Journal of Higher Learning for Today’s Servicemember
Battlefield Educator Catherine Lovelady Army Continuing Education System Country Supervisor U.S. Forces, Afghanistan
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November 2012 Volume 7, Issue 9
Academic Support for Military Spouses O Language Immersion Yellow Ribbon Law Programs O Best Practices in Academic Advising
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Military Advanced Education
November 2012 Volume 7 • Issue 9
Features
Cover / Q&A Best Practices in Advising
As guidance counselors, ESOs and ESSs give invaluable advice to servicemembers who intend to further their educations. MAE asks these academic advisers about the best recommendations they’ve ever given students.
5 Breaking Down Language Barriers
8
U.S. businesses and government agencies rely on the foreign language skills of their employees. MAE explores language immersion programs for servicemembers whose experiences in foreign countries make careers in global affairs a natural choice. By Kelly Fodel
Legally Speaking
11
Many active duty servicemembers and veterans planning their post-military careers have explored the option of law school. Their insight regarding the legal systems of other nations can be invaluable when analyzing the language of laws and their actual effects on U.S. citizens. By J.B. Bissell
Catherine Lovelady Army Continuing Education System Country Supervisor U.S. Forces, Afghanistan
Departments 2 Editor’s Perspective
Serving the Hero Behind the Hero
21
16
The spouses of servicemembers face many challenges, but initiatives recently undertaken by the government encourage their career success—and many universities have established policies to help these resilient individuals achieve their education goals. By Laural Hobbes
3 Program Notes 4 People 14 Class Notes 25 CCME Grapevine 26 Money Talks 27 Resource Center
University Corner
28 Scott D. Palumbo Lieutenant Commander U.S. Navy Reserve National Director of Military Affairs DeVry University
Military Advanced Education Volume 7, Issue 9 November 2012
Journal of Higher Learning for Today’s Servicemember Editorial Editor Laural Hobbes lauralh@kmimediagroup.com Managing Editor Harrison Donnelly harrisond@kmimediagroup.com Online Editorial Manager Laura Davis laurad@kmimediagroup.com Correspondents Celeste Altus • J.B. Bissell • Kelly Fodel Kenya McCullum • William Murray
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EDITOR’S PERSPECTIVE On October 10, I had the pleasure of attending the annual Women in Defense (WID) conference in Pentagon City, Va. It was an excellent educational and networking opportunity for women in defense-related fields, featuring riveting presenters—military and civilian alike—who spoke about the unique challenges of being a woman in an executive leadership position; the budget cuts threatening the defense industry; the urgent necessity of defending cyberspace; and the strategic outcome in Afghanistan. To servicemembers and veterans of the female persuasion considering a career in the defense industry, I highly encourage you to explore WID’s website at www.wid.ndia.org—you Laural C. Hobbes may find that you qualify for Horizons, a WID-funded scholarship that provides Editor financial assistance to students pursuing careers in defense or national security. More details appear on page 26. By the time this issue of Military Advanced Education hits the street—assuming that the chad didn’t become a nationally trending topic again—we’ll most likely know which candidate won the election. Although one wouldn’t guess from October’s presidential debates, which failed to substantially address issues related to the veterans of the wars in Iraq and Afghanistan, veterans’ education initiatives will still be at the forefront of national consciousness. While the upcoming four years will present new challenges to the administration in power, lowering the veteran unemployment rate and defending the Post-9/11 GI Bill will continue to be of concern. Meanwhile, the discussion of how to ensure that the universities educating veteran populations provide their students with degrees of value, and that these students graduate without significant student loan debt, are other ongoing priorities. Senator Harkin’s (D.-Iowa) bill, the eloquently-stated Protecting Students from Worthless Degrees Act, addresses one of these problems. Proposed in August, if passed, this bill would prevent financial aid—including veterans benefits—from going to programs that lack the accreditation needed for students to take licensing exams for jobs in their fields of study. Meanwhile, a proposed bill called S. 2179, the Military and Veterans Educational Reform Act of 2012, would give the Secretary of Veterans Affairs and the Secretary of Defense enhanced oversight of educational assistance programs. S. 2179 currently has 16 co-sponsors. Only time will tell if these bills will indeed solidify into laws.
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PROGRAM NOTES
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Tuskegee University Welcomes Airmen Home, Commits to New Aviation Generation After more than 60 years, part of Tuskegee’s aviation legacy returned to historic Moton Field in mid-September. Four original Tuskegee airmen were welcomed back to the historic training site in Tuskegee, Ala., by the National Park Service and Tuskegee University President, Gilbert L. Rochon. “The Tuskegee airmen are an intrinsic part of the history of Tuskegee University,” Rochon said. “Their courage and determination in the face of threats from abroad and discrimination at home serve as an inspiration to our contemporary students and serve as an impetus for the university to establish the requisite infrastructure to support the next generation of Tuskegee airmen.” The airmen—Homer Hogues, Robert T. McDaniel, Claude R. Platte and Calvin Spann— were part of a special trip sponsored by a nonprofit organization. The men and their families were granted a private tour of the Tuskegee Airmen National Historic Site and were among the first to get a look at Hangar 2, a new addition to the museum that will be revealed next year.
To mark the visit, Rochon presented each airman with a presidential commemorative coin. During his remarks about the institution’s global and historical influences, he told the audience about his commitment to renew Tuskegee’s connection to aviation studies.
He said the institution is the only historically black university with an accredited aerospace engineering program. In the future, students will have the opportunity to train as pilots, aircraft mechanics, air traffic controllers, aerospace engineers and geoscientists.
VA Fills First Phase of Veterans Retraining Program to Enhance Job Skills As of late September, the Department of Veterans Affairs has approved applications for all 45,000 slots available in fiscal year 2012 under the successful Veterans Retraining Assistance Program (VRAP) and is in the process of approving applications for a total of 54,000 slots available in FY13. “At VA, we know first-hand that veterans make exceptional employees, which is why this administration has deployed a full-court press to connect veterans with good jobs,” said Secretary of Veterans Affairs Eric K. Shinseki. “The surge of veterans applying for VRAP demonstrates this program’s importance to provide unemployed veterans the opportunity to find employment in high demand fields.” VRAP is a new training and education program for unemployed veterans who want to upgrade their skills for high-demand jobs. The goal of VRAP is to train a total of 99,000 veterans over the next two years in more than 200 job skills that the Department of Labor (DOL) has determined are the most sought-after by employers. The joint VA/DOL program is a provision of the Veterans Opportunity to Work to Hire Heroes Act of 2011, which Congress passed and President Obama signed into law in November 2011. The program allows qualifying veterans to receive up to 12 months of education
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assistance equal to the current full-time Montgomery GI Bill – Active Duty rate of $1,473 per month. Starting October 1, 2012, the rate will increase to $1,546 per month. To be eligible for VRAP, a veteran must: • Be 35-60 years old, unemployed on the day of application, and not dishonorably discharged; • Not be eligible for any other VA education benefit program such as the Post-9/11 GI Bill, Montgomery GI Bill, or Vocational Rehabilitation and Employment; • Not be enrolled in a federal or state job-training program within the last 180 days; and • Not receive VA compensation at the 100 percent rate due to individual unemployability. “We’re gratified that 45,000 unemployed veterans can begin the retraining they need to compete for in-demand jobs,” said VA Undersecretary for Benefits Allison A. Hickey. “We’re going to maintain the momentum of our outreach to make sure we get the maximum of 54,000 veterans retrained in FY13.”
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PROGRAM NOTES Owens Alumni Association Golf Outing Raises Over $27,700 in Support of Scholarships One hundred sixteen area residents enjoyed a day of golf and entertainment in late September in support of alumni scholarship programs as Owens Community College’s Alumni Association held its tenth annual Golf Classic. The 29-team event netted over $27,700 to benefit scholarship endeavors at Owens Community College, in Ohio. Since its inception, the Owens event has netted over $288,800 to support Owens students pursuing a college education and their career aspirations. “Owens Community College’s Alumni Association is proud to once again host a community-wide event in which the proceeds benefit students pursuing a college education,” said Laura Moore, Owens Alumni Association executive director. “The Golf Classic was a huge success and would not have been possible without the overwhelming support of Northwest Ohio’s business and industry, as well as Owens alumni. Their generous contributions will go along way in ensuring our students with opportunities for lifelong learning.”
