Mae 7 5 final(1)

Journal of Higher Learning for Today’s Servicemember

Advancement Advocate Maj. Ron Lee Chief Education Branch Army National Guard Bureau

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June 2012

Volume 7, Issue 5

Summer School O IT Degrees O Army eDistance Learning True Cost of College Act

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Military Advanced Education

June 2012 Volume 7 • Issue 5

Features

Cover / Q&A Books Trump Beach

5

Whether it is to make up a poor grade, take a class that isn’t offered during other semesters, lighten their load during the traditional school year, or to accelerate their degree, the summer months offer students the perfect time to position themselves for academic success.

By Maura McCarthy

Set for Success

8

Business, teaching, law enforcement—all are common career choices for veterans when they transition from military to civilian life. One field of study is growing so fast though, that advocacy and community programs are being designed solely to get veterans in: information technology.

By Celeste Altus

16 Tackling Student Debt

A bipartisan group of Senators recently introduced legislation, the Understanding the True Cost of College Act, aimed at helping families and students gain a more accurate picture of exactly how much college will cost them before deciding which school to attend.

Departments

12 Special Section: Community

College

The Two-Year Plan

19

Faced with the rising cost of college, more and more students—traditional and nontraditional alike—are opting to attend a community college as a stepping stone to a bachelor’s degree and earning a high quality education in the process.

By J.B. Bissell

2 Editor’s Perspective 3 Program Notes 4 People 14 Class Notes 25 CCME Grapevine

Army eEducation: The Distance Learning Approach

22

Major Ron Lee Chief, Education Branch Army National Guard Bureau

The central idea of the U.S. Army Learning Concept for 2015 is that “the Army must have an adaptive development and delivery system, not bound by brick and mortar, but one that extends knowledge to soldiers at the operational edge, is capable of updating learning content rapidly, and is responsive to Operational Army needs.”

By Jack T. Judy

26 Money Talks 27 Resource Center

University Corner

28 Jim Hendrickson Vice President of Military Relations Colorado Technical University

Military Advanced Education Volume 7, Issue 5 June 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 Graphic Designer Jittima Saiwongnuan jittimas@kmimediagroup.com Graphic Designers Amanda Kirsch amandak@kmimediagroup.com Scott Morris scottm@kmimediagroup.com Kailey Waring kaileyw@kmimediagroup.com

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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 Casandra Jones casandraj@kmimediagroup.com Trade Show Coordinator Holly Foster hollyf@kmimediagroup.com

EDITOR’S PERSPECTIVE The Bureau of Labor Statistics' unemployment numbers for May paint a grim picture for veterans: 12.7 percent of new veterans are unemployed, which is more than 4 percent higher than the national average. While monthly numbers fluctuate, this high rate is cause for concern. Veterans have difficulty finding gainful employment for a number of reasons, all of which are compounded by a still struggling economy.

A significant challenge veterans face is translating their military skills into a resume that can be understood by the civilian market. Employers too have a difficult time understanding a veteran’s expertise and how it translates into their organization. According to Monster.com’s Veteran Talent Index, although 75 percent of veterans consider their military skills Maura McCarthy Editor as valuable to civilian careers, only 29 percent are confident that they will find work and only 47 percent feel that they are prepared to transition out of the military. Their concerns are valid, considering that only 39 percent of employers think veterans are prepared to compete for civilian jobs. This disconnect demonstrates the importance of recent federal initiatives that aim to combat veteran unemployment by helping translate military skills into civilian credentials through licensing, certificates or degree programs.

Launched on May 15, the Veterans Retraining Assistance Program (VRAP) received over 12,000 applicants in its first two weeks. VRAP strives to give unemployed veterans skills training and aims to train 99,000 veterans for high-demand jobs in the next two years. Through the program, qualifying veterans between the ages of 35 and 60 will receive up to 12 months of education assistance equal to the full-time Montgomery GI Bill active duty rate, which is currently $1,473 a month. VRAP funds are distributed on a first-come, firstserved basis for programs beginning on or after July 1; 45,000 veterans can participate during fiscal year 2012 and up to 54,000 may participate in FY13. Additionally, on June 1, President Obama announced the We Can’t Wait initiative that will help up to 126,000 servicemembers obtain civilian licenses and credentials in high-demand industries. In addition to the DoD task force on military credentialing and licensing that was developed as part of the effort, the initiative launched a number of military-industry partnerships that will facilitate credentialing—often at no cost to the servicemember.

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PROGRAM NOTES

Compiled by KMI Media Group staff

On May 16, 2012, Central Michigan University hosted an open house at their newest location, the Alexandria Center, in Alexandria, Va.

Servicemembers Honored in Graduation Ceremony As part of this year’s commencement exercises, Liberty University’s Office of Military Affairs held a series of special ceremonies to recognize those individuals who have completed their education at Liberty while serving in the military. “Liberty University appreciates the many sacrifices our servicemembers have made for our freedom. Our military and veteran graduates have completed their degree, many while serving our country, and their service and this academic achievement deserve special recognition,” said Emily Foutz, director of Liberty University’s Office of Military Affairs.

In May, Liberty held two commissioning ceremonies, recognizing cadets of the Reserve Officer Training Corps (ROTC) program as they were sworn in as commissioned officers in the rank of second lieutenant.

The Liberty Eagle Battalion Army ROTC held its commissioning ceremony as it honored the 25 members of this year’s commissioning class.

Former New Mexico Governor Toney Anaya delivered the commissioning address, charging the forthcoming officers to value their education and pursue their dreams.

The U.S. Air Force ROTC Detachment 890 commissioned eight officers during its ceremony. Brigadier General Randy A. Kee of the Air Force was the guest speaker. He emphasized that every individual is important to the success of any mission, no matter how small his or her duty may seem. “You are embarking on a life-changing journey, into the service of your country,” he said. “You will forge bonds with other airmen that will carry into the rest of your life. Please know that your service matters."

He asked them to be teachable, vigorous and to be the future, as older officers who become fixed in their outlook need the fresh outlook of the younger.

At both ceremonies, the cadets swore the oath of office and received pins, signifying their new rank. Then, as is tradition, each newly commissioned officer received his or her first salute from a fellow officer.

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Per tradition, a silver dollar is presented to the officer who gives the new officer their first salute as a sign of respect for the new position. Every salute after that is earned through performance and professionalism.

Following the baccalaureate service, Liberty held its first Military Graduate Recognition Ceremony, recognizing the achievements of its servicemembers and veteran students. This year more than 2,000 of Liberty’s graduating class are military personnel. Major General Robert F. Dees, retired, associate vice president for military outreach and director of our nation’s first faith-based Institute for Military Resilience at Liberty University, gave the charge to the military graduates. He began by acknowledging the sacrifice of those who have or currently serve in the U.S. military. “We are ‘the land of the free,’ as you appreciate, because of those brave veterans who serve us, have served us, are currently serving us in harm’s way as we speak and will certainly serve us into the future,” he said.

MAE 7.5 | 3

PROGRAM NOTES

Compiled by KMI Media Group staff

New MSW Program to Meet Needs of Military Personnel In fall 2010, the University of Southern California’s (USC) School of Social Work opened the “doors” of its new Virtual Academic Center and began offering a webbased master’s degree in social work (MSW@ USC) for the first time. In May 2012, the school graduated its first MSW@USC class of 130 students from 26 states.

“The MSW@USC program has revolutionized the field of social work education,” said Paul Maiden, vice dean and professor at the USC School of Social Work. “Our virtual platform is unlike any other currently offered by a social work school in the U.S., allowing us to provide students a unique, yet highly personalized, classroom experience and field placement, no matter their location in the

U.S. This instructional approach simply was not thought possible 10 years ago.”

Taking advantage of advancements in social networks and face-to-face, Skype-like interactive technology, the MSW@USC Virtual Academic Center is a web-based platform that features live, virtual classes between faculty and students, online presentations, videos, and interactive study groups and chat sessions. As required of all the school’s graduates, the web-based degree program also includes hands-on training through internships in the communities where students live.

The MSW@USC program has enrolled more than 1,200 graduate students since it began. After completion of the core social work curriculum, students pursue

PEOPLE Colonel Todd P. Wilson has been selected as the new professor of military science at North Georgia College & State University and will serve as the head of the Department of Military Science.

This is an active duty assignment and Wilson currently serves as deputy commander of the 3rd Brigade Combat Team, 1st Infantry Division, based at Fort Knox, Ky. Linda A. Bell, provost and the John B. Hurford Professor of Economics at Haverford College, in Pennsylvania, has been chosen as provost and dean of the faculty at Barnard College, in New York.

4 | MAE 7.5

concentrations of study depending on interest. Concentrations include Families and Children; Health; Mental Health; and Community Organization, Planning and Administration. A sub-concentration in Military Social Work and Veteran Services, the first of its kind in the country, has also become increasingly popular, as the mental health needs of returning military personnel continue to rise. More than 260 of the current MSW@USC students are affiliated with the military in some way. Among graduates pursuing a career in military social work is Brock McNabb. A veteran combat medic of the Iraq War, McNabb will serve as the social work team leader at the U.S. Veterans Center Program in Honolulu upon graduation.

Compiled by KMI Media Group staff

Joe Bertolino, vice president for enrollment management and student affairs at the City University of New York’s Queens College, has been named president of Lyndon State College, in Vermont.

Cecelia Fitzgibbon, professor, director and department head for the Arts Administration and Arts & Entertainment Enterprise programs at Drexel University, in Pennsylvania, has been chosen as president of Moore College of Art & Design, also in Pennsylvania.

Ann Weaver Hart, president of Temple University,

in Pennsylvania, has been has been named president University, in Washington, of Brookdale Community has been named provost named president of the and vice president for College, in New Jersey.

University of Arizona. academic affairs at Loyola University in New Orleans.

Robert C. Helmer, Donal O’Shea, dean of president of Lourdes faculty and vice president University, in Ohio, has for academic affairs at Felice Nudelman, execubeen named president of Mount Holyoke College, in tive director of educaBaldwin-Wallace College, Massachusetts, has been tion for The New York also in Ohio. appointed as president of Times Company, has New College of Florida. been named chancellor of Antioch University, in Ohio.

George E. Miller III, vice president for academic Robert E. Witt, presiaffairs and Presidential dent of the University of Professor of Chemistry Alabama’s main campus Heidi Slettedahl at Claflin University, in at Tuscaloosa, has been Macpherson, pro vice South Carolina, has been named chancellor of the chancellor of research selected as president of University of Alabama and innovation at De Martin University, in System.

Montfort University, Indiana. in England, has been named provost and vice Marc Manganaro, dean chancellor for academic of the College of Arts and affairs at the University of Maureen Murphy, Wisconsin at La Crosse.

Sciences and a professor president of San Jacinto of English at Gonzaga College South, in Texas,

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An increasing number of college students are choosing to spend the summer in school, and institutions are responding to the rising demand.

