaud these institutions for tightening their belts without compromising quality.”

Virginia Tech continues to increase its affordability for students by increasing instructional funding for student financial aid. More than 60 percent of Virginia Tech students receive some type of financial aid.

Dr. Kaihong Su, Ph.D., an assistant professor in the department of pathology and microbiology at the University of Nebraska Medical Center, is the principal investigator on a $1.5 million R01 grant from the National Institutes of Health to study how lupus progresses and identify biomarkers that signal when organ damage is occurring. The five-year grant is a collaborative effort between 11 clinicians and researchers at UNMC and more than 50 patients who are taking part in the study.

Lupus turns the body’s greatest defense, the human immune system, against itself, causing all sorts of painful symptoms, Dr. Su said. Since lupus is incurable, symptom management becomes the top priority. In time though, the disease progresses and the immune system begins to attack internal organs. The heart, kidneys and brain are all potential targets.

Predicting when the disease progresses to this point is the number one priority of Dr. Su’s research. “Our goal is to pinpoint biomarkers that indicate when the organs are at risk early enough so treatment can be refined to decrease the patient’s chances of developing fatal organ damage,” she said.

“It’s a timely study,” said Michelene Hearth-Holmes, M.D., an assistant professor of rheumatology in the department of internal medicine at UNMC. “Everyone is looking for ways to predict the progression of the disease and how people will react to treatment. We want to provide better diagnosis, therapy and outcomes for patients.” While lupus has become more manageable over the years, progress in fighting the disease has been slow, she said. In fact, the first new drug in 50 years to treat lupus was approved by the FDA just this year.

University of Kansas School of Education Receives First Endowed Scholarship A University of Kansas alumnus and his wife have made a $2.5 million commitment to establish an endowed scholarship program for KU’s School of Education. The donors, who wish to remain anonymous, have had strong ties to KU’s School of Education through both graduate teaching and the supervision of elementary student teachers.

The gift will include funding for specialized work in acquiring leadership skills connected to the organizational change disciplines first outlined in Peter Senge’s book, The Fifth Discipline: The Art and Practice of the Learning Organization. This book provides guidelines to lead organizations in transforming rigid hierarchies into more fluid and responsive systems. The donors established the fund through KU Endowment to benefit KU students majoring in education.

Rick Ginsberg, dean of KU’s School of Education, expressed appreciation for the gift, which is the largest in the school’s history.

“We thank the donors for this generous gift,” said Ginsberg. “The intent is to provide undergraduate students the opportunity to be supported in their quest to become leaders with organizational understanding and appreciation of the larger system in which their work is embedded. Once the scholarship program is in place, it will attract the best students for professional studies in education at KU.”

www.MAE-kmi.com

National Louis University Aims to Increase Veteran Graduation Rates National Louis University announced the Education to Employment (E2) Initiative, funded through assistance from the Robert R. McCormick Foundation. The E2 Initiative aims to increase the percentage of students within at-risk groups, such as active duty, veteran and Hispanic populations, who complete their college education and are career-ready upon graduation.

The E2 Initiative will fund support services for two programs, The Veterans Program and The Harrison Fellowship, both focusing on traditionally underserved populations.

The key components of the E2 Veterans Program include helping military students integrate back into society by providing a military-friendly education and employment opportunities, both before and after graduation. National Louis also will provide military students with a single point of contact for advising and financial aid.

Specifically, the university is building an

online portal where service personnel and veterans will have comprehensive access to a multitude of resources including federal financial aid, GI benefits, military education benefits, VA assistance and library access.

The courses also will be offered online for active duty soldiers or those serving on bases away from National Louis’ downtown Chicago campus. Additionally, a veterans’ lounge will be built on the Chicago campus where students can connect with other veterans and access important resources.

National Louis currently offers veterans a 10 percent tuition discount and is a member of the Yellow Ribbon Program, which matches contributions of institutions of higher education when tuition costs exceed the award offered by the Post-9/11 GI Bill. In addition, the university has run campuses in Washington, D.C., and McLean, Va., and has offered degree programs on the Andrews Air Force Base in Maryland.