Compiled by KMI Media Group staff
Private Colleges Increased Enrollment in 2011, Bucking National Trend Enrollment at private nonprofit colleges and universities grew 1.9 percent last year (from 3.88 million in 2010 to 3.95 million in 2011), while total postsecondary enrollment in the United States declined slightly for the first time in 15 years, by 0.2 percent (from 21.59 million to 21.54 million), according to new preliminary data released by the U.S. Department of Education in mid-October. The number of students attending public institutions dipped 0.3 percent, while enrollment at for-profit colleges dropped 2.9 percent. At four-year private nonprofit colleges and universities, enrollment grew 1.7 percent in 2011. At the same time, four-year enrollment grew 1.5 percent at public universities, while dropping 1.9 percent at for-profit institutions. “During the worst of the recession, no one would have predicted that within a few years, enrollment at private colleges would not only be increasing, but growing at the fastest rate of any sector,” said David Warren, president of the National Association of Independent Colleges and Universities. “The data speak volumes about the resiliency of private colleges, and their deep commitment to providing access and affordability,” Warren said. “Efforts by private colleges to slow tuition increases,
boost student aid, and lower students’ actual outof-pocket costs are helping to make a difference.” Adjusted for inflation, net tuition (published tuition minus grant aid from all sources and federal higher education tax benefits) at private nonprofit colleges actually dropped by 4.1 percent from 2006-07 to 2011-12, according to the College Board. Since the economic downturn, private nonprofit colleges have undertaken cost cutting measures and slowed tuition increases, while still increasing student aid and protecting academic quality. Earlier this month, NAICU reported that published tuition and fees at private nonprofit colleges and universities increased 3.9 percent in 2012-13—the smallest rate in at least 40 years. “There is no question that these continue to be challenging times for not only students and families, but institutions of higher education,” said Warren. “The nation’s economic ‘new normal’ means that all colleges and universities will continue to do more with less, as budgets remain tight.” “Despite these challenges, private colleges will continue to work hard to provide a world-class education at the lowest possible out-of-pocket cost to students and parents,” Warren said.
PEOPLE Christy Jackson, the former assistant director of university relations at Radford University, has accepted a position as the director of media, marketing and communications at Sweet Briar College, in Virginia. Jose L. Galvan, dean of the College of Extended Studies and International Programs and professor of applied linguistics at California State University, Los Angeles,
4 | MAE 7.9
Compiled by KMI Media Group staff
will now be the associate vice president and dean of the College of Extended Learning and International Affairs at San Francisco State University. Alison Smith Mangiero, a predoctoral fellow at Christopher Newport University in Virginia, has accepted a position as an instructor of political science at College of the Holy Cross, in Worcester, Mass.
Timothy J.L. Chandler, the senior associate provost at Kent State University in Ohio, will now be provost at Towson University in Maryland. Kimberly D. Adams, a corporation and foundation officer at Angelo State University (ASU), in San Angelo, Texas, has been promoted to director of the ASU alumni association.
Capitol College welcomed its newest vice president for advancement, Dr. Donna Thomas, on October 1. Thomas most recently held the title of director of development at the China Institute. Bharat Balasubramanian, Ph.D., long-time automotive technology researcher and development engineer at Daimler AG, joined the University of Alabama as a professor
with an appointment in both the mechanical engineering and electrical and computer engineering departments. Christopher J. Cyphers, formerly the president of the New York School of Interior Design, has accepted a position as executive vice president at LIM College, which offers degrees in fashion education in Manhattan, N.Y.
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As guidance counselors, education services officers and education services specialists give invaluable advice to servicemembers who intend to further their educations. This month, Military Advanced Education asked a group of guidance counselors, “How can ESOs and ESSs more effectively counsel servicemembers in their academic pursuits? What is the best advice you have given to a student?”
Debra Annam, M.Ed. Education Services Officer USCG Sector Jacksonville
As an education services officer, our first impression to the servicemember toward education opportunities is paramount. Taking the time to counsel and advise members as individuals who have dynamic lives is critical to steering the member towards a suitable education program. The education opportunities for online, classroom, hybrid, underway and deployed programs are endless, and can seem impossible to decipher while balancing a family and a demanding military career. As a counselor, understanding the dynamics servicemembers navigate and recognizing their individuality is a key component to effectively counseling servicemembers of all ranks and specialties.
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As a Coast Guard ESO, taking pride in implementing a comprehensive education counseling program is vital, but having the services available may not be enough to ensure the servicemember gets started off on the right foot toward degree completion. It is integral as counselors to know our servicemembers’ challenges and create an effective and broad continuum of programs to meet the servicemembers’ career and educational goals. The most successful education outcomes can be accomplished through a student-centered approach focusing on support and availability of diverse services. When counseling our servicemembers, my belief is the best advice is often not spoken but exemplified; this is particularly true in education, as it is a journey of lifelong learning, not a race to finish the degree in the shortest or fastest time possible. As advocates for education, we have the front-line opportunity and responsibility to professionally guide our members through this journey while instilling a passion for lifelong learning.
MAE 7.9 | 5
Grey H. Edwards Jr, Ed.D. Hub Chief Army Continuing Education System U.S. Army Garrison
• • •
I have had the opportunity to be associated with counseling servicemembers for almost 40 years. The time is mostly with the Army as soldiers have pursued their education. I have always stated and supported that the most critical person in the Army Continuing Education System is the guidance counselor, as they lead soldiers and family members toward academic degree completion. As a counselor/mentor, I strive to work with soldiers to be responsible students as they pursue their career path. The responsible student should: • • • •
•
Schedule appointments with the counselor before the registration period and arrive on time. Discuss long-range goals, including educational goals and career aspirations. Own and be familiar with the school catalog and bulletin. Be prepared for the counseling sessions by identifying questions or concerns such as, “How do I select a major? What courses do I take first? What schools are in this area?” Know academic requirements for enrollment and graduation.
Nelson Castillo, M.Ed. Education Services Specialist Tampa Recruiting Battalion
Education service specialists in the recruiting command are charged with the effective counseling of servicemembers in their academic pursuits. The most crucial time for counseling is during their in-processing to the unit. During this time, servicemembers are given the phone numbers and email addresses of their supporting ESOs and education centers (if available). Servicemembers are also given an orientation of colleges and universities in the area where they are going to live. ESSs are also responsible for conducting training with the servicemembers throughout the year on the benefits of a postsecondary education. Furthermore, ESSs keep their servicemembers apprised of any educational fairs in their
6 | MAE 7.9
• •
• • •
• •
Know and meet course prerequisites and select specific course selections with the counselor’s aid. Discover what kind and number of courses and credits are needed for degree completion. Ask questions about policies, procedures or requirements that are not understood. Keep a plan of study for his/her major and review it with the counselor on a regular basis. Obtain, complete and process all necessary forms and signatures required for registration, course changes or related affairs within specific deadlines. Discuss with the counselor the number of courses that can or should be taken per term. Keep copies of all academic and monetary records. Consult with the counselor about concerns related to academic progress, a change in program, courses to be taken at another institution, or withdrawal. Handle academic matters him/herself rather than asking others to do it. Make final decisions and be actively responsible for his/ her academic career.
One of the greatest pleasures is attending graduation ceremonies of soldiers receiving their degrees. In many cases, [they achieve this] after being away from school for many years. The opportunity to meet with a counselor and work the road map to completion is outstanding. The pride they experience possibly as the first in a family to graduate is awesome. Education changes lives.
respective areas and promote such fairs throughout the command. As an adviser to the commander on educational issues, the ESS promotes education and encourages command emphasis for servicemembers who are not attending a college or university. Servicemembers should use their ESSs as they would an ESO. An ESS is very familiar with the territory and points of contacts of many postsecondary institutions. The ESS can counsel the servicemember on the type of university that is best suited for his/her educational pursuits. Servicemembers should also have a copy of their transcripts readily available. An education center is not always available to the servicemember since many serve in a geographically dispersed area; therefore, the ESS is able to assist servicemembers in their academic pursuits. Additionally, some colleges and universities have a signed agreement with the command that allows the servicemember to not pay some fees associated with attending their institution. The servicemember should check with their ESSs for a list of participating institutions.
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Jeffrey Haycraft Education Services Specialist GoArmyEd Nevada Army National Guard Joint Force Headquarters Listen, listen, listen, and ask open ended questions. It is so easy to fall into the trap of “knowing” what soldiers should do rather then providing counsel so they make knowledgeable decisions. My first goal is to find out what their long-term and short-term goals are and make sure the goals are realistic. It is then my mission to help them reach these goals by assisting them in developing a practical academic plan that is built for success. After their goals have been established, there are key questions that should to be asked and answered. These questions help to develop the academic plan. The questions should identify if clients are aware of their strengths and weaknesses—and do they understand the behaviors that can contribute to their educational success? Are they academically prepared for post-secondary education, have they taken advantage of a basic skills education program; have they evaluated all their academic institutional options; are they leaning toward online or traditional learning? Do they have
a lifestyle that is conducive to online learning? Are they in a position to be full-time students? Are they aware of the cost/benefit ratio of their institutional choice? Have they taken advantage of everything available to them: college entrance exams, AARTS transcript, other ACE evaluated credits, college level testing, existing college credits, as well as funding options? My ultimate goal is to make sure my clientele are aware of all the programs and services that are available to them so they can reach their academic goals in the most efficient and effective manner while minimizing the debt to the student. The best advice I have given a student is to seriously consider attending a community college. Statistics show that the tuition and fees of state community colleges average considerably less than half of that of state four-year institutions and about one-tenth of those at private four-year colleges. Some advantages of attending a community college rather than a university include saving money on tuition, completing basic education requirements that are transferable, developing academic skills, having the ability to boost grade point average, convenience, having time to decide on a major, small class sizes, attending an institution that focuses on teaching, and outstanding student support services. O
For more information, contact MAE Editor Laural Hobbes at lauralh@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
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MAE 7.9 | 7
[U.S. Army photo courtesy of Naela Cutter]
Language immersion programs cultivate the next generation of American professionals. By Kelly Fodel MAE Correspondent
By the very nature of their jobs as servicemembers, veterans have a unique worldview that allows them to consider the demands and intricacies of the global marketplace. Serving around the world, completing tours of duty, and thinking about the impact of the American military on world affairs often leads servicemembers to careers that emphasize on the world as a whole, and the ways in which countries interact and impact each other. In the 21st-century workplace, relevant foreign language skills have become increasingly critical, as U.S. businesses, hospitals and government agencies realize that to succeed in day-to-day business, having a workforce skilled in multiple languages is a necessity.