By Maura McCarthy MAE Editor

Spending the summer scooping ice cream, bronzing up as a beach lifeguard, or working at a summer camp have been the mainstays of many college students’ summers. With college costs rising, financial aid on the budget chopping block, and an increasingly competitive job market, many students are now deciding to forgo these classic summer pastimes and spend the summer in school earning credits. Whether it is to make up a poor grade, take a class that isn’t offered during other semesters, lighten their load during the traditional school year, or to accelerate their degree, the summer months offer students the perfect time to position themselves for academic success. www.MAE-kmi.com

MAE  7.5 | 5

courses,” said Candi Merrill, interim program director for the University of Montana’s School of Extended and Lifelong Learning.

Instead of logging in at 12:01 a.m. on registration day to score a coveted seat in a popular course, students could instead take that class in the summer when fewer students are vying for a seat. Gone are the days where students had but a handful of courses from which to select; as more students enroll in summer sessions, institutions respond accordingly. “Rutgers’ New Brunswick campus offers one of the largest summer programs in the country, with over 2,200 graduate and undergraduate courses, internships and independent research opportunities in a wide variety of fields. We also offer special programs, including a certificate in business fundamentals, a Hindu studies program and workshops for Advanced Placement high Make Summer Work for You school teachers,” highlighted Beasley.

This summer, NC State will also offer sevThe flexibility summer sessions offer eral three-week sessions and one sevenstudents is perhaps one of their biggest week session, with both day and evening draws. Not only does acquiring credits classes available. Additionduring the summer afford ally, “for summer 2012 we students greater flexibilare offering 115 online disity during fall and spring tance education program semesters, but the courses courses, and 109 online themselves are characterflexible access courses, for a ized by flexible scheduling total of 224 online courses,” and delivery options.

DeLuca said.

“By taking courses in During the summer, the summer [or winter], stucampus culture can be more dents can reduce their relaxed and classes can have spring and fall terms loads, Elizabeth (Hough) Beasley a different feel, as most are keep their grade point aversmaller and meet for an ages up, and stay on track extended period of time, to complete their degrees which cultivates stronger on schedule,” explained student-student and stuElizabeth (Hough) Beasley, dent-professor connections. director, New Brunswick “Students are motivated by Summer & Special Projsmaller class sizes. Camects at Rutgers University. pus is a little more relaxed Since summer sessions are in the summer and classes compressed into a shorter are smaller, so students get period than fall and spring more personal attention,” semesters—on average, Candi Merrill continued Merrill. schools offer two five-week Administrators recogand one 10-week sessions— nize that although students are growing students are able to earn credits quicker. more cost-conscious—one of the primary “A lot of our students use summer semesmotivators for taking summer courses in ter as a way to make up for lost time—for general—summer break is also the time example, if they need to retake a class where many traditional students earn the that they didn’t do too well in, or a class money that will support them throughout that isn’t offered any other semester. The the next academic year. With this in mind, travel and field courses often occur only most schools offer online, on-campus in the summer, such as archeology field At North Carolina State University, 73 percent of students who graduate within four years have taken at least one summer session. Summer enrollments have been consistently on the rise, growing to over 13,700 in 2011, according to Dr. Cynthia DeLuca, associate vice provost of Enrollment Management and Services and president of the North American Association of Summer Sessions. In fact, at Rutgers University, more than 62 percent of undergraduates enroll in at least one summer session and 50 percent enroll in more than one. With those kinds of statistics, it’s not surprising that strategically thinking students—often adult learners who have competing demands on their time—opt to make the most of their time in school and choose to enroll in summer courses.

6 | MAE 7.5

and hybrid courses, allowing students to tailor the session to their academic and financial needs. “One of the things we’re encouraging with summer semesters is identifying courses you can transition to online delivery. The economic reality is that students don’t have as much opportunity to spend the entire summer living in Missoula, yet they still want to complete a course here rather than take it at another institution and transfer it in. We’re encouraging online or blended delivery where the student may only have to come to campus one or twice over the summer and the rest is done online,” explained Dr. Roger Maclean, dean of the School of Extended and Lifelong Learning at the University of Montana. A few years ago, University of Montana made an important adjustment to their scheduling based on student feedback. “We conducted several student surveys on changing to a four-day school week. The idea was well received so we made the switch. Now most students do not attend classes on Friday, which gives them greater flexibility for employment or summer recreation,” said Jeff Wimett, university registrar.

Institutional Innovation The benefits of summer sessions for students and the school alike have led many institutions to embrace the opportunity for innovation that summer presents, not only in regards to courses offered, but also in the very structure of the academic calendar. “Summer is a time when we encourage faculty to develop new and innovative courses. For instance, in the last few summers, we have added Introduction to Scientific Computing, Principles and Practices of Interpreting, Design and Build Studios, and Field Based Studies in STEM Education,” noted DeLuca.

In January, Purdue University announced its plan to transition to a balanced trimester system, a decision motivated by the institution’s desire to increase utilization of facilities in order to better serve students as well as to increase the flexibility of students’ scheduling.

Enrolling in the summer semester will be voluntary and allow students more options so that they could, for example, take a different semester off to participate in an internship, a study abroad experience or to accelerate their program of www.MAE-kmi.com

student market, as much as it’s driven by study. Current plans project that the faculty innovation. It can really change trimester program will be implemented the nature of the way we teach as it can in 2020, and beginning this summer the be a great sandbox for experimentation,” university will expand its summer course he emphasized. offerings in preparation for the switch.

“We’re going to build from the bottom, first with freshman and Pocketbook Concerns sophomore courses that have a very high degree of As students who enroll utilization; we’ll then build in summer courses are more toward specialties and more likely to finish their concentrations at the upper degree within four years, or level as we move forward. even sooner, it’s clear that We’re trying to address the the choice makes financial student’s needs: How can sense in the long term. a student put together a However, there are some meaningful package of financial concerns in the Dr. Roger Maclean study and make sure that it present that need to be conis offered?” explained Dr. A. sidered. For the most part, Dale Whittaker, professor and vice provost federal student aid is dispersed in the fall for Undergraduate Academic Affairs. for the academic year, although schools Whittaker sees the summer semester do offer some scholarships to help bridge as an ideal environment for innovation. the financial gap for summer students.

“One of the things that I look forward to is “Students generally receive their financial creativity on the faculty side as we run up aid award in fall, and often have little or to the trimester. During the summer we’ll no funding left for summer coursework. be looking at packages like an entrepreRecent budget cuts at the federal level neurship package where you may stay and have also reduced the aid available in get 12 credits, get a certificate or a minor, summer. Our office awards some $500 but you’re also pursuing an engineering scholarships to Rutgers students with degree. We’re also trying to encourage high grades and unmet financial need, but experiential learning packages, where you there are always more deserving students may stay and do 20 hours of research than scholarships available,” said Beasley. but also packaged with that would be a If students are considering enrolling research, writing and statistics course in summer sessions it’s important for for six credits. I think what we’re going them to do some academic and financial to see is creative packaging driven by the planning in advance. “Students do need

to budget their federal aid for summer semester because the summer semester is the end of the fiscal year, so the only federal financial aid they have available is any remaining aid from the previous term,” noted Whittaker. Meeting the financial needs of its students as the institution transitions to the trimester program is obviously important to Purdue. “Pell Grants are dispersed two semesters each year, or over eight semesters, so if a student uses one of those over the summer they really need to get a lot of bang for their buck; they need to take a full course load. Right now in our transition to the trimester we will only be able to get up to about 12 credits. We do quite a bit institutionally to close the gap for Pell students; since we can control our internal scholarship policies we are going to adapt those to make sure it is easier for students to access institutional financial aid during the summer,” Whittaker continued.

Advance planning, financially and academically, is a sound strategy for educational success, and if you have the opportunity to include summer sessions in those plans you may achieve that success sooner—and with less debt. O

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

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MAE 7.5 | 7

Servicemembers looking to find a demanding and challenging career after the military are well-positioned to thrive in the

IT industry.

By Celeste Altus MAE Correspondent

Business, teaching and law enforcement—all are common career choices for veterans when they transition from military to civilian life.

Another field of study, information technology, is growing so fast that advocacy and community programs are being designed solely to get veterans in. “Anybody not in IT has to worry about jobs,” said Dr. Robert St. Louis of Arizona State University’s W.P. Carey School of Business. In the future, he said, “there are an awful lot of things that are going to be automated, but it’s the IT that is going to be responsible for that automation. And so, even though productivity is going to go up, demand for IT jobs is going to continue to grow because there will continue to be new ways to make business processes more effective.”

8 | MAE 7.5

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MAE  7.5 | 9

Technically speaking, IT is the study of computer science: hardware and software components, programming, algorithms, databases, operating systems and network administration. Computer design and editing existing systems and software are also large parts of most information technology programs. Since IT is a field that changes rapidly, IT professionals must keep their skills sharp—even the shortest lapse in employment can render a worker’s knowledge and problem-solving skills out of date.

In the academic environment, IT is sometimes housed within a school of business and other times within computer science, although generally it is a mix of the two. Once IT majors get the core courses behind them and understand how computers work and the technology used to drive them, they learn how to apply that knowledge in a business setting. Running security programs, running daily operations, and creating networking systems are also part of the expertise in information technology.

Like law enforcement, information technology is a desirable field for transitioning servicemembers because military skills translate well. “Military training was definitely good for an IT career because it provided real-world training,” said Michael Simpson, FSO-CS, who served 10 years in the Army and now works in the IT industry. He said after receiving instructional training in the Army, he was tested out in the field in to augment the instruction. “It provided real world on-the-job training and experience that would have been difficult to obtain if you are just starting out in an IT career,” Simpson said. He is pursuing a master’s degree in information systems at Texas A&M University.

Following graduation, IT students are prepared to pursue careers such as systems analyst, database analyst, application development manager and more. They can go after security positions like IT security manager, security consultant and disaster recovery manager and there are also opportunities in more developing professions such as forensic computing and e-commerce. This rapid growth in IT has generated a significant demand for workers: A quick search on public IT employment databases results in over 10,000 IT positions available in the United States.

Information technology is in the top 10 of many lists of most popular college majors as of 2012 as well, behind selections such as business management, accounting and nursing. That doesn’t mean the major is impacted, as compared to fields like nursing, which has more students than it can manage. At W.P. Carey, St. Louis said both undergraduate and graduate programs have a lot of interest but there is still space for students who want to pursue information systems. “It is somewhat difficult, but not any more difficult than another major,” St. Louis said. “You have many more people competing for jobs in marketing and a huge one is people competing for jobs in finance.” However, he noted, there are a limited number of jobs in the more glamorous fields like marketing, and often students’ freshman and sophomore year grades will keep them out of a major in science or engineering. “It is not any harder to get in to our major than any other major in the school, and we actually could accept more students than we have. The biggest thing, and this is what I always tell students, is that ‘You don’t have to be a genius, but you have to be able to work hard.’”