MAE 7.1 | 31

CCME GRAPEVINE

Looking Back:

40 Years of Military Education

Mark your calendars now. The 2013 CCME annual symposium will be held February 25-28 in California where it all began 40 years ago! I will begin my term as CCME president following the 2012 annual symposium, and am excited to plan a symposium that recognizes 40 years of excellence.

The Council of College and Military Educators (CCME) had its beginning in California when in the early 1970s, a group of education services officers (ESOs) gathered to exchange ideas on how to best serve the needs of military personnel who desired a college education. In 1973, the first annual symposium of the California Community Colleges and Military Educators Association met, with John Harmes as the group’s chairman. Here, the ESOs decided that they would meet annually in February and that educational institutions providing education for the military, both on and off base, should be invited to send a representative to the symposiums.

At the annual symposium in San Francisco in 1994, the organization was renamed Council of College and Military Educators (CCME) to more accurately reflect the membership and its role in military education. Today, CCME continues to engage higher education institutions, government agencies and military service education offices in discussions and activities to promote academic success of active duty service members, veterans and their dependents.

If we revisit the last 40 years and explore the programs and services afforded to service members and compare findings to what exists today, what would we discover? If we explore the needs of our servicemembers today and compare findings to what they needed 40 years ago, what would we find? Would it be different? Would it be better?

It is during periods of transition, when increased numbers of men and women return from serving during war time, that we see increased focus and political influence on educational programs and benefits. It was a different climate back then, but like today, the demand to provide quality education and services was high and the need apparent.

With CCME celebrating the 40th anniversary of its annual symposium in 2013, I think now is the time to explore the history and reveal some of the major changes that may (or may not) have changed for the betterment of the servicemember.

It was also 40 years ago, in 1972, that Servicemembers Opportunity Colleges (SOC) was created to provide educational opportunities to servicemembers who, because they frequently moved from place to place, had trouble completing college degrees. SOC functions in cooperation with 15 higher education associations, the Department of Defense, and Active and Reserve Components of the military services to expand and 32 | MAE 7.1

improve voluntary postsecondary education opportunities for servicemembers worldwide. SOC is funded by DoD through a contract with the American Association of State Colleges and Universities.

The following are today’s criteria established by SOC for membership: • Reasonable Transfer of Credit: avoid excessive loss of previously earned credit and avoid course work duplication • Reduced Academic Residency: limited to no more than 25 percent of degree requirements with no final year or semester in residence (may require 30 percent for undergraduate degrees offered 100 percent online) • Credit for Military Training and Experience: recognize and use “ACE Guide to the Evaluation of Educational Experiences in the Armed Services” in evaluating and awarding academic credit for military training and experience • Credit for Nationally-Recognized Testing Programs: award credit for at least one nationally-recognized testing program such as College-Level Examination Program (CLEP), DSST Examinations, Excelsior College Examinations In recent years, enrollment in higher education among active duty U.S. servicemembers has grown exponentially.

Recent news and national events focus on matters related to the military, education and the economic crisis in the U.S. Gaps in oversight of federal expenditures for higher education are a major focus and concern of Congress. Congressional investigators have uncovered major gaps in DoD’s oversight of the tuition assistance program, which awards millions of dollars in tuition to active duty servicemembers. Similarly, reports have exposed the high default rates of students using federal loans to pay for high cost education programs. Although funding sources for active duty military and veterans come from a different funding source than Pell Grants, all funds are from federal sources and policymakers are beginning to not only make the connection but review the programs collectively.

This is not the first time that these kinds of problems have emerged. Following the creation of the GI Bill in 1944, thousands of career colleges sprung up virtually overnight to enroll veterans. In 1972, amendments to the Higher Education Act allowed career colleges to participate in the federal Title IV student financial assistance programs for the first time. www.MAE-kmi.com

Problems emerged and fraudulent practices were uncovered.