The Language Flagship Program Recognizing this, in 2000, the DoD’s National Security Education Program (NSEP) launched the Language Flagship Program, which encourages higher education institutions to create advanced language programs. The Language Flagship is a partnership between the federal government and the education community, with the goal of building language programs that produce professionally proficient language speakers in Arabic, Chinese, Hindi Urdu, Korean, Persian, Portuguese, Russian, Swahili and Turkish. To date, the highest enrollments tend to be in Chinese and Arabic. The Flagship Program is comprised of undergraduate students currently enrolled at 26 programs at 22 universities. The goal of The 8 | MAE 7.9
Language Flagship is to graduate students from a variety of majors with an Interagency Language Roundtable (ILR) Level 3 proficiency in one of The Language Flagship’s target languages. As a result, The Language Flagship creates a pool of qualified individuals in a variety of professions who are linguistically and culturally competent in a language and area of the world critical to U.S. global competitiveness and national security. Flagship students are recruited from a wide variety of fields, from international studies to mathematics to biology. Thus, the Flagship Program provides opportunities for students from a variety of disciplines to become professionally proficient in one of Flagship’s target languages. “The Flagship Program is demonstrating that U.S. students can reach professional-level language proficiency through a systematic approach that combines intensive domestic foreign language study with an overseas study abroad experience that integrates language training with content learning and professional experience,” said Samuel Eisen, Ph.D., director of The Language Flagship and director of programs at the NSEP. “Flagship programs’ curricula, both domestically and overseas, focus on proficiency-based advancement in all four modalities of language learning: reading, writing, listening and speaking.” Flagship programs build on what the students have learned in the classroom, set goals for their individual progress, and provide ongoing assessments to ensure that students are developing their linguistic skills and meeting the standards of the Flagship program. www.MAE-kmi.com
In addition, all Language Flagship students are required to complete an academic year overseas at an overseas Flagship Center program. Students must qualify for the overseas study program with advanced (ILR Level 2) language proficiency, with the goal of reaching ILR Level 3 proficiency by the end of the overseas program. While overseas, Flagship students engage in intensive language study, direct enrollment in courses in their area of interest at a local partner university, and an internship that utilizes their language and culture expertise. “We’re working with the higher education community to provide pathways to professional-level language proficiency in 10 languages critical to U.S. global competitiveness and national security to an increasing pool of U.S. undergraduate students with a wide array of technical expertise—economics, public policy, STEM fields and many more,” said Eisen. “The aim is to address the shortage of citizens skilled in foreign languages in the American workforce that we are facing today.” The Language Flagship faculty is a talented mix of native and non-native speakers developing innovative and intensive curricula. At advanced levels, Flagship programs offer content courses in the target language in a variety of fields to prepare students for the challenges of directly enrolling in courses offered at an overseas university. The majority of Flagship students are civilians, but recent investments into Pilot Flagship/ROTC programs are creating opportunities for ROTC students to participate in a Flagship program in conjunction with their ROTC program requirements. There are currently three Flagship/ROTC programs, offered at Arizona State University, Georgia Technical Institute of Technology and North Georgia State College and University. Currently, all Flagship/ROTC Programs are offered in Chinese, but the Language Flagship is working with the ROTC to provide scholarships for ROTC students to attend any Flagship program in any of the 10 languages. The Language Flagship operates 10 Overseas Flagship Centers internationally. These centers provide opportunities that allow Flagship students to hone their language skills with native speakers and put their lessons into context as they experience life abroad through internships and direct enrollment at an overseas institution. The Language Flagship Students participate in the overseas program once they have reached an ILR Level 2 with the goal of achieving an ILR Level 3 (professional proficiency) by the time they complete this capstone year. While overseas, students are required to take language classes, directly enroll in classes in their major at a university in the country where they are studying, and participate in a professional internship. Both the direct enrollment classes and the internship are conducted in their target language and give the students an opportunity to understand and participate in both academic and professional environments. The majority of students also live in a “home-stay” while abroad, which provides them with an opportunity to operate in their target language for the majority of their day and gain a deeper understanding of the culture in which their target language is spoken. Flagship students are able to use high-level language proficiency and professional skills in overseas internship placements that require knowledge of the culture and region. The Language Flagship is a four-to-five-year commitment. Throughout this instruction, there are many interventions, individualized tutoring, group exercises, and a one-year period of overseas immersion. The program integrates interventions and assessments that exceed the rigor and results of the typical language curriculum. www.MAE-kmi.com
Flagship project directors strive to maximize the number of contact hours students devote to language learning in order to meet the ambitious proficiency targets. Flagship graduates leverage their superior language and cultural skills in various careers, offering an intercultural perspective to employers in federal and state governments, global businesses and nongovernmental organizations. Some organizations that have hired Flagship graduates include the Department of Defense, the State Department, DHS, USAID, University of California Institute on Global Conflict and Cooperation, National Institutes of Health, Department of Commerce, Securities and Exchange Commission, AECOM and NASA.
Language Training Centers Another Defense Language and National Security Education Office investment is the language training centers (LTCs), a DoDfunded initiative established in September 2011 to increase DoD’s training capacity in critical and strategic languages and regional area studies for DoD personnel. Five LTCs were awarded a grant during the 2011-2012 academic year and include California State University – Long Beach, North Carolina State University, North Georgia College and State University, San Diego State University and the University of Montana. When a new open competition was announced this summer, the existing LTCs reapplied and were selected for the upcoming academic year. Indiana University,
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MAE 7.9 | 9
carried out at a special facility located at Ord Military Community, in Seaside, Calif., have been an economical and efficient way of engaging a large number of students in “learning by doing.” Students are put in an environment where they are forced to communicate in order to resolve issues in simulated “real life” situations. The emphasis of the training is on communication and problem solving while exclusively using the target language in a culturally enhanced environment. Since the inception of the program in 2007, more than 22,000 students have gone through this program Realizing that the best way of learning a foreign language is being completely immersed in the language and culture of a given country, DLIFLC began sending students abroad in 2005 to spend four weeks living and studying abroad. Because of the high cost of immersion trips, DLIFLC cannot send all of its students abroad for an immersion experience. The best students of the class, at the recommendations of their instructors and military units, typically travel abroad. The Defense Language Institute Foreign This program also serves as incentive for students to Language Center (DLIFLC) study their target language and culture. Thus far, 184 OCONUS programs have been carried out with 1,595 During a visit to DLIFLC in August 2011, Defense participants, with 70 percent of this number providing Secretary Leon Panetta said, “We live in a global immersion experience in hard languages to learn by world. We have to understand that world if we … are native English speakers: Arabic, Chinese and Korean. going to be able to not only defend this country, but to Students are on a year-round schedule. Courses extend our relationships to others so that we can work last between 26 and 64 weeks. They only get breaks on together to defend the world that we live in.” the holidays, with two weeks for Christmas and then DLIFLC programs are important to the nation’s a one-week break during the class. Provost Donald national security. Students who graduate from DLIFischer, Ph.D., explained, “A person who studies at DLI FLC end up working in military intelligence positions Col. Danial D. Pick puts the equivalent of 10.5 college semesters in during at home and abroad. Commandant Colonel Danial a 15-month period. Students spend 2,240 hours of D. Pick said, “We have come a long way through histime studying a foreign language at DLI. … If divided, tory. DLIFLC has changed its name five times since this gives you 192 hours per semester, and divided into its inception in 1941 when the secret Army language 2,240 hours, this is about 10.6 semesters.” school was opened just weeks before Pearl Harbor. “Mastery of a foreign language always enhances an Today, DLIFLC instructs 3,500 students at any given individual’s ability to further their career,” said Natela time and supports another 35,000 through various A. Cutter, strategic communication chief for DLIprograms.” FLC. “Understanding and speaking a foreign language Seventy-one years after its inception in 1941 as means that one also understands that foreign culture, the Army Language School at the Presidio of San its traditions and customs. This is very important in Francisco, where only Japanese was taught, today, every aspect of work, whether in the military or civilian DLIFLC teaches 23 languages: Spanish, French, ItalDonald Fischer world. Military personnel benefit from this knowledge ian, Portuguese, German, Indonesian, Dari, Persian when they are deployed and have to work side-by-side Farsi, Russian, Hindi, Urdu, Hebrew, Thai, Serbian/ with their counterparts. At the officer level, when one Croatian, Tagalog, Turkish, variations of Arabic, Chiis in a foreign area office and ends up working as a nese Mandarin, Korean, Japanese and Pashto. Courses military attaché in a U.S. embassy, it makes all the diflast from 26 to 64 weeks, depending on the difficulty ference in the world to be able to speak the language of the language. Currently, the highest enrollment of the host nation, talk about various topics, from art is in Arabic (various dialects), Pashto (Afghanistan), and culture to politics, and establish and solidify vital Chinese and Korean. relationships. This is essential to diplomacy. There is no difference in how a language is taught “On the civilian side,” Cutter continued, “DLIFLC according to density. Spanish, for example, is only a graduates tend to do well in industry, working for 26-week long course, lasting six months. However, foreign companies, or owning their own companies the results expected of the students are the same, Natela A. Cutter that trade with other nations. All of this contributes to proficiency-wise, as from a 64-week Arabic course. Both students would take an equally difficult written natela.a.cutter.civ@mail.mil the enhanced image of Americans abroad. The more cross-cultural Americans become, the better image we will project as exam and undergo a grueling oral exam. Their proficiency is expected a nation. All together, this is precisely in [our] national interest.” O to be the same, as their jobs are equally important. Aside from speaking the target language in the classroom six to seven hours a day, five days a week, students also participate in For more information, contact MAE Editor Laural Hobbes offsite immersions for two to three days at a time, isolated from the at lauralh@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com. rest of the English-speaking world. DLIFLC’s field training exercises, Norwich University and Coastal Carolina Community College were awarded a grant under the program as well. DoD has identified a critical need to have more personnel speak and understand critical languages, and the training they receive through this program will develop a critical skill set that will support national security objectives. Each center has an institutional capacity to provide customized training to meet the specific needs of various DoD entities. Training is delivered primarily through non-traditional delivery methods such as intensive immersion instruction and online modules. The University of Montana and North Carolina State University provide an isolated-immersion exercise as a capstone to their language training. Languages currently offered by the centers include Arabic, Mandarin Chinese, Korean, Pashto, Persian (Dari and Farsi) and Russian.