Demand for IT graduates

Salary Scope

“The demand for credentialed information technology gradThe 2010 median income for an information security analyst uates is strong,” said Dan Benjamin, dean for the School of Sciwith a bachelor’s degree was $75,000, and the salary shot up to ence and Technology at American Military University. He said $100,000 annually with a doctorate or professional degree, accordthat according to the Bureau of Labor Statistics, ing to the U.S. Bureau of Labor Statistics. Most two of the top five fastest growing occupations professionals working in the field earn more than are IT-related. “Security breaches, cybercrime and $70,000 annually, according to those same figures, malware are on the rise; this has created a great and it usually requires a bachelor’s degree for entry. need for IT graduates to protect this critical IT For example, computer systems analysts plan Infrastructure,” he said. and develop computer systems for businesses and American Public University offers informascientific institutions. The position’s average income tion technology degree programs at the associate, is $77,153, and the unemployment rate in 2010 was bachelor’s and master’s levels. The general areas just 5 percent. The U.S. Bureau of Labor Statistics of focus are cybersecurity, databases, digital forenpredicts 1.4 million IT job openings by 2018, a sics, enterprise software development, IT project growth rate of more than 22 percent. The Bureau of Dan Benjamin management and web publishing. Students all Labor says this job has excellent prospects because as take basic classes such as Database Application organizations continue to adopt increasingly sophisDevelopment, but the master’s program has advanced level ticated technologies, they will need personnel to run those techcourses with concentrations in digital forensics, IT project nologies. For this job, employers generally prefer applicants who management and more. The university also offers some cerhave at least a bachelor’s degree, and relevant work experience also tificate programs in areas like information systems security and is very important. But that is not to say exceptions are not made. cybercrime.

This is one of those careers in which a very talented and knowledgeCapella, a national online university, offers several IT proable IT worker can land a position without a college degree if he grams. Students there can choose between specializations in applies his skills. information assurance and security, or network architecture.

These classes are all available at the doctoral, master’s or bacheSupply and Demand lor’s level. As with most accredited colleges, Capella IT programs are designed around recognized standards such as Microsoft, The demand for IT professionals in the United States is so Cisco and the NSA for Information Security specializations, strong that veterans advocacy groups have addressed it. One explained Mike Walsh, communications manager. organization near Chicago aims to curb unemployment among 10 | MAE 7.5

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veterans by channeling the former servicemembers into the IT industry through training and education. Launched in August 2011, CompTIA, a nonprofit trade association, announced it was working with partners such as New Horizons Computer Learning Centers and the Department of Labor’s One Stop Career Centers on pilot programs to transition veterans to IT careers.

CompTIA’s Troops to Tech Careers program launched at a time of renewed focus on the needs of military personnel transitioning back to civilian life. The program now operates in 23 cities across the country, including Austin, Texas; Chicago; Detroit; Jacksonville, Fla.; Nashville, Tenn.; and in Southern California.

Excelsior College of Albany, N.Y., has responded to the growth of the IT industry by launching five new programs at its campus, from bachelor’s degrees to graduate work. The new cybersecurity curriculum covers a variety of topics: strategies, policy, ethics and legal compliance, operational processes, techniques and technologies that secure and protect sensitive information and information systems. Excelsior College offers different tracks to choose from depending on one’s career goals, such as a graduate certificate for mid-career professionals.

These five programs were launched in August 2011 and already have 27 students enrolled in one master’s program, representing a sliver of the more than 1,000 students enrolled in their School of Business and Technology—many of whom are military, officials said.

The world climate and recent developments of hacking and security breaches convinced the college to develop these specific programs in cybersecurity. “The need was so obvious out there that it was impossible for us not to, being an online school,” said Dr. Jane LeClair, dean of the Excelsior College School of Business & Technology. “We felt it was a perfect fit for us, knowing the number of jobs would far exceed the number of programs out there when we started pulling this together.”

LeClair believes military students are uniquely suited to careers in cybersecurity because they experience working with some of the world’s most advanced technology while they serve. “The military population is so involved in this area that it’s natural for them to be in it,” she continued.

Many colleges and universities are going the same route as Excelsior and adding information technology degree programs as quickly as they can. The W.P. Carey School of Business announced in April that starting in January 2012 it will offer a new degree option to help working professionals get ahead in information technology: an online Master of Science in information management. It is a 16-month degree program and the only one of its kind at any Arizona school. In the program, students work in small, personalized teams with peers from other industries and they take five-week courses, just one at a time. The curriculum is focused on enabling students to lead and manage IT-enabled business transformation initiatives in any type of organization.

As one would expect, online programs are very popular among IT professionals and more universities are competing to offer them to full-time workers. This is valuable because IT jobs often have project cycles, and an online program offers the flexibility to accommodate those cycles, rather than requiring these busy professionals to adhere to a fixed on-campus class schedule.

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A Good Training Ground Simpson believes his military experiences fostered good work habits and provided him with a foundation to easily take on work in information technology. Intense and high-pressured, the military environment allows the individual to engineer creative answers and solutions on the spot, some say. This produces a better prepared IT professional, who can successfully work by alone or as part of a team.

St. Louis agreed with this assessment. “That discipline you get from the military really does seem to bleed over and people tend to do very well [in college] if they maintain it. Information systems and military have that really good fit. When you look at what makes the military successful, it really is logistics: People in the military, the characteristics they have, the discipline is very important, but they really understand the importance of process and logistics. Those are the things they need to be successful.” As far as advice for those interested in IT, it recommended that today’s servicemember take full advantage of any certified training such as CCNA, SEC +, or CISSP that their unit offers and to start networking now. It is never too soon to build relationships in the ever-changing IT world. O For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

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MAE 7.5 | 11

Tackling Student Debt A bipartisan group of senators sponsor Understanding the True Cost of College Act to promote financial literacy.

Senator Tom Harkin (D-Iowa) joined Senator Al Franken (D-Minn.) and a bipartisan group of senators in introducing legislation so that families and students will gain a more accurate picture of exactly how much college will cost them before deciding which school to attend. Harkin is chairman of the Senate Health, Education, Labor and Pensions (HELP) Committee. In addition to Harkin, the legislation was cosponsored by Senators Chuck Grassley (R-Iowa), Richard Blumenthal (D-Conn.), Chuck Schumer (D-N.Y.), Barbara Mikulski (D-Md.), Tim Johnson (D-S. D.), Ron Wyden (D-Ore.), and Ben Cardin (D-Md.).

Franken’s Understanding the True Cost of College Act would create a universal financial aid award letter so that students can easily compare financial aid packages between schools. It would clarify what financial aid families will receive from a school and create standard terms for the aid offered so that students can accurately compare offers from different schools. Right now, schools do not use standard definitions or names for different types of aid, so students and families often report having difficulty figuring out the differences between grant aid—which does not need to be repaid—and student loans, which do need to be repaid.

“This commonsense legislation helps empower students and families with necessary information to make an informed choice about college,” said Harkin. “Faced with soaring tuition and mounting debt, students lack the consistent, clear and useful financial aid information they need to compare their options and make the decision that is right for them. As Congress grapples with the pressing and complex issue of college affordability, this bipartisan legislation addresses a key piece of the puzzle and will help millions navigate the maze of financial aid information thrown their way through a standardized, 12 | MAE 7.5

comprehensive, consumer-friendly form. This is not about more information, but about the right information that students need when making such an important decision about their future.”

“The amount of debt students in Minnesota graduate with has skyrocketed, and part of the problem is that students often don’t have a clear picture of how much their education is going to actually cost them,” said Franken. “My legislation will require schools to use a universal financial aid letter so students and their families will know exactly how much college will cost, and will help them compare apples to apples when deciding what school a student will attend.”

“This initiative will empower students and parents with the information they need to make the best financial decision for their families and to avoid taking on more debt than they will be able to repay,” said Grassley. “This is one way to address the problem of student debt on the front end rather than after the fact. Also, the more we can help students and parents become savvy shoppers, the more colleges will be forced to rein in rising costs to compete for students.

“I am proud to help lead the Understanding the True Cost of College Act, which would mandate fairer and more accurate disclosure in financial aid offers to students,” said Blumenthal. “It would provide clearer terminology and definitions for colleges to use in their financial aid letters. Students would better understand the differences in the financial aid packages they receive from each institution, and make more informed decisions in choosing college.”

“College affordability must be a top priority for the federal government so that millions of students and future students at America’s colleges and universities can graduate with a diploma and not a pile of debt,” said Schumer. “I am proud to have partnered with Senator Franken to create a requirement that all higher education programs inform consumers about their financial aid options in a www.MAE-kmi.com

uniform manner, which allows them to make applesto-apples comparisons when considering a college’s price tag. This proposal will help ensure that students receive a top-notch education that is as affordable for families and students as possible.”

“I believe in America’s opportunity ladder, and higher education is an important rung on that ladder,” said Mikulski. “This legislation will help families who are stressed and stretched to make an informed financial decision by requiring all colleges to provide basic information on the costs of enrolling at the school of their choice. Higher education is part of the American dream—it shouldn’t be a financial nightmare.”

“Not all student aid is created equal and students deserve to know exactly what kind of debt they are taking on and how much they will have to pay back,” Panelists from the April 18, 2012 the Senate HELP committee hearing on higher education strategies. said Wyden. “Student aid packages vary from school [Photo courtesy of U.S. Senate] to school and are often difficult to compare with each develop standard definitions of various financial aid terms for other. The difference between a $20,000 grant and a $20,000 high use in the uniform financial aid award letters. interest loan can mean the difference between an affordable and • Establish basic minimums of information that must be an unaffordable education for many students, yet often times this included in the uniform financial aid award letters, such as: distinction may not be readily apparent. Students deserve to know cost of attendance; grant aid; the net amount a student is as simply and clearly as possible what they are taking on and the responsible for paying after subtracting grant aid; work study choices they have.” assistance; eligible amounts of federal student loans; expected “Students today have enough obstacles keeping them from a federal loan monthly repayment amounts; and disclosures quality education; deciphering the paperwork shouldn’t be one including disclosures related to private loans, treatment of of them. We need to make it easier to understand the options for scholarships, and the terms and conditions of federal financial financial aid and exactly what the full cost will be,” said Cardin. “I aid. am proud to be a co-sponsor of legislation that requires uniform, • Require the Department of Education to establish a process to consumer-tested financial aid award letters with standard definiconsumer test the uniform financial aid award letter and use tions. This will go a long way toward helping students fully underthe results from the consumer testing in the final development stand their funding options and commitments.” of the uniform financial aid award letter. O The Understanding the True Cost of College Act would: • Require institutions of higher education to use a uniform financial aid award letter.

• Call on the Department of Education to work with colleges, consumer groups, students and school guidance counselors to www.MAE-kmi.com

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 7.5 | 13

CLASS NOTES East Coast University Expands to Seattle Northeastern University is launching a graduate campus in Seattle—the second in a series of graduate campuses that strategically align the university’s educational and research strengths with the needs of regional economies nationwide.