In response, Congress passed a series of reforms in 1992 with strong bipartisan support. During this time, the 85-15 rule for Title IV funds was passed focusing on revenues rather than students. It required career colleges, otherwise referred to as for-profit colleges, to get at least 15 percent of their revenue from sources other than Title IV funds. Further, a “50 percent rule” made schools ineligible for Title IV funds if more than half their courses were provided through correspondence and banned incentive compensation for college recruiters. In less than 10 years, the default rates at career colleges fell from 29 percent to 9 percent from 1991 to 2000.

It did not take long for the newly strengthened rules to weaken under intense lobbying from the career college industry. In 1998, Congress reduced the percentage of revenue that schools had to obtain from non-Title IV sources from 15 percent to 10 percent. This rule, the 90/10 rule, still holds true today.

Another area of national focus today is on improving graduate rates at all levels, from high school to graduate levels. It is a top priority in the U.S. in light of data that shows the U.S. falling in the worldwide rankings of leaders in education. Legislation and political campaigns spotlight educational quality, urge higher completion rates and demand return on the investment of taxpayers’ dollars.

“Community Colleges are the unsung heroes of America’s education system,” said President Obama at the start of the first ever Community College White House Summit. I attended the summit, which gathered community college leadership and government representatives from around the country to discuss challenges in education. I was assigned to the break out group on “the importance of community colleges to veterans and military families.” During the session, what emerged was the need for increased collaboration at the federal level (departments of defense, education, labor and veterans). An interesting outcome of this discussion is that today this collaboration is underway.

During a presentation I attended at the August 2011 Coast Guard Education Service Officers Symposium, Carolyn Baker, chief of Voluntary Education, reported that she now participates in regular meetings with representatives at the federal level to discuss education in the military. The goal of the meetings is not only to inform, but also to better collect, understand, analyze and disseminate data. She stated, “as a result of the rising costs of education being supported by government tuition assistance and a recent audit by the Government Auditing Organization, the DoD is working more closely with other federal agencies.”

Other recommendations from the White House Summit are provided below. When you read this list, try to recall: What may have been President Nixon’s or President Ford’s agenda for serving the educational and employment needs of our returning servicemembers 40 years ago?

• Increase partnerships between community colleges, state and local labor departments, and industry to provide certificate training programs www.MAE-kmi.com

• Offer more specialized training for veterans with PTSD • Collect and analyze more institution-level data from the most basic level of how many veterans are on campus • Increase collaboration at the federal level (VA/DoD/Ed) to better collect, understand, analyze and disseminate data • Increase vet-to-vet support • Examine the effective use of GI Bill benefits • Add a day to the TAP program when transitioning out to advise others in the same age group about the value of community colleges • Increase VetSuccess on community college campuses • Focus on special counseling, physical accommodation and mental needs of those with traumatic brain injury • Increase model partnerships like Camp Lejeune and Coastal Carolina Community College’s military academic skills program, where Marines get intensive math, English and reading skills to prepare for college • Offer professional development for faculty who educate veterans The theme of the CCME 2012 Conference is “Salute to Possibilities: Paving the Way for Our Military Community.” The theme for 2013 just might need to be “Salute our History: How Have We Been Successful in Paving the Way for Our Military Community?”

I look forward to an exciting and productive year as president of CCME in 2012, and hope you join me in San Diego, February 25-28, at our 2013 Symposium to celebrate 40 years of CCME excellence! O

Joycelyn Groot

Joycelyn Groot is dean, Military and Contract Education Programs at Coastline Community College and CCME’s incoming president.

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 7.1 | 33

MAE CALENDAR & DIRECTORY Calendar

February 13-16, 2012 Council of College and Military Educators Orlando, Fla. 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.

March 10-13, 2012 The American Council on Education’s 94th Annual Meeting Los Angeles, Calif. www.aceannualmeeting.org March 14, 2012 Military Education & Training Blackboard User Group Norfolk, Va. www.metbug.org/conferences. php March 27-29, 2012 VA ACME Conference Virginia Beach, Va. www.vaacme.org/conference/

NEXTISSUE Serving today’s military through innovative programs that provide education for military members worldwide.