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Many veterans have enrolled in law school. Should you be one of them? By J.B. Bissell MAE Correspondent
Erin Brockovich, JAG, The Practice … Hollywood loves legal thrillers, and productions like these are almost certainly responsible for at least sparking an interest in law for more than a handful of students. “For many, the only experience they have with the law is what they see on TV,” said Carol Cochran, the assistant dean in the office of admission at the Seattle University School of Law. “But law school is not all moot court and trial techniques.” Law school is of great interest to a good number of servicemembers and veterans who are planning their post-military careers. “The U.S. Constitution, in a sense, is based around the notion of liberty,” explained Justin Levine, a third-year student at the University of Miami School of Law and the editor-in-chief of the institution’s National Security & Armed Conflict Law Review. “Combat veterans have had the experience of seeing liberty—or the lack thereof—in action when deployed to a combat zone. This insight can be invaluable when juxtaposing the language of the law and its actual practical effects on [U.S.] citizens.”
Year One Of course, there’s a huge chasm between watching A Few Good Men and interpreting the language of the law. It all begins on the first day of classes during “1L,” the first year of law school, which, according to Whiting Leary, the senior assistant dean for students at the University of Colorado Law School, “is relatively standardized regardless of the school attended.” It also might feel more like basic training than higher learning. “The first year of law school study is very structured and the foundation of your entire program,” explained Cochran. At the Seattle University School of Law, “the first year students are placed into cohorts for learning. They are told who their professors will be, what classes they will take, and when they will be attending classes.” Those predetermined courses consist of what are generally considered to be the building blocks of legal education: civil procedure, torts, criminal law, contracts, constitutional law and legal writing. This allows students to complete the prerequisites for their legal studies. For students who may have earned their undergraduate degree online or attended a large university where they could choose a curriculum from a wide array of course options and then fade into the crowd, this inflexible structure can be a bit of a shock—as can how academically intensive the first year really is. “Students read judicial opinions from past cases, and professors lecture via the Socratic Method,” said Leary. “Colorado Law’s curriculum includes a couple of novel offerings, including Legislation and Regulation, which prepares students for administrative law, and optional 1L courses that expose students to different topics…But hard work and some long days are a reality.” It bears repeating that even students who are anticipating an academic challenge will be tested. “I was expecting to simply work hard, put in the effort, and emerge at the end as a successful law student,” admitted Levine. “That was a drastic underestimation. Law school never stops. In the past, I’ve always relied on my strong work www.MAE-kmi.com
ethic for success. In law school, having an ironclad work ethic and motivation only puts you on par with everybody else.”
Support System(s) Just because everybody is fighting for success, however, does not mean they are necessarily fighting against you. “I came fully expecting a heavy and difficult workload,” said Alexander J. Roth, a former corporal in the Marine Corps who is now a third-year student at the University of Miami School of Law and the president of Miami’s Military Law Society. “What did surprise me, though, was the communal interrelationship. I was expecting a more competitive environment with backstabbing in an attempt to gain class position. In reality, the other students I worked with all helped each other out.” That advice can range from academic assistance to educational path counseling to help with paperwork and financial aid. The latter can be tremendously helpful, because not only do Yellow Ribbon benefits vary from school to school, but certain institutions also offer military-specific scholarships. Seattle University, for example, has a community service stipend of $3,000 for entering students that are veterans and active duty military. While paying for law school can undeniably be a bit of a convoluted puzzle, there are people who can help piece it all together. Levine said it best: “I would advise veterans to become familiar with the educational benefits available to them Carol Cochran before starting law school.” ccochran@seattleu.edu Once school has started, many on-campus veterans groups provide opportunities for outgoing learners to gain experience beyond the classroom and network within the local law community. The University of Colorado’s student-led Military Law Society is very active on and off campus. In addition to being an informational resource for the student body and helping Whiting Leary soon-to-be-graduates secure mentors whiting.leary@colorado.edu and jobs, the organization offers free legal assistance to veterans. Leary added, “[In October], the MLS provided volunteers to the Colorado Bar Association’s Legal Assistance Program, hosted a judge advocate panel at the law school with representatives from every service, and put on a “Boots to Suits” event in Denver that featured a panel discussion with a veteran state senator, federal judge, senior partner, associate and general counsel, and concluded with a networking reception attended by [local] veteran attorneys.” MAE 7.9 | 11
2L, 3L If 1L is the law school equivalent of basic training, then 2L and 3L are when the field exercises get started and former soldiers truly begin their transition from boots to suits. “The second and third years vary depending on the interests of the students,” said Leary. “Some sign up for courses in specialized areas of the law, such as environmental, intellectual property, labor and employment, tax, corporations, [etc.]. Advanced courses also are available in the core areas. … Students interested in the criminal justice system may take classes on criminal procedure, the theory of punishment, and others.” Crucial hands-on learning also takes place during this time period. Students have the chance to develop some of their “lawyering skills” by taking on an internship or externship, or, perhaps even more beneficial, being selected for clinical opportunities. “A clinic … is something through which a student, under the close supervision of a practicing attorney in the area, is able to represent a client him or herself,” explained Professor Michael P. Allen from the Stetson University College of Law. “This gives students the ability to develop real-world skills they’ll need after graduation.” As it turns out, Stetson is quite involved in the real world as it relates to former members of the military. “At our College of Law, and the university more generally, we try really hard to make ourselves an embodiment, if you will, of President Lincoln’s second inaugural address—‘to care for him who shall have borne the battle.’ In a physical location and a metaphorical sense, we do that with our Veterans
Law Institute,” said Allen, who is also the director of the Veterans Law Institute and associate dean for faculty development and strategic initiatives. There are a number of components to the institute, including providing certain pro bono services to active duty troops and their families and acting as a one-stop shop where student veterans can get assistance with admission and integrating into the College of Law. The flagship of the program, however, is the Veterans Advocacy Clinic, which provides immeasurable value to both students and former servicemembers in the community. “Since it’s a clinic, when a veteran has a problem, the initial client interview is with a student who is supervised by an actual lawyer,” explained Allen. “When papers need to be drafted, it’s the student who Michael Allen does them supervised by the lawyer. If there’s going to be an argument before some type of agency or court, the court will allow the student to essentially argue as a lawyer because he or she is being supervised by the lawyer. So it’s a highly regulated way for our students to gain essential skills.” It’s also the perfect way for Stetson Law to live up to Abraham Lincoln’s quote. “The Veterans Advocacy Clinic allows us to help a
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specific target population, which, for us, is veterans who are seeking benefits or who have been denied benefits by the Department of Veterans Affairs,” added Allen. “So our students can end up representing veterans before the department and in federal court.”