The new Seattle campus, which will offer 16 graduate degree programs beginning in September, follows the launch of Northeastern’s Charlotte, N.C., graduate campus, which opened last fall.

The university also announced the appointment of Tayloe Washburn, a well-​​known business and civic leader in Seattle, to serve as dean and campus executive officer.

The programs offered in Seattle will range from cybersecurity and computer science to health

informatics and engineering, all designed to meet the needs of Seattle’s innovative technology sector, anchored by employers such as Microsoft, Amazon​.com and Boeing, and fueled by a vibrant startup culture. Despite these industries requiring advanced degrees, only 13 percent of Seattle professionals hold graduate-​​level degrees.

Northeastern’s presence in the Puget Sound region will also generate innovative research partnerships—a strategic staple of the graduate campus initiative. Programs offered at Northeastern’s graduate campuses provide students with flexible and specialized graduate degree opportunities.

Northeastern’s existing faculty will teach courses both online and on site at the graduate campuses.

Doctor of Nursing Program Announced Saint Joseph College’s School of Health and Natural Sciences has announced the start of a Doctor of Nursing Practice (DNP) program.

The DNP is a terminal degree that represents the highest level of academic preparation for nursing practice. Open to registered nurses who have already earned a Master of Science in Nursing (MSN), the two-year post-MSN to DNP degree offers an online curriculum to allow flexibility for working nurses to complete their doctorates while still maintaining full-time professional positions. “The DNP is the second doctoral level program now being offered at Saint Joseph College following the start of the School of Pharmacy’s Pharm.D. program during the fall semester of 2011, and represents the continuous effort of this institution to meet the growing need for highly qualified health care professionals in the region,” said Saint Joseph College Provost Michelle M. Kalis, Ph.D. Graduates of Saint Joseph College’s DNP degree program will practice at the highest level in nursing practice utilizing advanced knowledge from nursing and other disciplines to improve health outcomes. The DNP at Saint Joseph College will educate students to critically analyze the effects of health policy and current evidence based research as it relates to clinical practice.

Courses in fiscal principles, systems thinking, ethics, transformational leadership, and research methodology along with information technology are included in the program. Courses will be offered in an online format. Additionally, throughout the academic year, various evening 14 | MAE 7.5

programs and discussions will be offered as learning opportunities at Saint Joseph College’s West Hartford campus.

The DNP program was approved by the Connecticut Department of Higher Education on June 15, 2011. The Nursing Department at Saint Joseph College is a member of the American Association of Colleges of Nursing and all existing programs are accredited by the Commission on Collegiate Nursing Education.

The program received approval from the New England Association of Schools and Colleges on January 1, 2012. Six continuous semesters are required for students to complete the academic coursework of the DNP (39 credits over two years, including summers in conjunction with the student’s approved plan of study) and the possibility of another year to finish clinical hours and dissertation work. If a nurse practitioner certification is desired, additional coursework would be necessary. A total of 1,000 supervised clinical hours are needed for the DNP degree completion. Direct care hours documented from an MSN program may count (up to 750 hours).

All new clinical hours for the DNP at Saint Joseph College will need to be completed at a facility within Connecticut. Each student researches and writes a clinical dissertation—a scholarly work that focuses on practice issues. A faculty advisor is assigned to guide, advise and mentor each student throughout the research process. Applications for admission to the DNP program will be accepted starting June 10, 2012, with the first classes scheduled to begin in January of 2013.

This hybrid learning approach is ideal for working professionals because it combines the traditional benefits of face-​​​​to-​​​​face instruction with the flexibility of online learning.

Although undergraduate education is not offered at the graduate campuses, the sites will strengthen Northeastern’s undergraduate program, which is built on placing students in co-​​op positions with employers. The graduate campuses will deepen relationships with current co-​​​​op employers and help to develop relationships with new employers representing Seattle’s booming technology sectors, especially in the technology, life sciences and health care areas.

Saint Leo Opens Newport News Location Saint Leo University hosted a grand opening at the new teaching and advising location in Newport News, Va., to make residents of peninsular Virginia aware of the degree programs available to both the civilian and military populations. “The event was a huge success,” said Duane O. Stephens, assistant director of the Newport News Office. In addition to University President Arthur F. Kirk, Jr., and Vice President of Continuing Education Dr. Edward Dadez, the opening was attended by Newport News Mayor McKinley L. Price, DDS, and Virginia Delegate David Yancey, as well as other local leaders. Father Charles Saglio provided the blessing.The new location, in the Compass Pointe office development, affords Saint Leo University’s adult students and prospective adult students “another opportunity to reach their education goals by providing them the best in quality education,” said Stephens. The Newport News Office is easy to reach from Interstate 64 and brings more of Saint Leo University’s regional resources together in a modern, technology-rich environment. Saint Leo has been educating adult students in Virginia since 1974. Programs are available in Newport News for undergraduate degrees, including associate degree and bachelor’s degrees in business, criminal justice, human resource management, sociology, computer information systems, and health care management. Master’s degree programs are available in criminal justice and in business administration.

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Compiled by KMI Media Group staff

Architecture Programs Address Building Trends The graduate architecture program at the University of Tennessee, Knoxville, has established new certificate programs and concentrations to enhance its full-time master’s program and to provide graduate study options for industry professionals. The certificate programs and concentrations in high-performance buildings and conservation and stewardship begin in fall 2012. They join two other recently added areas of study: urban design and sustainability. The four new concentrations address the leading building trends in architecture today. They acknowledge the need to design structures that are environmentally conscious, energyefficient, and keep current ideas and practices in preservation.

The UT graduate architecture program offers both a professional and a post-professional graduate degree. These degrees are distinguished by the length and level of studies required. Practicing professionals who have completed a bachelor’s degree may pursue the certificate programs. Master’s students may take

the four certificate programs as concentrations.

Adding the specialty areas enhance offerings in the college’s graduate architecture curriculum and provide opportunities for professionals and master’s students to gain a specialization.

The College of Architecture and Design currently has an ongoing partnership with the Oak Ridge National Laboratory to develop technologies, design solutions and materials for high-performance buildings.

The conservation and stewardship concentration and certificate will teach students and working professionals about concepts in preservation that may range from individual buildings to large-scale restoration projects. The UT graduate architecture program is noted for a design-centered curriculum that promotes professional development through hands-on projects, cross-disciplinary learning, and in-depth research practices. Enhancing UT’s graduate programs is a core goal in the university’s quest to become a Top 25 public research university.

New Options for Medical Imagers The Misericordia University Center for Adult and Continuing Education is introducing an 18-credit certificate program in picture archiving and communication systems (PACS) administration with the fall semester in August. The certificate program prepares students to take the certified imaging informatics professional examination. In today’s modern health care environment, supporting key and essential technology such as PACS requires a professional who is trained and experienced in both informatics and imaging technologies. Modern technology is quickly replacing medical records, data and film-based records, such as X-rays, that were once stored on paper and film with electronic media. Clinical and administrative records have been automated and digital imaging technologies are converting film-based images into electronic data. Medical facilities need trained professionals to properly manage and implement the storage and security of electronic medical data as these facilities continue to convert more files or completely switch over to electronic medical records.

Digital imaging services usually are provided and managed in health care organizations by Radiology Information Systems (RIS) or PACS. These systems are changing the way imaging services are provided. The implementation and management of www.MAE-kmi.com

electronic medical records is a growing challenge for imaging department personnel as the technology advances and the options increase as well.

Misericordia University’s PACS Administration certificate is designed for medical imaging or health care IT professionals who want a career in health care imaging informatics. Jobs available to the imaging informaticists include the PACS and RIS administrators and other professionals who are involved with the planning, selection, implementation and operation of PACS and RIS. The certificate program is also for imaging informatics specialists involved with the analysis, design and development of the systems, and imaging systems engineers who want to update their knowledge in this field of study.

The PACS administration certificate can be completed in as little as three semesters of six credits each. For working professionals, the program can be completed part time, as two distance education courses each over three semesters in one year.

Students can also complete the program in two years by taking one course per semester. Upon completion of the certificate program, students will have an opportunity to participate in an optional, non-credit review to prepare for the certified imaging informatics professional certification examination.

Mental Health Programs Expand in New York Manhattan College’s graduate counseling program recently added two new certifications, an Advanced Certificate in Mental Health Counseling and the Credentialed Alcoholism and Substance Abuse CounselorTrainee Certificate (CASAC-T). With the addition, the counseling program now offers six unique New York State approved programs (others include the M.S. in Mental Health Counseling, the M.A. in School Counseling, the Bilingual Extension/Advanced Certificate in Pupil Personnel Services and the Advanced Certificate in College Advising) for current and prospective counseling students.

The Advanced Certificate in Mental Health Counseling is designed for professionals who have completed a master’s degree in counseling or psychology and want to enter the field of mental health counseling.

The certificate prepares students to work in a variety of settings, such as: mental health agencies, hospitals, college counseling centers, substance abuse and residential treatment centers. Credits range from 15-30 depending on a student’s master’s degree coursework.

The program is registered in New York state and graduates qualify for licensing upon completion of a subsequent post degree examination and a post diploma supervised work experience.

The CASAC-T prepares students to complete the necessary courses required for a training certificate in substance abuse counseling. In order to participate in the CASAC-T program, students must gain admission to either the Manhattan College M.A. or M.S. programs in counseling. Students with a master’s degree in a related field such as psychology are also eligible to apply.

“The advanced certificate in mental health counseling and CASAC-T further the already diverse learning opportunities and specialties available to our students,” said Corine Fitzpatrick, Ph.D., program director for the counseling program and a professor of education. Fitzpatrick also pointed out that the U.S. Bureau of Labor Statistics projects employment of mental health counselors to grow by 37 percent from 2010 to 2020.

MAE 7.5 | 15

Advancement Advocate

Q& A

Developing Policy and Securing Resources

Major Ron Lee Chief, Education Branch Army National Guard Bureau

Major Ron Lee began his military career in the enlisted ranks of the Army in 1983 as an armor crewman. He left active duty to become an elementary school physical education teacher and coach in Swanton, Vt., from 1987 to 2001 while a member of the Vermont Army National Guard.

Lee received his commission as an armor officer in 1989 and served as a tank platoon leader, scout platoon leader and detachment commander. He also was a TAC officer for the Vermont Military Academy and Regional Training Institute for the Officer Candidate School. He left the teaching profession to become the Virginia Army National Guard Education Services Officer from 2001 to 2003. He next served as the National Guard Bureau’s Incentives Program Manager. He then served as the 4th Reserve Component Advisor to DANTES in Pensacola, Fla., from 2006 to 2009.