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Journal of Higher Learning for Today’s Servicemember

April 12, 2012 Council on Military Education in Texas and the South Fort Worth, Texas www.cometsmilitaryed.org June 27-29, 2012 Military Child Education Coalition 2012 Annual Conference Grapevine, Texas www.militarychild.org/annualconference July 23-27, 2012 DoD Worldwide Education Symposium 2012 Las Vegas, Nev. www.ww2012.com/common/ home.action

March 2012 Vol. 7, Issue 2

Cover and in-Depth Interview with:

Col. Paul Ott

Commander Special Warfare Education Group (Airborne) JFK Special Warfare Center and School

Special Section

Academic Resource Centers

Features • Campus-Centered Recruiting • E-Books • Security Studies Insertion Order Deadline: February 16, 2012 | Ad Materials Deadline: February 23, 2012

Education Factoid: Through DoD Voluntary Education, in FY 2010, 29,449 servicemembers completed associate degrees; 10,341 completed bachelor’s degrees; and 3,708 completed graduate degrees.

34 | MAE 7.1

www.MAE-kmi.com

Advertisers Index

Abraham Lincoln University............................................... 34 www.alu.edu American Military University.............................................. 27 www.amuonline.com/mae The Art Institutes................................................................ 6 www.veterans.artinstitutes.edu Ashford University............................................................. 17 www.military.ashford.edu/mae Baker College Online......................................................... C3 www.bakercollegeonline.com Capitol College.................................................................. 35 www.capitol-college.edu/mae Central Texas College......................................................... 16 www.ctcd.edu Columbia College.............................................................. 15 www.goforgreater.org Empire State College......................................................... 14 www.esc.edu/military Everest University Online................................................... C4 www.everestmilitary-online Fort Hays State University Virtual College............................. 28 www.fhsu.edu/virtualcollege/military Grantham University......................................................... 35 www.grantham.edu Hawai‘i Pacific University................................................... 30 www.hpu.edu/military Kaplan University.............................................................. 20 www.military.kaplan.edu Northeastern University..................................................... 13 www.northeastern.edu/discovercps Penn State World Campus.................................................... 7 www.worldcampus.psu.edu/maggiestory Thomas Edison State College.............................................. 23 http://military.tesc.edu University of Maryland University College............................ C2 http://military.umuc.edu/accomplish University of Northwestern Ohio......................................... 26 www.unoh.edu University of Phoenix........................................................ 10 www.phoenix.edu/mil University of West Alabama Online........................................ 8 www.online.uwa.edu University of Wisconsin-Platteville........................................ 9 www.gouwp.com/mae Upper Iowa University....................................................... 22 www.uiu.edu/mae

Vincennes University...................................................... 34 www.vinu.edu/military Webster University............................................................ 12 www.webster.edu/military

Capitol College isn’t for everyone.

But it’s perfect for me.

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Education Factoid: According to the National Center for Education Statistics, in fall 2011, a record 19.7 million students were expected to attend American colleges and universities, constituting an increase of about 4.4 million since fall 2000.

www.MAE-kmi.com

MAE 7.1 | 35

UNIVERSITY CORNER

Military Advanced Education

Shawn Mann Director of Military Education Programs Baker College Online Q: To begin with, could you please provide a brief overview of the college’s history, mission and curriculum?

A: Baker College is a private, nonprofit, regionally accredited, degree-granting, higher educational institution with locations throughout Michigan and students throughout the world via Baker College Online and the Center for Graduate Studies. The Baker College system—which includes Baker College Online and the Center for Graduate Studies—serves over 43,000 students worldwide. The mission of the Baker College system is to provide quality higher education and training, which will enable graduates to be successful throughout challenging and rewarding careers. Baker College awards certificates, associate, bachelor’s, master’s and doctoral degrees in business, health sciences, education, information technology and human service, and various technical fields. This year, Baker College is celebrating its 101st year in existence.

Q: What is the college’s background in military education?