Job Search Veterans helping veterans is a common law school outcome. “We had a student who just graduated this past May, passed the Florida Bar and is going to be a law clerk at the U.S. Court of Appeals for Veterans Claims in Washington D.C.,” recalled Allen. He was enlisted and decorated in Iraq, and went to law school because he wanted to serve veterans. “There are [also] plenty of veterans who decide to come to law school for the same reasons anybody else might,” Allen said. Roth added that he’s “trying to use law school to place [himself] into a position where [he] may work in international humanitarian law.” Kevin Brown, a former helicopter pilot in the Marines and a third-year student at the University of Colorado, observed that “some veterans gravitate toward national security policy work, though I think this depends in large part upon their undergraduate experiences and their type of work in the military. Also, I think a higher percentage is interested in prosecutorial work, whether for a district attorney, an attorney general, or a U.S. attorney’s office. … I suspect the reason might be that those organizations attract lawyers who are called to public service. There may also be an accountability component, in that veterans have spent time in an organization that holds its members accountable for their actions. That being said, the veteran law students at Colorado are a diverse group with broad interests.” In the end, this sense of diversity might be the greatest appeal of earning a juris doctor degree at the end of 3L, because no matter how many times you watch The Firm or how much procrastinating you justify by studying another episode of Law & Order, your experience with law will be unique. “A lot of people come in thinking they want to do one thing and leave realizing they want to do something else entirely,” said Clifford S. Zimmerman, who serves as the associate dean and dean of students as well as a clinical associate professor of law at Northwestern University School of Law. “If they want to continue their Clifford Zimmerman military experience, there are a lot of things they can do, whether it’s JAG or prosecution or even criminal defense, but if they come here and say ‘you know what, I want to actually get paid well,’ they can do that, too. There’s also foreign service and government service, and anything like that is a nice way to turn the page and get to the next chapter in life, without necessarily ignoring the chapter that just finished.” O
For more information, contact MAE Editor Laural Hobbes at lauralh@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
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WITHeveryYOU step of the way DeVry University thanks you for your service. We are dedicated to encouraging, mentoring and championing our veteran and military students from enrollment through graduation and beyond. • YEAR-ROUND CLASSES WHEN AND WHERE YOU WANT IT Earn an associate, bachelor’s or master’s degree, or complete a graduate certificate—online, on campus, at one of our 95+ locations—days, evenings and weekends.
• SPECIAL MILITARY PRICING Special savings on tuition for U.S. military personnel serving in any of the five branches of the U.S. Armed Forces (including National Guard and Reserves) and their spouses. Grants are available for veterans.
• CAREER SERVICES Our Career Services Team offers lifetime career assistance including a team of career experts, online tools, career planning, job interviewing and resume preparation.
lp.keller.devry.edu/mae1b | 877.894.6388
Photo courtesy of U.S. Army. www.army.mil. 5/12 In New York State, DeVry University and its Keller Graduate School of Management operate as DeVry College of New York. DeVry University is accredited by The Higher Learning Commission of the North Central Association of Colleges and Schools, www.ncahlc.org. Keller Graduate School of Management is included in this accreditation. DeVry University operates as DeVry Institute of Technology in Calgary, Alberta. DeVry is certified to operate by the State Council of Higher Education for Virginia. DeVry University is authorized for operation by the THEC. www.state.tn.us/thec. Nashville Campus – 3343 Perimeter Hill Dr., Nashville, TN 37211. Licensed by the Mississippi Commission on Proprietary School and College Registration, Certification No. C-498. AC0060. Program availability varies by location. ©2012 DeVry Educational Development Corp. All rights reserved.
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CLASS NOTES University of Maryland University College Celebrates New Location The University of Maryland University College (UMUC) hosted a ribbon-cutting ceremony in late September to celebrate its new location, UMUC at Quantico. The 7,830 square-foot space in a new three-story building, located just outside the south gate of Marine Corps Base Quantico in Virginia, will provide instruction based on the area’s workforce development needs, including undergraduate degree programs in cybersecurity and criminal justice, and graduate degrees in business administration, management and IT. It will also feature a full student service center offering academic and financial advising, degree mapping, veteran’s benefits guidance, transfer credit information, computer classrooms and space for special events. Scholarships are available to qualifying servicemembers and community college transfer students. UMUC at Quantico will also allow students from Germanna and Northern Virginia Community College, institutions that have signed articulation agreements with UMUC, to take advantage of on-site courses. Local partnerships, including an alliance with the Prince William Chamber of Commerce, will offer some members a discount on UMUC coursework. Javier Miyares, the president of UMUC, cut the ribbon. Also in
attendance were Jim Selbe, senior vice president of UMUC; Paul Milde III, of the Stafford County Board of Supervisors; Tim Baroody, director of economic development and legislative affairs in Stafford County; and Marie Cini, the acting provost.
Stepping Up To Support Military Families In early October, Dr. Jill Biden and Army Chief of Staff General Raymond Odierno, along with the American Association of Colleges for Teacher Education (AACTE) and the Military Child Education Coalition (MCEC), celebrated a milestone achievement for Joining Forces’ “Operation Educate the Educators.” More than 100 colleges and universities have signed on to the Joining Forces commitment that will help prepare educators to lead classrooms and develop school cultures that are more responsive to the social, emotional and academic needs of children in military families. Joining Forces is the national initiative started by First Lady Michelle Obama and Biden which aims to educate, challenge and spark action from all sectors of society to ensure veterans and military families have the recognition and support they have earned. “As a military mom and as second lady, I have heard over and over from military families just how important it is that school be a supportive environment for children. Military children on average attend six to nine different school systems. Through each transition, they are faced with leaving their friends, and adjusting to
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new schools and new surroundings, all of which can affect a student’s opportunity to achieve academic success,” said Biden. “As a teacher, this issue is particularly close to my heart. Through Operation Educate the Educators, I know future educators across the country will be better prepared to make a difference in the life of a military child.” The milestone was announced at George Mason University, one of the participating institutions. By committing, each signatory agreed to implement the guiding principles in their preparation programs and partner with pre-K-12 schools to ensure future educators have the knowledge and skills necessary to meet the needs of military-connected children. For example, at Saint Leo University, the School of Education and Social Service has created a multidisciplinary committee that is developing workshops to train current and future teachers, as well as conduct outreach to school district personnel, to meet the needs of militaryconnected students and families. Kansas State University’s College of Education has hired a full-time instructor to work with the chair of Curriculum and Instruction to outline priorities
that ensure the guiding principles are integrated into coursework, and to establish relevant resources for faculty and students. “Operation Educate the Educators addresses an important, and sometimes overlooked, need for educator preparation programs to make certain their graduates can successfully navigate the unique learning obstacles that many military connected students face,” said AACTE President and CEO Sharon Robinson, Ed.D. “Dr. Biden has shown outstanding leadership in her support of this program. AACTE is proud to join forces with Dr. Biden, the White House and MCEC to continue expanding this valuable partnership.” “The Military Child Education Coalition is thrilled by this progress, which is a direct result of our partnership with AACTE,” said MCEC President Mary Keller, Ed.D. “Military children are already benefitting from Dr. Biden’s vision for this initiative. We are grateful to those institutions that have made a serious commitment to prepare educators to serve military children. Supportive educators who are aware of the specific challenges faced by military children will make a significant difference in the lives of our nation’s military families.”
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SNHU Launches Online Degrees in Nursing With an aging population and heightened attention being given to critical health care issues, the demand for well-trained nurses has never been greater. In addition, the Institute of Medicine (IOM) has called for 80 percent of all nurses to possess a four-year degree by the year 2020. Southern New Hampshire University has answered that call with the launch of its online nursing program, which not only meets the need for baccalaureate-prepared nurses but also offers opportunities to advance to a master’s degree in specialty areas seen as a bridge to helping to meet IOM’s recommendations for improvements in the national health care arena. SNHU’s online nursing programs provide the time and flexibility to better accommodate working nurses. “Our new RN to BSN and MSN programs address a critical shortage and serve current RNs for whom conventional campus-based programs just don’t work very well,” said Dr. Paul LeBlanc, president of SNHU. “The area in which we have come to excel is in creating very high-quality, affordable degree programs that work for adults juggling very busy lives of family, work and myriad other responsibilities.” SNHU’s online nursing programs include: Bachelor of Science in Nursing (RN to BSN), Master of Science in Nursing (MSN), with a clinical nurse leader concentration or patient quality and safety concentration. SNHU’s online nursing programs address the need for prepared nurses in such areas as education, administration, quality improvement, research, patient care, clinical leadership and more, and have been developed by doctoral-prepared nursing faculty with vast experience and expertise in the nursing field. The educational framework of the RN to BSN program allows nurses to progress from awareness to knowledge through proficiency in 11 American Association of Colleges of Nursing competencies for baccalaureate-level nursing. Nurses completing the graduate program will acquire the key competencies necessary for continuous improvement of the quality and safety of health care systems, patient-centered care, collaboration, evidence-based practice and management.