After his tour at DANTES, Lee returned to the National Guard Bureau to become the Chief of the Education Branch. He then deployed to Iraq for 12 months to serve as a combat advisor to the Iraqi Department of Border Enforcement headquarters in Sadr City, East Baghdad. Upon his return from Iraq, he resumed his current position.

Q: To begin, could you please provide a sketch of the National Guard Bureau’s Education Oversight Branch—for example its structure and size?

A: The Education Oversight Branch is one of six branches in the Personnel Programs, Resources and Manpower Division. The primary mission of the Education Oversight Branch is to support the Education Services Offices in the 54 states and territories via policy development and resources procurement.

Q: What are your responsibilities as chief?

A: The role of chief has morphed recently, with the dissolution of the Education, Incentives and Employment [EDU] Division at National Guard Bureau. From 2006-11, the EDU Division consisted of four branches: Education Oversight, Operations, Employment and Incentives. Beginning in January 2012, each of the branches was realigned with their original parent divisions that existed prior to 2006. As branch chief, I am responsible for oversight of the federal Tuition Assistance, GI Bill, and testing, licensing and certification programs. Each of the program managers report to me and I 16 | MAE 7.5

report to the division chief. My position affords me the opportunity to be the face of Army National Guard [ARNG] education, which is why I have been so visible over the past few years at various conferences and symposiums.

Q: Could you provide a background of your years in the National Guard and in the education profession?

A: I graduated from Castleton State College in Vermont in December 1982. I enlisted in the Army as an armor crewman [tanker] the next month simply because there were no physical education teacher positions being advertised in January. My first assignment was in Germany with a follow-on assignment at Fort Riley, Kan. I left the Army in February 1987 to take a job as an elementary school physical education teacher in Swanton, Vt., at the same school where I had completed my student teaching assignment. I joined the Vermont Army National Guard in April of that year to become a helicopter pilot. As it turned out, becoming a pilot meant attending a 52-week training program, and I wasn’t willing to give up my new job to do that. Instead, I remained in the aviation unit until the start of the next Officer Candidate School [OCS] class. I graduated from OCS and was commissioned as a 2nd lieutenant in July 1989. I served as a tank platoon leader and scout platoon leader before my wife and I took almost five years away from the military from 1992-1997. www.MAE-kmi.com

Upon return to the Vermont National Guard, I served as a TAC officer for the OCS program and then took command of a detachment that included platoons of scout, mortars and medics. I taught and coached for 14 years until the northern climate finally drove me to set my sights on a more southern location.

I moved to Virginia and served as their National Guard education services officer from 2001-2003 as a military technician, and then joined the Active Guard/Reserve program at NGB as the bonus and incentives program manager from 2003-2006.

I then took an assignment as the DANTES Reserve component advisor from 2006-2009, which was the most rewarding of all my military assignments. I returned to the National Guard Bureau [NGB] for 10 months before volunteering for a 12-month deployment in Iraq, where I served as a combat advisor to the Iraqi Department of Border Enforcement Headquarters. After that deployment, I resumed my current duties in the summer of 2011.

Q: What education needs do Guard members have that may be different from those of other servicemembers?

A: The Reserve components tend to have many more fulltime students than do the active component. This, of course, presents federal Tuition Assistance [TA] as a primary recruiting tool toward potential recruits. Some larger states present geographical challenges to soldiers in relation to their state

ESO locations. Our soldiers do not have immediate access to an education center as would an active duty soldier whose ESO is on base. This presents unique challenges for face-to-face counseling and exchange of information and paperwork. Consequently, the ARNG must rely heavily on web-based applications and word of mouth to spread the word about education services.

Q: From your presentation at CCME in February, it seems like the National Guard works diligently to promote high school completion. Could you discuss the programs the Guard offers?

A: GED Plus is a residential school located at The National Guard Professional Education Center, Camp Robinson, North Little Rock, Ark. There are two class lengths based on the student’s Armed Forces Qualification Test. The class lengths are 15 and 22 days, and students experience both a military basic training and structured academic environment. Each student takes a pre-test that helps to determine areas of focus for development individualized learning programs that are taught by certified civilian educators.

The National Guard views itself as a community-based organization and is dedicated to assisting communities in a variety of ways that don’t necessarily stem from natural disasters or security threats. Educating the nation’s youth and helping to steer them toward a path of selfless service and patriotism extends the proud tradition of military service into communities

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MAE 7.5 | 17

nationwide, and provides second chance opportunities that may have otherwise not been available.

and educate the soldier population on the system, I am confident that the next semester will yield very positive results.

Q: As education chief, what do you consider to be the most pressing issues in military education?

Q: Are any of these initiatives viable options for the other branches of service?

A: Since my days as the DANTES Reserve component advisor, I have advocated for the development of “purple” education centers across all of DoD. With the increase of joint bases resulting from BRAC decisions, it makes sense in my mind to consolidate education services across all components. Since TA credit hour rates and yearly caps are uniform across DoD, I propose a single TA form that will simplify the process for the applicant, the approving official, as well as the financial office at the institution.

Education centers like this do exist overseas, so I would encourage all the education service chiefs to use them as examples to expand the concept within our own borders. Joint Base LewisMcChord would be an excellent location to pilot a program that could serve as the standard for future purple education centers.

With the Army, Air Force and Army National Guard in such close proximity, it seems logical to consolidate their services and take advantage of their very experienced staff members.

A: I believe that fact that the Army, Army Reserve and Army National Guard were able to transition to a single portal is evidence that all military components can do the same. This consolidation was not without its challenges, but the benefits are clearly evident.

Our three components have proven that a single portal is a viable option within the Army family, and I believe the concept is viable across the DoD family.

Q: Could you weigh in on the MOU debate? What effect will its implementation have on Guard members pursuing higher education?

A: The current version of the DoD MOU threatens to have a devastating effect on all Reserve component servicemembers.

The ARNG alone is serviced by roughly 2,800 schools, many of which have less than five students enrolled. Results of a survey of a sampling of those schools indicate that only 28 percent were willing to sign the MOU as it stands. The ARNG did not concur with the initial DoD MOU due to the potentially negative effect that it would have had on its soldiers. I understand that the new revised DoD MOU will be much less contentious than the previous version, from the schools’ perspective, and will not be the show stopper that it once was. The ARNG has never been opposed to an MOU; in fact, it has always been in favor of an MOU that protects servicemembers from unethical practices as consumers of educational services.

Q: What do the next five years have in store for the Education Branch? What are some of the programs you’re working on?

A: I would like to see the AVOTECH [Army Vocational-Technical] program revitalized. Given the imminent drawdown of strength across all services, we must find ways to prepare departing servicemembers for civilian employment. Since not everyone is college bound, providing opportunities to earn vocational-technical certifications is vital. The ARNG is also developing a more precise and robust automated system to manage education and incentives programs that will result in a dramatic reduction in exceptions to policy.

Q: What is the most impactful experience you’ve had since assuming your position as chief?

A: The process of hiring 54 Title 5 Department of the Army civilians [DACs] was an enlightening experience. The addition of the DAC workforce will take a tremendous burden off the ESO, which will allow them to concentrate on the duties that have been neglected due to the tremendous workload associated with processing TA. I predict that ESOs will now spend more time marketing their programs and providing a broader spectrum of services to their soldiers. Offering another trained professional to the state education services offices will have an immediate and positive impact.

Q: Do you have any closing thoughts on the Education Branch’s work or the National Guard in general?

Q: What services does the Guard Support Center offer?

A: The Guard Support Center [GSC] is the result of a transition from the National Guard Institute to the Education Support Center to the Guard Support Center. Through each of those transitions, there has been an increase in the scope of services that are offered to soldiers and their families. From career planning and counseling to resume writing and personal interest inventories, the GSC offers one-stop access for educational needs.

Q: What current National Guard education initiatives are you most encouraged by?

A: The transition to the GoArmyEd portal has been a tremendous success for the ARNG. Since we have only been in the portal for one semester, we are still experiencing some growing pains.

However, as we continue to train our Education Office personnel 18 | MAE 7.5

A: There are folks who see voluntary education as frivolous in this environment of fiscal uncertainty. I, however, predict an increase in the level and number of programs that will support not only the servicemember but their families as well. As the operational tempo slows down, soldiers will likely re-engage their educational aspirations, and many family support programs are looking to increase the benefits that family members have earned through their supporting roles. I am very proud to report that my wife, Laurie, is retired from the Army National Guard, and that two of our six children have each earned their own education benefits with their military service. I am still holding out hope that the others will follow suit, but I do understand the sacrifices that they have endured as a result of multiple moves, changing schools and finding new friends. We are a military family that benefits from the wide variety of services that the ARNG provides, which encourages me to be an outspoken advocate for the programs. O www.MAE-kmi.com

Special Section:

Community College

Faced with the rising cost of college, more and more students—traditional and nontraditional alike—are opting to attend a community college as a stepping stone to a bachelor’s degree and earning a high quality education in the process.

By J.B. Bissell, MAE Correspondent goal of the program is to train some 2 million men and women for “Why not take your freshman and sophomore years at a college high-demand industries, including health care, manufacturing and close to home, with a better student-to-faculty ratio than a large transportation. The money would be used to help community colleges school, and where subject matter experts teach the courses—and all expand their resources and network of professional partnerships, all for less than half the cost of a typical university?” said Milan Hayward, of which would facilitate an influx of qualified and special assistant for Career and Technical Education eager workers into the workforce. “We are anxious at Northern Virginia Community College. It’s a good to explore the possibilities further if the program is question, and one that more and more potential learnfunded,” said Barbara A. Merlo, director of Marketing ers are giving some serious consideration, with several and Outreach at Central Texas College. Billions of dolcoming to the conclusion that there aren’t all that lars can create all sorts of possibilities, but the folks at many reasons not to. In fact, one of the most interestCentral Texas aren’t just sitting in their offices waiting ing things happening in higher education right now is to see what happens. “With an increase in students, that it seems everybody is discovering the advantages of we’ve already expanded course offerings, added more their local community college. classes, and have begun exploring options for how we There was a time—not all that long ago—when twoprovide courses using distance learning and hybrid/ year degree programs were a haven for nontraditional Milan Hayward blended classes,” explained Merlo. “We also are seestudents, men and women who were truly working ing more ‘traditional’ age college students, and have their way through school, and other people who responded by adding student activities and support didn’t have the means to attend State U. That’s not services.” the case in today’s society. According to “How America The administration officials at the City Colleges of Pays for College 2011,” Sallie Mae’s National Study Chicago are taking a similar tack. “In December, we of College Students and Parents, enrollment in twolaunched our own College to Careers initiative that year public colleges by students from families with aims to align our certificate and degree programs with an annual income of more than $100,000 jumped the needs of businesses in our area in order to provide from 12 percent in 2009-2010 to 22 percent in 2010students with credentials of real economic value,” said 2011. Hayward downplayed the phenomenon when Ana Vargas, the colleges’ spokeswoman.