A: Baker College has been in the GoArmyEd program since that program’s inception. We recently completed our paperwork to be an Air University Associate to Baccalaureate Cooperative (AUABC) school and we expect to apply to be a Navy College Program Distance Learning Partnership school as soon as that contract allows. We’re a Servicemembers Opportunity College (SOC) that is TA and VA approved. We’re a partner institution in the Marine Corps Leadership Scholar program and we’re a Legion De Lafayette recipient from the National Guard Education Foundation. We have a Salute honors society for our veteran students, an SVA Chapter and, most recently, we opened our Military and Veteran Student Resources Center at our offices in Flint, Mich. So, we have a very long history of serving students from all branches of service, and we strive to be the servicemember and veteran’s first choice when 36 | MAE 7.1

seeking a degree that provides quality higher education and training enabling graduates to be successful throughout challenging and rewarding careers.

Q: How has the college positioned itself to serve military students?

A: Over the last two years, the college has critically evaluated its military program and established one of the best voluntary education and veteran student programs available. We really asked ourselves what we could do to be the best choice for servicemembers and veterans, and we followed that up with substantive changes and additions to our program. From a reduced tuition rate and providing textbooks for qualified active duty students to opening our Military and Veteran Student Resource Center, we’ve cultivated and codified the best of what we were doing to remain viable through the years.

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

A: Well, let me rephrase that a bit into “what’s the biggest lesson I’ve learned and would impart to others.” You see, I have almost 15 years experience in Voluntary Education and almost 20 total years in academia. I’ve seen VolEd from many different angles: instructor, course designer, management, outreach and senior leadership to name a few. My experiences vary from creating mobile courses for PDAs back in 2003 and creating the first mobile testing center for CLEP/DSST testing, to managing teams of outreach staff and providing leadership for an entire program.

All along the way and at every point along the way there has been a lesson, so narrowing it down to lessons in my current position doesn’t account for all the other lessons which have helped me to realize anything at all today. Still, I can narrow it down and somewhat summarize them all in one biggest lesson. I have seen people burn out of this industry and I have seen people retire out of this industry with accolades. What separates them from each other is the biggest lesson I would impart to someone: This industry is full of passionate and compassionate patriots who truly love being able to help our servicemember and veteran students attain their academic aspirations. The bottom line is you have to believe in what you do and always strive to do the right thing the best way you can. The day you show up to work with ulterior motives or only giving 90 percent of your 110 percent is the day you do a disservice to yourself, your company and those servicemembers we serve.

Before I hire anyone, I make sure they’ve learned this lesson already.

Q: Do you have any closing thoughts?

A: 2011 has brought some significant spotlights on the education sector. As the nation enters a highly charged political year with increased economic woes, we’re not likely to see any less focus on our sector through 2012 and beyond. The current administration has made it relatively clear that an increasing focus on student debt, college prices, retention rates and employment rates of graduates will be a plank in their platform. So, both parties will continue to scrutinize and propose ideas to regulate the overall sector. As military educators, we serve civilians, active duty, dependents and an ever growing, cohesive and vocal student veteran population.

This increased scrutiny is a means for schools involved in voluntary education to showcase the positive things that they do to create successful military, spouse and veteran students. I know Baker College is looking forward to spotlighting the job we do for servicemembers and veterans. O www.MAE-kmi.com

We’re here to help your servicemembers shine.

Whether the plan is to continue in the military or transition to civilian life, Baker College® Online can help your military personnel receive a regionally accredited college degree.

Our programs are available 100% online with 24/7 access from anywhere in the world.

WHAT “MILITARY FRIENDLY” MEANS TO US. • • • • Free and honest evaluations of your military experience, testing, and training credits.

• • Regionally accredited, founded in 1911.

• • All Baker graduates receive Lifetime Employment Assistance—free and forever.

Baker College is a long-time partner of the GoArmyEd programs as well as DANTES, SOC, and VA approved.

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

100 YEARS

of successfully preparing people for new careers.

An Equal Opportunity Affirmative Action Institution.

Baker College is accredited by The Higher Learning Commission and is a member of the North Central Association / 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504 / 800-621-7440 /www.ncahigherlearningcommission.org.

Baker Center for Graduate Studies’ MBA program is also accredited by the International Assembly of Collegiate Business Education (IACBE).

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Attention ESOs: Visit bakercollegeonline.com or call (800) 469-4062 for information about our programs or to schedule a face-to-face meeting on your base.

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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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