University of Southern California Launches Master of Business for Veterans Degree USC’s Master of Business for Veterans (MBV) degree was created specifically for military veterans, active military and active duty military who wish to gain formal business knowledge and develop critical thinking skills to manage or grow a business and discover the transferability of military experience and skill sets. The program is two semesters in length, and provides understanding of business including accounting and financial management, marketing and operations knowledge, effective strategies for growing and sustaining organizations, and the development of leadership and management approaches to effective organizations. The 16 full-day classroom sessions each semester involve students in an interactive learning environment with a relatively small cohort of participants within
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USC’s Marshall School of Business facilities and support activities. Class sessions meet Fridays and Saturdays over the two semesters with minimal interruption to the careers of working professionals. The MBV degree program is developed specifically for military veterans, active military and active duty military who have a less formal business background than typical MBA applicants/students. With veterans’ careers and schedule in mind, the program has minimal interference with its students’ careers, so the program is delivered in half the time of a MBA program, and at half the price. The course is structured into “themes” instead of individual courses, which allows for the students to get to know and work together as a cohort. Classes are small, composed of only 20-40 military students.
NSF Awards $11.9 Million for Sustainable Climate Risk Management An interdisciplinary team of scholars received an $11.9 million award from the National Science Foundation (NSF) in early October to support the establishment of a multi-institution research network on sustainable climate risk management strategies. As part of NSF’s Sustainability Research Networks initiative, this network is centered at Penn State University, in University Park, Pa., and spans nine additional U.S. universities and research institutes. “Our vision is to produce fundamentally improved analysis frameworks, to develop and mentor the next generation of diverse researchers, and to inform decisions for managing climaterelated risks in the Anthropocene,” said Klaus Keller, principal investigator, SRN director and associate professor of geosciences at Penn State. Scientists and policymakers alike have identified the potential for climate-threshold responses to anthropogenic climate forcings. Examples of such potential responses include a disintegration of the West Antarctic or Greenland ice sheets, persistent changes in the North Atlantic thermohaline circulation, release of carbon stored in permafrost and a dieback of the Amazon rainforest. The Sustainability Research Networks will generate knowledge and tools to help address the challenges of formulating sustainable climate risk management strategies. “Our goal is to advance the foundations of sustainability research through an integrated and quantitative approach that links the social, economic and environmental components of climate risk management,” Keller said. The Sustainability Research Networks will provide dedicated cyber-infrastructure for collaborative modeling, data sharing and synthesis across projects, and will be tightly integrated with a network of collaborators in the U.S. and beyond to gather the experts required to address these broad challenges. The networks will engage and reach out to students and teachers by sharing research results and insights through supported climate- and energy-focused professional development workshops and online educational resources. More details are available at www.scrimhub.org.
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Battlefield Educator
Q& A
Standing Up Classrooms for Deployed Students on Military Bases Catherine Lovelady Army Continuing Education System Country Supervisor U.S. Forces, Afghanistan
Catherine Lovelady was born at Misawa Air Base, Japan. As an Air Force dependent, she has lived in many different locations, including Japan, Germany, Crete, Texas and Maryland. Upon graduation from college, Lovelady taught science and several other subjects to students in grades 6 through 8 at Saint Ann’s Catholic School in San Antonio. In 1984, she was commissioned in the Air Force and started her military career as an Education and Training Officer, where she was assigned to Headquarters, Air Training Command, Randolph Air Force Base, Texas. She later became a personnel officer. Her 20-year career in the Air Force included assignments at Randolph Air Force Base, Texas, Ellsworth Air Force Base, S.D., Maxwell Air Force Base, Ala., and Peterson Air Force Base, Colo. During her career, she was named as an 8th Air Force Junior Personnel Manager of the Year, the 812th Wing Company Grade Officer of the Year, and the Joint Command Senior Personnel Manager of the Year. As the commander of the 21st Mission Support Squadron, her squadron was named the Best Large Mission Support Squadron in the Air Force. She retired from the Air Force in 2004. In June 2006, she entered civil service as a civilian personnel specialist at Peterson Air Force Base, Colo., where she provided training on the National Security Personnel System for the base population. In 2007, she became an education services specialist at the Peterson Education Center. There she served as the Air Force point of contact in Colorado Springs for the pilot MyCAA program, providing education funds for military spouses. Upon completion of her counseling practicum, Lovelady became a guidance counselor. She was named the Air Force Space Command Civilian Specialist of the Year for 2011. Lovelady is currently deployed in support of Operation Enduring Freedom from Peterson Air Force Base through the Civilian Expeditionary Workforce program. She originally deployed in June 2011 as the education services officer at Camp Leatherneck, Afghanistan, where she opened their first education center in a series of tents, establishing DANTES and Army Personnel Testing sites. In January 2012, she moved to her current position as the Army Continuing Education System country supervisor. In this position, she is responsible for the oversight of the nine education centers and four satellite centers in Afghanistan. Lovelady holds a bachelor’s degree in biology from Incarnate Word College, a master’s degree from Webster University in human resources development, and a certificate in college counseling from the University of California Los Angeles Extension. She is also an in-resident graduate of Squadron Officer School, Air Command and Staff College and Armed Forces Staff College. 16 | MAE 7.9
Q: Could you outline your responsibilities as an ESO and as the Army Continuing Education System [ACES] country supervisor? A: As an ESO, you’re responsible for the day-to-day operations of your education center just like when you’re at home station. In the deployed environment, it’s even more so, because you’re generally the only government employee there. The rest of the employees are contractors who don’t work directly for you. This means your responsibility goes beyond that of just a normal education center, where you take care of day-to-day business and make sure the types of services being provided to your clients are appropriate, to also the aspect of working through the contractor piece and doing oversight of your contracted employees. It’s kind of a dual-hatted job in that sense. When you’re in the States or another site, a lot of times your employees are also government employees. Here, you’re also a working ESO, you’ll have a counselor aid, but you do counseling, too. So you have more contact with the servicemembers than you normally would have in a typical education center. On the other hand, you also don’t have all of the administrative responsibilities of a home station education center. You normally aren’t working with a budget, for example. In contrast, in the country supervisor position, you now are looking at the oversight of nine education centers and four satellite centers. I am the interface between the contracting officer, representative and my ESOs. I make the hiring decisions, do the annual budget for the country, and the initial training for the ESOs coming in; I have www.MAE-kmi.com
Above: Lovelady poses with two local Afghan children, graduates from an English language program. [Photo courtesy of Catherine Lovelady] Right: The Bagram Education staff [Photo courtesy of Catherine Lovelady]
different reports to complete. When any issues come up, especially issues with countrywide impacts, I get involved. If there’s anything that goes wrong, I’m normally involved with those issues too. Fortunately, we have many great people out there so we generally don’t have that trouble. Q: How did your experiences as a member of the Air Force and as an Air Force guidance counselor encourage you to volunteer to work in a deployed environment? A: As a military member, I enjoyed being in a deployed environment. What I found, generally speaking, is you have more responsibility and latitude in trying to get things done, and you have different challenges. I enjoy the challenges of a deployed environment. The other half of it is I would get calls from people from my base, and they would say, ‘Can you help me do this, because there’s nobody over here to help me with this.’ I felt a responsibility to go do this. When I saw the criteria come through with the call to volunteer, I thought, ‘Why not? This is my chance to go over and to help folks who are over there doing a really hard job.’ Q: When many people think about education opportunities while deployed, distance learning—online education—is the first option that comes to mind. What should people know about the education resources available in Afghanistan and at remote FOBs? A: I think people would be really surprised to know how much is available here in Afghanistan. When folks deploy, the first thing they think is, “I have to do my classes online, or I’m not going to be able to do classes at all.” And then when they come over here—especially at our larger sites, where we have what I’d call full-up education centers, they find we have on-site classes. Here at Bagram [Airfield], we basically have two full-time professors—so we have a great selection of classes every semester. This semester, we have a total of 19 classes. So you can come over here and you can actually have a class face-to-face with a full-time professor. We also have adjunct professors from the population, so there is quite a bit available. In addition to that, we have testing services, so if somebody wants to take a test, we can typically give it. We can’t do all the tests; we do have some limitations because of our Internet connection. But we can do a lot of the testing—we’ve administered www.MAE-kmi.com