“This program he said, “It appears families across the socio-economic aligns with the president’s new initiative, focusing on spectrum are beginning to realize the value of the Barbara Merlo providing relevant career training for our students community college.” The fact of the matter is that this that prepares them for the workforce and puts them is a very big deal, and some very powerful people have on a clear career path.

We appreciate that the president sees the value taken notice—namely, the president of the United States. in investing in community colleges and recognizes the powerful role In February 2012, President Obama announced his proposal they can play as economic engines in their community.” for an $8 billion Community College to Career Fund. The ultimate www.MAE-kmi.com

MAE 7.5 | 19

Special Section:

Community College

Money Talks Economic value, of course, is precisely what draws most students to community college in the first place. “Enrolling in a community college offers several benefits, and probably the most important to the student is cost,” said Merlo. “Community colleges are far less expensive per credit hour than a four-year university.

Central Texas College, for example, has some of the lowest tuition rates in the state. The student can save a lot of money taking their core classes (history, government, English, etc.) at a community college as opposed to taking the same classes at a four-year school.”

By “a lot of money,” we’re talking tens of thousands of dollars.

According to Vargas, “You can take your first two years at City Colleges and save up to $40,000 toward your bachelor’s degree.”

The savings are substantial, but using the two-year experience as a stepping stone to a four-year diploma is yet another benefit.

“The first U.S. community colleges were focused on university preparation and transfer,” noted Hayward. “Modern community colleges still offer associate degree programs that prepare students for university study.” The advantage is that learners who aren’t completely sure what path of study they’d like to pursue at a university can knock out a number of the basic requirements they’ll have to take no matter what, while also dabbling in the assorted academic areas they might be considering for a future major. “Community colleges provide all students the opportunity to learn and explore at an institution which has many different degree and certificate paths,” noted Amber Chiang, APR, director of marketing and public relations for California’s Bakersfield College. “Additionally, many community colleges have guaranteed transfer agreements with nearby universities,” Chiang continAmber Chiang ued. “That allows students to take their general education courses, and then transfer as a junior to begin full degree work.”

These agreements vary by state and institution, but the bottom line is that many community colleges can virtually assure their students that as long as they graduate with a specified grade point average and meet some other basic requirements, they’ll be accepted to a four-year program after completing their associate degree.

Educational Efficiency Unfortunately, nobody can provide this type of guarantee for entering the job market. But administrators and professors at community colleges across the country are working hard to ensure that their graduates are more employable than ever. “We are focused on providing students with a clear pathway to a career and preparing our students with the skills that will help them to be competitive in the current and future job markets,” said Vargas. “We offer everything from certificate programs for trucking licenses to degrees for nursing and allied health care programs. In addition, programs vary in length from as little as a few weeks to a full two-year associate 20 | MAE 7.5

degree so students can earn credentials quickly and be out in the job market faster than they would if they completed a four-year degree.”

This efficiency—getting people in and out of school, and then right into a skill-based, well-paying job—is exactly what President Obama is hoping to enhance through the College to Career Fund. One way to ensure this type of efficiency is to confirm that students are developing the proper competencies, and who better to know that than the hiring organizations? With this in mind, one of the main components of the president’s proposal is developing a partnership between community colleges and local businesses. “We actually already have existing partnerships,” Chiang said. “Through advisory committees, Bakersfield College works directly with business and industry insiders to make sure the education we are providing is properly training students to meet the needs of the workforce. Current partnerships include hospitals, clinics, major industrial companies, wind and solar energy companies, oil and agriculture companies, and more. Relationships like these benefit students and the community as a whole.”

These ties not only help the student while they are in school, but such connections can have an impact on a graduate’s job search as well. “Our nursing program requires students to complete clinical rotations at area hospitals,” explained Merlo. “We have arrangements with several hospitals that allow students to complete this requirement and receive the hands-on training they need to become successful nurses. This also allows the hospitals to see, first-hand, the quality of our nursing program and students when it comes hiring time. Also, our Students in Free Enterprise work very closely with local businesses on fundraisers, workshops, and to create employment opportunities for the community residents. This has opened the door to internships and valuable real-world experience for the students.”

Still, the classroom remains the educational hub, and even with direct input from industry organizations—through internships or advisory committees—it’s still up to the faculty to implement a curriculum that’s relevant to their students and prepares graduates for life after academia. Richard Rice, the director of Military Programs for Fayetteville Technical Community College, believes schools such as his are the perfect place to do just that because of the fluidity offered by a two-year track.

“Our curricular programs reflect the changing technical, commercial, industrial, military and health needs Richard Rice of its service area and students. Of the postsecondary alternatives for offering quality training, community colleges are the institutions that are the most agile and flexible in modifying programs to meet the training and technology needs of an ever-changing business and industry environment and most likely to employ professionals from those same businesses and industries to assist in the instruction, supervision and evaluation of students.”

The College Community Community colleges might also make the most sense for a growing number of soldiers who are planning a return to school. For www.MAE-kmi.com

example, Fayetteville Technical Community College partnered with the Special Warfare Center and School (SWCS) at Fort Bragg to create an associate degree program that awards college credit for professional military training and skills. “We were able to correlate several of their core training courses with up to 48 credit hours of college-level coursework,” said Rice. “If a special operations solider chooses to enroll in the degree program, he or she takes an additional 17 credit hours of courses with us including English, math, public speaking and professional research. The remaining classes, which contribute to the associate degree, are included within the required SWCS training.”

“Due to the high operational tempo [frequent deployments] required of special forces, it can be extremely challenging to complete a degree program. This unique educational opportunity provides the Army with a more educated workforce, contributes to professional advancement, and gives the soldier a competitive advantage upon separation. For many soldiers, this program is worth the additional time and effort to be halfway toward a bachelor’s degree so early into their career.” The program has been so successful that the Army asked Fayetteville Tech to expand its offerings to include a greater number of eligible soldiers. “It stands as a practical, community-level solution to award servicemembers a degree by combining required military training with a local community college,” Rice said.

Other examples of military-friendly community college developments include a brand-new Veterans Resource Center at Bakersfield. “It’s a place where they can simply ‘stand down’ during the hustle and bustle of the school day,” Chiang said. “There are computers, designated study areas, refreshments and other amenities, and we added a very large wall map of the globe for student veterans to place a pin where they’ve served.” Small touches such as a wall map make a big difference when it comes to making students feel as though they are part of a community—not just a college. Perhaps this renewed attention to the individual, just as much as the cost savings and educational benefits, is a major reason for the recent upticks in two-year degree program enrollments.

Whatever the reason, though, the outcome is what matters, and according to Rice, “The ultimate goal of community colleges is to improve the educational base of society, encourage lifelong learning, strive to prepare students for entry or re-entry into the workforce, and support further educational experiences.” As long as these goals continue to be met, we should see those 2 million men and women on the path from college to career in short order. O For more information, contact MAE Editor Maura McCarthy at mauram@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

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MAE 7.5 | 21

Army eEducation:

The Distance Learning Approach

By Jack T. Judy

What is a school? For many, a brick and mortar structure with a flagpole and a yellow bus in front leaps into mind. For others, it may be a line of student dormitories, a large campus, a statue of the founder, and different buildings for different disciplines. How many think of sitting at home, working on their computer in a virtual school? Perhaps some, and surely more today than 10 years ago, but distance learning (DL) is not normally the first thought conjured up when people think of school. When people do think of DL, correspondence courses come to mind. A common myth is that correspondence and DL courses don’t always elicit the same quality of education as in-resident programs. However, with today’s technologies, it is time to reframe the perspective of distance learning.

Effective DL programs provide the same learning outcomes and quality of learning as resident programs by using technology to provide the same curriculum via the virtual classroom. This isn’t to imply that all DL opportunities are equal. Many schools, colleges and universities tout their numerous benefits, but are little more than diploma factories eager to take a consumer’s money.

Prospective students should ensure a reputable and recognized accrediting commission in their chosen field accredits their school of choice; otherwise, their chosen field may not recognize the degree.

The U.S. Army recognizes the benefit of DL and is working to transform the educational environment in the future. The central idea of the U.S. Army Learning Concept for 2015 (TRADOC PAM 525-8-2) is that “the Army must have an adaptive development and delivery system, not bound by brick and mortar, but one that extends knowledge to 22 | MAE 7.5

soldiers at the operational edge, is capable of updating learning content rapidly, and is responsive to Operational Army needs.” This concept is the framework to expand educational opportunities throughout the force.

While education has evolved quite a bit in the last century, the concept of distance education is several hundred years old, with

and the high demands placed on soldiers by “bringing the training to the soldier, rather than the soldier to the training.” Since the employment of print-based correspondence courses in the 1940s, the Army continues to support the lifelong learning needs of the force, as Special Report 49 states. Using a combination of technologies and methodologies, the U.S. Army Command and General Staff College’s (CGSC) Command and General Staff School (CGSS) provides DL opportunities that support professional development requirements of field grade officers.

The Command and General Staff Officers Course is the officers’ intermediate level education and has two components: the Common Core (CC) and the Advance Operations Course (AOC). For an officer to achieve the requisite educational level for continued schooling, such as senior service colleges, and remain competitive for promotion, the Army requires them to be military education level (MEL) 4, which requires the completion of both the CC and AOC for officers in the operations career field. The Army provides several options for officers to complete this educational requirement. The first is the resident course at Fort

Figure 1

correspondence courses the earliest form of "distance education.” However, as is noted in the History of Online/Distance Publish Education in America, “Since correspondence degrees had limited methods of ensuring quality or guaranteeing that a student actually completed an appropriate level of study, they have always been regarded rather lightly.” According to Distance Learning: The Soldier’s Perspective, U.S. Army Research Institute Special Report 49, nearly 80 percent of all public four-year post secondary institutions offer DL courses—brick-and-mortar mainstays, such as Harvard, included.

The U.S. Army has used DL for years to support the educational needs of its ranks

Leavenworth, Kan., which includes both the CC and AOC. The second is a combination of options to support the Professional Military Education requirements of the force not able to attend the course in residence. The college provides several methods to complete the CC. Officers may complete the course at a satellite campus, through asynchronous distance learning, or through the reserve component schools. There are two options to complete the AOC. The first is as mentioned above, in residence, with the second option being nonresident AOC through the CGSS Department of Distance Education (DDE).

The CGSS DDE AOC distance learning approach provides students a flexible learning www.MAE-kmi.com

environment as well as a robust virtual classroom. In order to provide a flexible learning environment, their distance learning approach is a mix between asynchronous and synchronous learning. This provides students some flexibility to accomplish coursework as their schedules allow and an opportunity to interact with other students and an instructor in real-time live forums. This robust virtual classroom uses a combination of the Blackboard course management system, Defense Connect Online (DCO), an assigned staff group of 16 students, and DDE facilitator.