literally thousands of exams this year alone. We also do military-specific testing. If someone comes in and says, ‘Hey, I have to take the ASVAB,’ we can administer the proper exam, regardless of their service. We just recently stood up the first DLAB and DLPT testing in the country. While we can only do those exams in one location right now, it is an option for people and now they don’t have to go out of country anymore to take the exam. We have counseling services. If someone is having issues with his GoArmy Ed account, we have folks here who can help with the process. We can also help members who aren’t in the Army. We also have learning centers, with commercial Internet available. So, if people are working online classes or need to do research and need to be able to access a computer, we have that available for them. There are actually quite a bit of resources available where we have our full-up education centers. Now, we obviously can’t be everywhere in the country. There are lots of forward operating bases [FOBs] all over the place, but we can work with them if they have somebody qualified out on the FOB to run classes. As far as testing, our test control officers—who are also the ESOs—will actually take the exam out to a FOB to test people. Obviously it’s hard to do for just one person, but we can get groups ready to test together, and we actually carry these tests out to the FOB, hop on a helo—or fixed wing depending on what’s available out there—land, do those tests and bring them back. In addition, we also have some free classes we can do, such as Leadership Skills Enhancement Instruction. Those courses are about 20 hours long, and Central Texas College awards one semester hour of credit in management upon successful completion of those courses. In addition, we also have FAST classes, which are Functional Academic Skills Training classes, which provide basic English and math skills that are going to better the servicemember. And hopefully when they want to take something like the Air Force Classification Test again, this class may help them improve their scores on the exam. Q: Do servicemembers need to be signed up with the schools that the professors are affiliated with, or can they sign up on a whim while deployed? How does that work? MAE 7.9 | 17
Above: Students take notes during a class session in a tent at Camp Leatherneck—a little more rustic than a typical classroom. [Photo courtesy of Catherine Lovelady] Right: Marines came in from the field to take this exam at an FOB in Helmand Province. [Photo courtesy of Catherine Lovelady]
A: The three schools we have out here are University of Maryland University College [UMUC], Central Texas College and Embry Riddle Aeronautical University. With UMUC, they enroll as a non-degreeseeking student, so they can take courses from them separately as an independent course without having to be a degree-seeking student with them. The same applies to the other colleges. All they have to do is make sure the course they are taking will transfer to the university they are attending. Of course, we’ll also help students enroll with any university eligible for TA. Q: You are located at the Bagram Education Center in Afghanistan. What are the challenges of providing education opportunities in a warzone? Are there any similarities to providing support while stateside? A: I think probably one of the bigger challenges is you can’t have everything everywhere. We must evaluate where we can get the most impact with the limited resources we have. We have several full-up ed centers—and in some areas we have satellite centers, which are staffed with only a counselor aide—so there are many more limitations on what can be done there. The employees at the satellite centers help
facilitate standing up courses and provide some basic counseling services. It’s not like most bases, where there is normally an education center. Of course, in the military, the mission always impacts what you can and cannot do, and we probably have more impact with the mission [in a deployed environment]. There are times people aren’t going to be in class, because the mission dictates they’re going to have to go outside the wire. Our professors know this, and they work with the students as much as they can. We also have issues with changing security conditions. There are times when we can’t have class for whatever reason because of those changes, although it’s fairly rare. Employee turnover [is another variable] because our offices are staffed mostly with contractors who come down on six-month contracts. Some of them will only stay six months; some will stay a year; some will stay longer. But there’s probably more employee turnover in our offices than you would have at a home station education center. Of course, that always impacts training. Whenever you get new employees, it takes them a certain amount
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of time to get acclimated and adjusted to their new work areas and responsibilities. It’s a challenge we face on a continuous basis. As far as the similarities, we’re all trying to do the same thing. We’re trying to provide opportunities for our servicemembers to continue their education. We still have the same challenges being in charge as an ESO would have at home station, although sometimes it’s intensified by having more employee turnover and the security conditions we have to work under. But all in all, it’s probably more alike than it is different.
will be coming over and lugging a lot of gear and walking around in your protective gear. Going out [to remote FOBs] to test, you’re wearing 30 pounds of gear and carrying another 30 pounds of tests in your bag—that’s 60 pounds you’re lugging around. The Air Force [puts their ESOs through] the same Combat Airmen Skills Training they put all of their airmen through to come over here. So we went out and learned how to do chart a heading, read a compass, etc. It’s not just your normal job where you sign in and find out about the employee benefits.
Q: How does one volunteer to become an ESO in a deployed environment like Afghanistan? What are you looking for when hiring an ESO?
Q: Before you became the ACES country supervisor, you were the first ESO at Camp Leatherneck. What was that like? Do you have any advice for deployed ESOs looking to expand their education facilities and resources?
A: We’re all hired through a process that goes through the Civilian Expeditionary Workforce. The process starts at the website [www.cpms. osd.mil/expeditionary]. It will vary a bit from service to service, but basically that’s how you volunteer; it’s the vehicle to get you over here. Probably the [most important quality] I’m looking for is someone who has experience in a military education center. You don’t have to be an ESO previously in order to get over here—obviously it helps and is a plus when we’re trying to bring somebody in, but we’re willing to take people who want the experience, because most of them do a great job. We check with their bosses, and get a pretty good read on [prospective ESOs] before they come over here. What we found is, as long as they know some of the basics, they can learn the rest. Just because someone isn’t an ESO already doesn’t mean they shouldn’t try and volunteer for something like this. But the big thing is, they really had to have worked in a military education center, because in the end they’re going to be the one responsible for the program at their deployed site. They have to know the rules, where to find the guidance, and how to be able to reach out and find the information they need.
A: It was great fun going to Leatherneck. When I arrived, we basically had a tent as an office, and we had another tent for a classroom. Our office had a two-person desk, with a couple of laptops and a couple of metal folding chairs. In the classroom, we managed to get a whiteboard, we borrowed an overhead [projector]. Our screen was a sheet we managed to find. For some reason, all of the sheets in the exchange were all green and blue, so we had to find a white sheet and that became our screen. We started from there and just kept going. There were two of us there initially, and then the rest of the contractor staff came in. Every month or so, we brought online a new program and just continued to build. In about four months, we’d gone from
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Q: What advice would you give to a new ESO starting out in Afghanistan? A: Probably the best advice is that he or she needs to be a problem solver. There are going to be plenty of problems that come up here—as they do in home station—and the old military adage, “adapt and overcome” is very important. It’s a little bit different here than in a normal home station. I once heard being the ESO described as the loneliest job in the education center because it’s not like home station where you have a whole chain of command at the same location. There is a chain of command here, but it’s a different type of animal. You have to learn to work autonomously and to solve problems as you get them. Likewise, you have to learn to network. One of the challenges here is you don’t have a budget for everyday items such as paper and pencils, whereas at home station you would. All of our logistical support here comes from the unit supporting us. Well, as units change over, all of a sudden they’re like, “Well, who are you, and why am I having to give you your toner cartridge?” You have to learn how to network to make things work—to be valuable to the command—so you can get those supplies. You have to be able to team build. Again, with the contractor workforce oftentimes changing over, you really need those skills to bring people together and make an effective team. It requires you to be very proactive. And then on the physical side of it, you want to be physically ready for coming over here. It’s not so much you have to get up every morning and do a 5K with the military or anything like that, but you www.MAE-kmi.com
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MAE 7.9 | 19
that same desk and a couple of tents to five tents. We had a group offer to build desks for our classroom; we managed to make those classrooms a little bit better, and we had classes going and programs running. After I left, the person who came after me kept going on, and now less than a year later, there’s actually an ed center building, a regular building with three classrooms and a huge learning center and offices for the staff, so it was a great thing to be a part of and watch grow. As far as anybody expanding their services goes, it’s the same thing: You’ve got to come, let people know what services you have to offer, analyze what is needed at your site, and become a valuable part of the team. If people realize what you’re bringing to the fight, they’re going to help you get those things up and running. Because education became important and something people wanted to do, we were able to get the ed center building going at Leatherneck. Even when they were starting to look at projects they needed to cut, in the end, the ed center building was still on the books. A few months after I left it was a reality. Q: What is the most significant lesson you’ve learned during your time in Afghanistan? A: I think the old Air Force saying, ‘Flexibility is key to air power’ applies to what I’ve learned here. Flexibility is very important. You can’t come in and believe everything’s going to go perfectly by the book. You can’t expect everything to flow just the way it would at home station. There are going to be curveballs thrown at you, and you have to figure out what to do with them and how to make things work. Processes will be different from home station, and sometimes even a different process from year-to-year here, since you have different commands coming in and going out all the time. When you have a new command come in, you may have to do your paperwork differently. While you may see something similar at home station, you don’t see it as often as you would in a deployed environment. You just have to be able to say, ‘It’s okay, let me see how I can handle this today.’ The other thing is, unlike when you’re at home station, when you go home at the end of the day you return to your family, here you work pretty much 11 hours a day. We work 142 hours in a pay period. Then you go home, and you normally end up living with the same people you’ve been working with all day long. So you have to learn to be able to turn that button off and find your own time somewhere in your own space. Most of us live in some sort of a containerized scenario or a tent, and that presents its own challenges. Q: How can servicemembers be assertive advocates in their education while deployed? What should servicemembers be aware of in order to get the best guidance possible? A: I think the best thing they should know is to be prepared before they leave. We have many different services here, and the services all have different systems and sometimes we don’t have the ability to get into the systems; we’re primarily Army-based over here. So we have GoArmyEd, etc. You can be in the Air Force or Marines or Navy and use our services, but sometimes it means you need to ensure your records are updated and everything is taken care of as far as the prework before you get here. It will make things go much smoother. You can also probably figure out what’s available here before you even leave your home station. And if you know what’s available, it makes it 20 | MAE 7.9