This DL approach provides students with the flexibility they need in order to balance work requirements while completing the same learning objectives of the resident course. Flexibility in this instance does not translate to self-paced; the Advance Operations Course via distance learning is one year long and follows a fixed schedule throughout the year. The class progresses on about a lesson per week rate and requires students to keep pace with their staff group though the year. This is also important to ensure students complete all required lessons before commencing with group work and exercises.

DDE uses Blackboard to deliver the asynchronous component of the curriculum (see Figure 1). A virtual learning environment and course management system, Blackboard’s features include course management, a customizable open architecture, and a scalable design that allows for integration with student information systems and authentication protocols. Simply stated, it is the virtual classroom. As with a resident classroom, students can view instruction, collaborate, create discussion and take exams. Students use the Computer Based Instruction (CBI) (see Figure 2) to receive the lecture, access and participate in discussion boards to collaborate about the lesson with other students, and take required exams. This precludes students having to be at a class at a certain place and time, providing flexibility to work around their schedules.

The department uses DCO to provide the synchronous component of the curriculum.

DCO is a product of Carahsoft and Adobe, and provides users web conferencing, virtual meetings, and chat services for access anywhere, anytime (see Figure 3). This online live forum provides students opportunities to collaborate in real time, using voice, chat box and graphical presentations. It is also the forum facilitators use to allow students to present products that require presentation, www.MAE-kmi.com

such as briefings. DCO enables peer-to-peer discussion and debate. An added benefit with DCO is the ability to record sessions for future review for students who miss the live session.

With the exception of physical presence in the same classroom, there is no discernible difference in this forum and resident classes.

additional experience in working with and motivating peers to accomplish a common objective. The group diversity replicates what the student will experience as a member of a staff; each member has specific skill sets, expertise and experiences to contribute to the group.

Figure 2

Figure 3

The foundation of the DL approach is the staff group and facilitator. The school assigns students a staff group and facilitator that remain together until graduation. The assigned staff group provides students an opportunity to work through group dynamics and have a familiar yet diverse set of peers to learn with, along with the below mentioned advantages of group learning. This provides

Other benefits of the group include: • Groups usually get a lot more done in a shorter amount of time.

• Each member of the group has something unique that they can contribute.

• Students are able to learn more and understand things better.

MAE 7.5 | 23

•

Students can relate to one another more easily than to a teacher.

While geographically separate, students still gain similar benefits as resident students.

The final element in the equation is the facilitator. Just as in a synchronous learning environment, the assigned facilitator coaches, mentors, motivates and facilitates learning for the group. This also provides students a forum to discuss issues, ask questions and clarify issues—a forum not readily available to students in an asynchronous learning environment. The facilitator provides the glue that keeps the group together.

The synergy of the CGSC distance learning approach provides students with the best elements of both approaches: flexibility when needed (asynchronous), and the interaction to learn from others (synchronous), all under the watchful eye of a qualified DDE facilitator.

The DDE AOC DL approach exposes students to a combination of these learning methodologies on a routine basis. Facilitators schedule most lessons for a week-long period to provide students the flexibility to read, study, access and complete the materials on their timeline. To complete some of the lessons, the student may have to watch a CBI, take an online exam, and participate in discussions with other students via an online discussion board; all this is done asynchronously using Blackboard (see Figure 4).

Lessons that have group practical exercise (or other group product requirements) will use elements of Blackboard, require group interaction (email, phone, etc.), and use DCO for final group presentations to the facilitator (see Figure 5). Woven between all these events is the facilitator providing guidance, answering questions and keeping the staff group on track. These learning methodologies provide students a virtual classroom that allows them to receive lesson materials, complete assessments, interact with other students, ask questions, receive feedback, and present products using several media enhanced options. While this DL approach provides students a learning environment commensurate with a resident program, some audiences still question the quality of the learning.

There are many studies on the effectiveness of DL, and the common finding among the studies, as is noted in Special Report 49, is there is “no significant difference” between the learning outcomes of traditional and distant learning. In Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis 24 | MAE 7.5

Figure 4

Figure 5

and Review of Online Learning Studies, the U.S Department of Education did a meta-analysis studying comparing online learning with traditional face-to-face learning and found that for older learners, “students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction.”

Special Report 49 discusses similar trends, reporting, “A National Guard Information Operations Course was delivered using instructor controlled graphics and two-way audio (i.e., audiographics), and no differences were found between DL and in-class trainees in terms of outcomes on a final written test.” While these studies demonstrate parity between the methods, DL did not always outperform resident outcomes. The special report discussed findings from a test at Fort Rucker, Ala., in an air traffic control course using both modes. It stated the test results were equal in terms of knowledge; however, the resident group performed better on handson skill tests than students from the DL course. While DL may not always be able to provide the same experiences as hands-on learning, educators need to keep in mind

that not all learning requires hands-on experiences.

DL can provide the same outcomes and quality of learning as resident programs by providing the same curriculum and a virtual classroom. Today’s technology enables educational institutions to provide the same quality education regardless of student location. The Command and General Staff School’s DDE’s distance learning approach for the Advance Officer’s Course provides students the flexibility to complete their intermediate level education while balancing the long list of competing demands of today’s force without sacrificing the quality of learning. O

Jack T. Judy is an instructor/writer at the Command and General Staff College at Ft. Leavenworth and teaches the intermediate level education advance operations course via distance learning.

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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CCME GRAPEVINE CCME and SOC: 40 Years of Advocacy

By Dr. Clinton L. Anderson, Dr. Judith Loomer and Mrs. Joyce Larson By coincidence or historic climate, the California Community Colleges and Military Educators Association (CCCMEA), now known as the Council of College and Military Educators (CCME) and the Servicemen’s Opportunity Colleges, known today as Servicemembers Opportunity Colleges (SOC), developed on opposite coasts in 1972. Over the years, a collaborative relationship grew, influenced by changes in active duty and veterans educational benefits and the political climates surrounding them. This year, both organizations celebrate their 40th anniversaries. A look back over those 40 years chronicles the changes and development within the voluntary education profession.

The 1970s: As the United States transitioned from the Vietnam Era’s conscripted service to the all-volunteer force, tensions ran high. In this climate, both organizations emphasized communication between the academic and military communities and implementation of quality off-duty voluntary education programs and services for active duty military personnel. Military education advisory councils (ACMEs) began forming in the 1970s and 1980s, and SOC was the initial record keeper until that function was transferred to the Defense Activity for NonTraditional Education Support (DANTES).

CCCMEA became one of the most active ACMEs of the period.

The 1980s: In 1982, members of CCMEA identified educational issues affecting college and military educators and proposed solutions to California government agencies and representatives. An emerging issue was the movement for in-state tuition assistance for servicemembers—an effort that was eventually championed in every state and culminated, nearly 25 years later, in a change to the Higher Education Opportunity Act, section 114, signed into law on August 14, 2008.

The 1990s: SOC began participating in the symposia with the 1990 CCMEA Conference in Sacramento, Calif., led by Dr. Fred Huber with the theme “Cooperation: The Key to Success.” At the 1994 conference the organization changed its name to the Council of College and Military Educators to “more accurately reflect its global membership and its role in military, off-duty voluntary education, ” which was reflected in the 1996 www.MAE-kmi.com

conference theme: “The New Military: Where Are We Going?” At the 1998 Symposium, SOC’s Dr. Kathy Snead reported that the conference was the “best regional meeting of its kind ... bringing together educators from the college segment with military education officers and voluntary education policy makers.” Her recommendation that SOC continue its involvement with CCME set the tone for the SOC-CCME partnership from that time forward. Dr. Steve Kime, SOC president, spoke at the 1999 Symposium, whose theme was “Military Off-Duty Education: Are We Meeting the Challenge?” Dr. Clinton L. “Andy” Anderson, SOC associate director, presented “Contributions of the Military to Adult and Continuing Education.”

The 2000s: The 2000 Symposium’s theme, “Technological Advances in Military Education for the New Millennium,” foreshadowed the development of eArmyU, Army Career Degrees and the Sailor/ Marine American Council on Education Registry Transcript. Under the leadership of President Mebane Harrison, the 2001 CCME Symposium was themed “Education 2001: A Voyage to the Future,” and Dr. Kime discussed transferability at the CCME Symposium. The 2002 CCME President, Valente Vera, championed the timely theme “Together We Can Make a Difference.” At the time, the Post-9/11 GI Bill for those active duty members serving after September 10, 2001, was before Congress and Dr. Kime provided insight on the issues in higher education and the GI Bill Legislative Process.

At the 2003 conference, “Military Education: It’s Bigger Than Texas (Managing Growth),” Dr. Kime moderated a panel on “The Joint Statement on Transfer of Credit” while Dr. Anderson spoke about military education’s history. In 2005, Dr. Anderson moderated a panel on voluntary education’s history, directly supporting CCME President Ed McKenney’s symposium theme of “Serving the Servicemember: In Search of Excellence.”

Sherri Sims was the president for CCME’s 2007 Symposium, “Joint Patriots ...

Driving Transformation,” during which SOC co-presented with the Distance Education and Training Council on the major issue of best practices within distance education.

A milestone year, at the 2008 Symposium

SOC conducted its first pre-conference Burning Issues Summit, “Globalization of Voluntary Education: Best Practices,” led by CCME President Louis Martini. In 2009, SOC and Community College of the Air Force shared the CCME Barry Cobb Government Organizational Award, recognizing their contributions to the advancement of military education, during the “Embracing Our Heroes: Shaping Our World: Educating Servicemembers, Spouses and Families” themed symposium of CCME President Kathleen Connelly.

The 2010s: CCME continues to address the ever-changing landscape in the wellestablished partnership between the military services, colleges and universities. The most recent annual symposia under CCME Presidents Jim Sweizer (2010), Belinda Jones (2011) and Linda Frank (2012) continue to provide a home organization for state ACMEs and forums to discuss the rising cost of education, constrained military budgets, the increasing reliance on outsourcing and contracting of education services, the federal government’s interest in student consumer protection, readmission of students returning from deployment, and job transition for servicemembers. SOC Burning Issues Summits continue to address issues, identify pervasive challenges, and showcase promising practices in student retention, student support services, and measuring student persistence.

SOC congratulates CCME on the CCMESOC partnership forged over the years and wishes the Council continued success for many years to come. CCME celebrates its 40th anniversary, and President Joycelyn Groot invites you to the 2013 CCME Symposium at the Hilton San Diego Bayfront Hotel, February 25-28, 2013. The conference theme is “Building Bridges to Success through Education for our Military, Veterans and their Families.” O

Note from Joycelyn Groot, president of CCME: I would like to thank Joyce Larsen, Judith Loomer and Andy Anderson of SOC for this article chronicling the last 40 years of CCME and SOC efforts to improve military education.

MAE 7.5 | 25

MONEY TALKS Department of Ed Awards $2.5 Million to Fund Upward Bound Texas Tech was selected to receive a grant from the U.S. Department of Education in the amount of $2.5 million during the next five years to help fund the Upward Bound Classic Program under the Division of Institutional Diversity, Equity & Community Engagement.

“We invested a significant amount of time and human capital to insure that our grant application would be highly competitive,” said Juan Munoz, vice president of the division.

“Clearly, it was. It is also worth noting that Upward Bound remains a specific programmatic criteria, referenced by the Coordinating Board, for being NRUF eligible.”

The Upward Bound program has been continuously offered at Texas Tech since 1967, and is designed to provide the skills, tools and motivation for high school students to enroll and complete college. The local program serves first-generation college-going students in 20 school districts within a 50-mile radius of the Lubbock area. The program is open to high school students who would be first-generation college students from limited-income families, and exhibit a high level of academic commitment and achievement through their high school coursework. “It takes a strong commitment to succeed in this program,” said Jesse Jalomo, managing director for Upward Bound at Texas Tech. “With the skill sets that Upward Bound provides, these students will be successful in post-secondary education. They have a hunger—a strong desire to go and complete a college degree.”

The program receives 100 students at a time and exposes them to the collegiate life through college visits and prepares them for the academic rigors of college through tutoring sessions and supplemental instruction in core subjects, as well as enrichment courses.

The grant will help fund various Upward Bound services, including college-prep classes, tutoring sessions, college tours, academic advising, financial aid advising, career counseling and volunteer opportunities. The Texas Tech Upward Bound program also is in competition for two math/science grants in the amount of $2.25 million per grant.

26 | MAE 7.5

Compiled by KMI Media Group staff

Office of Naval Research Supports STEM Scholars The Office of Naval Research (ONR) awarded more than $160,000 in scholarships to a group of young scientists and engineers competing at Intel ISEF 2012, May 13-18 in Pittsburgh, Pa. The Intel International Science and Engineering Fair (ISEF) competition draws more than 1,500 students in grades 9 to 12 to showcase their independent research projects and vie for scholarships contributed by government, industry and academia.

“ONR is actively investing in the future by providing scholarships to these students, who represent some of the best and brightest in science, technology, engineering and mathematics,” said Dr. Anthony Junior, director, Department of the Navy Historically Black Colleges and Universities/Minority Institutions

Program office. “They’re exactly the type of sharp, high achievers that we’ll need to solve problems for the Navy, Marine Corps and the nation.”

ONR’s prize money provides $8,000 tuition scholarship awards to 17 top finishers, plus three awards in the amount of $4,000 each to participants with original research in critical, naval-relevant scientific areas, such as electrical engineering, environmental engineering and microbiology. ONR also will present four $4,000 tuition scholarship awards to three individuals and one two-member team to attend the London International Youth Science Forum in August.

All recipients also receive a certificate signed by Chief of Naval Research Rear Admiral Matthew Klunder and a miniature Lone Sailor statue.

DHS Awards Grant to Study Identification of Terrorist Threats To study how to improve the way law enforcement officers identify potential terrorist threats as they transition from first responders to first preventers, the U.S. Department of Homeland Security has awarded a $490,000 grant to researchers at the University of Oklahoma Health Sciences Center (OUHSC).

The OUHSC researchers will collaborate with the National Consortium for the Study of Terrorism and Responses to Terrorism at the University of Maryland. The study will evaluate how law enforcement officers utilize awareness of their surroundings to collect and then analyze intelligence related to potential terrorist threats.

“Law enforcement officers are transforming from first responders to first preventers serving on the frontlines of counterterrorism,” said principal investigator James L. Regens, Ph.D., founding director of the OUHSC Center for Biosecurity Research. Regens also holds the Edward E. and Helen T. Bartlett Foundation Chair in Occupational and Environmental Health and is Associate Dean for Research at the OU College of Public Health. “Intelligence

collection and analysis are key to identifying and disrupting terrorist planning,” he said. “This research will help improve understanding the ‘what to report,’ as well as the ‘what if’ and ‘so what.’” In the study, Regens and his colleagues will analyze non-classified law enforcement agency documents and procedures, along with evaluating scenariobased exercises.

The two-year research project involves leading experts in intelligence gathering and analysis, including David Edger, CEO of 3CI Consulting and former senior operations officer for the CIA’s clandestine service, and David Cid, executive director of the Memorial Institute for the Prevention of Terrorism and former assistant special agent in charge of the FBI’s Oklahoma City field office. The team also includes Carl Jensen III, director of the Center for Intelligence and Security Studies at the University of Mississippi and a former FBI supervisory special agent in the Behavioral Sciences Unit. During his career, Regens has led more than $35 million in federally-funded research.

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Central Michigan University.. ........................................................................ 11 www.cmich.edu/military Empire State College....................................................................................... 17 www.esc.edu/military Northeastern University................................................................................. 21 www.northeastern.edu/discovercps Thomas Edison State College........................................................................... 7 http://tesc.edu/militaryinfo University of Maryland University College................................................. C2 http://military.umuc.edu/learnmore University of Phoenix.. .................................................................................... C4 www.phoenix.edu/mil

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

September 9-12, 2012 NGAUS 134th General Conference Reno, Nev. www.ngaus.org/content. asp?bid=20256 February 25–28, 2013 CCME 2013 Symposium San Diego, Calif. www.ccmeonline.org/sites/default/ files/2013files/ccme2013exhibitsponsorpromo.pdf

Don’t Miss the Inaugural Issue!

Border & CBRNE Defense

joins KMI Media Group’s other proven defense publications FEATURING COVER AND IN-DEPTH INTERVIEW:

Michael J. Fisher Chief U.S. Border Patrol U.S. Customs and Border Protection Centering around our exclusive Q&A interviews with senior leaders in the homeland security community, BCD delivers articles that are important to the military and federal user.

The first issue of BCD will include articles featuring: • Leadership Insight from Robert S. Bray, Assistant Administrator for Law Enforcement/ Director of the Federal Air Marshal Service

www.MAE-kmi.com

• Integrated Fixed Towers • Wide Area Aerial Surveillance • Tactical Communications • Hazmat Disaster Response

MAE 7.5 | 27

UNIVERSITY CORNER

Military Advanced Education

Jim Hendrickson Vice President of Military Relations Colorado Technical University Q: Could you please provide a brief overview of your school’s history, mission and curriculum?

A: Founded in 1965, Colorado Technical University (CTU) was established in Colorado Springs, Colo., to provide industry-current technical training for military and national defense professionals to meet the high-tech needs of the industry as it transitioned to a highly educated, technology based enterprise.

The mission of CTU, an institution of higher learning, is to provide career-oriented education by teaching applied, real-world, industry-current programs in selected areas, serving the needs of students for employment and career advancement and the needs of industry for highly qualified professionals at the associate, bachelor’s, master’s and doctorate levels.

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

A: CTU was actually created to support the needs of the many military bases in the Colorado Springs area. As the military moved into an age of more and more advanced technology, the servicemembers and defense contractors needed technology skills in order to remain qualified in the systems that were being developed for national defense. The many liberal arts schools in the area did not offer the degrees and skills required to build and maintain the more sophisticated technology that had, and continues to, become increasingly commonplace in the military.

From that time forward, CTU has realized that military students require specialized degree programs and unique administrative support. The degree programs need to remain industry-current and the school needs to ensure administrative services exceed the student’s expectations. Military students are focused on their education and are already pressed for time between their careers and their families. CTU strives to ensure these students do not have to spend extra time on administrative tasks and are able to focus on their education. Our students are constantly 28 | MAE 7.5

commenting on the support CTU provides.

These comments are gratifying to hear and we take a lot of pride in supporting these students through their education.

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

A: What makes CTU unique is our employees, instructors and the support they provide our students. Before the term “military friendly” was created, CTU had already established institutional policies to accommodate the education realities of the military student. Each CTU administrative department has employees trained to specifically and exclusively work with our military students. This ensures our students receive competent and responsive administrative services so they can spend the majority of their time focused on their studies.

Our instructors are extremely knowledgeable and active in their respective fields and many are retired military and defense professionals. We hear time and again from our students that they are amazed at the quality of the instruction and the credentials of their instructors. Students quickly realize that CTU instructors are professionals in their fields and that CTU staff are absolutely committed to supporting our students and their success. This backdrop of committed staff and instructors helps ensure our students know that they are well supported by people who are aware of the unique needs of our military students and their spouses.

In addition to our staff, CTU is a consortium member of Servicemembers Opportunity Colleges [SOC]. CTU is also a SOC Degree Network System member working together with other SOC member schools to make it easier for military students to transfer their earned credits as they progress in their military careers. Additionally, CTU is a member of the Air Force AU-ABC program that ensures Community College of the Air Force degrees are properly recognized as these students continue their educations and pursue bachelor’s degrees. Entering these programs involves a great deal of academic scrutiny and proven performance with our military student population. We are very pleased to have our commitment to our military students confirmed through continued participation with these programs.

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

A: At CTU we evaluate our course offerings as well as recognize the importance of reinvesting in improving our award winning virtual campus. CTU’s Virtual Campus was recognized in 2009 by Computerworld Honors Program as “Best of the Best” in the Education and Academia category.

CTU re-evaluates our degree offerings to ensure they meet our mission of providing real-world career relevant degree programs.

This is of particular interest to our military students who are very tuned in to what is going on in the civilian job market. These students, in many cases, are preparing to transition from the military to a civilian career and demand industry-current content that builds on their military experiences and is aligned with current civilian career fields.

CTU strives to ensure that our degrees fit this expectation and need. Based on CTU’s effort to ensure industry-current and industry-relevant degree offerings, the National Security Agency and the Department of Homeland Security recognized CTU Colorado Springs as a Center of Academic Excellence in Information Assurance in 2010. O www.MAE-kmi.com

Special Issue: DoD Worldwide Education Symposium 2012

NEXTISSUE

July 2012 Vol. 7, Issue 6

Journal of Higher Learning for Today’s Servicemember

Cover and in-Depth Interview with:

Dr. Carol Berry Director DANTES Features: DANTES

For our special DoD Worldwide issue, DANTES guest writes an article highlighting current programs, initiatives and challenges in military education.

Social Work/Sociology Degrees

Over 590,000 servicemembers, veterans and other beneficiaries are expected to enroll in educational institutions using the Post-9/11 GI Bill in 2012. Our University Roundtable highlights sociology and social work programs for students to consider.

CLEP

What are CLEP exams and how can a servicemember best utilize them to earn general education requirements toward their degree?

iCollege

A global hub for connecting, informing and educating information technology leaders from across the government and military—as well as leaders from foreign defense ministries—the National Defense University’s iCollege provides an extraordinary education through expert faculty and state-of-the-art facilities.

Special Section Education vs. Training

MAE explores the difference between education and training, often confused, and how the military promotes each.

Commencement Addresses

Before the diplomas are awarded, it is the commencement speaker’s job to bestow parting pearls of wisdom upon the graduates. MAE surveys the top addresses of this graduation season.

Insertion Order Deadline: June 22, 2012 | Ad Materials Deadline: June 29, 2012