a little bit easier to get things going once you get here. There’s probably someone in the unit you’re replacing who can tell you if there’s an education center at the location, and if so, do they have a phone number or email address for someone there so you can find out what’s available, what courses may be offered. Then you can do work ahead of time to see if your school would accept those courses, for example. A lot of it is being proactive. As far as getting the best advice, the best guidance, is the same as every place you go. Consumers—and really, students are consumers to some extent—need to do their homework to make sure what they’re doing is correct. They can go to any school they want to, but it’s their responsibility to make sure the school is right for them. Guidance counselors can help them in that direction, but in the end, it’s the servicemember’s decision about what school he/she wants to go to. The more knowledge you have, the better decision you’re going to make in the end. Q: What additional resources do you suggest servicemembers look into to maximize their TA benefits? What scholarship programs do you wish more servicemembers knew about? A: Servicemembers are so fortunate they get such a great benefit by having tuition assistance. A lot of folks stop right there—but there are opportunities beyond tuition assistance. For example, they can still apply for FAFSA, and maybe get grants to help pay for the books. It can help pay for classes if they use all the tuition assistance money they get each year. A lot of them don’t look to see if the school itself has special programs or grants designed for military members. Some of the schools have special book grant for military members, or discounts for their books. So I think it’s important for all students, whether they are coming over here or not, to know there’s more out there besides their actual TA benefits, and it’s worth taking the time to investigate and apply. Q: Do you have any closing thoughts you’d like to share? A: It’s a tremendous opportunity for someone to come over here and experience being an ESO in this environment. I can guarantee it’ll be one of their favorite challenges, when everything is said and done, and probably the highlight of their career. Most people leave here really having enjoyed the experience. You will encounter challenges along the way, and it’s a growth opportunity. Some people come over here not having been an ESO before, and they grow into these jobs. I know a lot about Air Force programs, but I never knew about Army programs. When I was at Leatherneck—that’s a Marine base—I learned about Marine Corps TA. In the end, I’m a better employee for having done this, and I believe it will lead to more opportunities or options in the future. For the people willing to send their folks over here, I can guarantee they’ll get back a better employee, someone who’s had more experience, who’s had the opportunity to rise to the challenge. You probably won’t have a job where you’re this autonomous in the education system. Because you’re out there by yourself, even though we have people here and behind us to help, you’re really there on the ground doing day-to-day tasks on your own. You’re going to get a chance to be a boss and run the program, and have something that’s your baby, that you can make a better place than it was when you got there. I wouldn’t change the time I’ve had—I’ve been here 17 months now—and it’s been a great opportunity for me and an experience I’ll always remember fondly. O www.MAE-kmi.com
Serving the
Behind the Federal initiatives and university programs consider the unique needs of the spouses of military servicemembers to ensure their transitions to successful careers. By Laural Hobbes, MAE Editor that the military spouse lifestyle may negatively impact employWhen people think about the sacrifices made daily by Ameriment opportunities—specifically those frequent moves, deploycan servicemembers, they consider time spent in warzones and ments and long hours that keep servicemembers from assisting the challenges of maintaining strong familial bonds from afar. with parenting, and living in areas with poor local labor market However, other individuals are also worthy of accolades for their conditions,” said Jaime Winne Alvarez, the director of media relaperseverance and patience, and these hardworking folks may not tions and communications at Syracuse University’s Institute for necessarily be identifiable by uniforms. The spouses of serviceVeterans and Military Families. members face many challenges, whether their partner is deployed According to a study from the Departments of Defense and or stateside. Initiatives recently undertaken by the government Treasury, nearly 35 percent of military spouses in the labor force encourage the career success of servicemember spouses—and require licenses or certification for their professions. These many universities have established policies to assist these indilicenses and certifications may not transfer across state lines. “It viduals achieve their education goals. can take one to three months—or more—to obtain a new state “Spouses [often] carry the lion’s share of responsibilities at credential after a military move,” Alvarez said. To combat this, the home. If a car or appliance breaks down, they have to handle that federal government has encouraged states to enact more lenient because oftentimes the servicemember is out in the field or overlicense portability laws. “As of June 2012, there are currently 23 seas. So they have a lot of responsibilities,” said Karl Hoffman, the states that have adopted pro-military spouse license portabildirector of military outreach at Columbia Southern University. ity measures,” she said. “This allows military Other challenges faced by military spouses include spouses moving to different states to quickly parenting, work responsibilities, commuting time and efficiently join the workforce. Bills such as and finding affordable childcare. If they’re in those supported by [Michelle Obama] and Dr. Jill school, the uncertainty of how long they will be Biden have facilitated transferring licenses and somewhere can make committing to a full degree certifications more easily and have helped miliprogram difficult, as can accreditation nuances if tary spouses to obtain—and maintain—their they’ve switched schools during their education. employment.” A report published by the Departments of The differing licensure requirements from Defense and Treasury found that military families state to state may prevent these resilient indiwere 10 times more likely to have moved across viduals from seamlessly transferring credits state lines in the last year compared to civilian Karl Hoffman from schools or obtaining new licenses for families—and with a new location comes the chalprofessions whose license specifications vary lenge of hunting for a new job. “Research has found karl.hoffman@columbiasouthern.edu www.MAE-kmi.com
MAE 7.9 | 21
and economic path forward for military family members-turned from state to state. “I had to get my licensure from Massachusetts, caregivers to a wounded warrior, and/or for surviving spouses of a then get more training in Alaska, and then here in New York in military member who gave his or her life in service my original career,” said Cynthia Kao-Johnson, to our country,” Alvarez said. “The EBV-F intea military spouse and M.S. candidate at Syracuse grates training in small business management with University who previously worked as a trauma and caregiver and family issues, positioning the family addictions counselor. “Even if I’m licensed with a member to launch and grow a small business in a professional association, there are exams to retake. way that is complementary or enhancing to their Then, [there’s] paying state fees each time you other family responsibilities.” move. Although there’s always work available [in Syracuse’s other military-family oriented procounseling], it’s hard as a military spouse to keep grams include Veteran Women Igniting the Spirit up with the changing state laws each time we PCS of Entrepreneurship (V-WISE) and Operation [make a permanent change of station],” she said. Endure & Grow, which also provide tools and The recognition of the employment difficulties business fundamentals to female family members/ of military spouses spurred the development of Jaime Winne Alvarez spouses of servicemembers and veterans. V-WISE is MyCAA, or the Military Spouse Career Advancejlwinne@syr.edu open to active duty military spouses and spouses/ ment Accounts program. By accessing a portal partners of veteran business owners, while Operaonline at https://aiportal.acc.af.mil/mycaa, spouses tion Endure & Grow is open to first-degree family of active duty servicemembers and activated Guard members of those serving or those who have served and Reserve members in pay grades E1-E5, W1-W2 in the National Guard and Reserves. V-WISE, a and O1-O2 can receive up to $4,000 of financial training program in entrepreneurship and small assistance to alleviate the cost of employment business management, focuses on helping women preparation programs. The money, which has an learn the business-savvy skills necessary to turn an annual fiscal year cap of $2,000, can be used towards idea or start-up into a growing venture. “V-WISE associate degrees, licenses, certificates or certisupports our military spouses in their choice of fications related to portable career fields. Money entrepreneurship as a career path that lends to awarded from MyCAA can cover an array of edurelocation and the development of an extensive cation resources, such as state certifications for Cynthia Kao-Johnson professional network,” Alvarez said. teachers and prep courses, and counselors affiliated Meanwhile, Operation Endure & Grow consists with MyCAA can provide their expertise in resumeof online training for military family members writing, interview techniques, job searching suggesof National Guard and Reservists, focused on the tions and relocation planning. fundamentals of launching or growing a small Military spouses may also apply the remainbusiness. “The program’s flexible structure suping funding from their partner’s Post-9/11 GI Bill ports the lifestyle of a military spouse with the benefits to education programs. Schools that parunderstanding that he/she may have taken over a ticipate in the Yellow Ribbon Program, which pays business in the midst of deployment or has chosen up to a matched portion of the GI Bill that goes entrepreneurship as a career path that can reloover the yearly limit on tuition and student fees, cate,” Alvarez said. can also alleviate the financial burden. For the most Fisher College, a school with online compopart, military spouses at Syracuse University, in Tom McGovern nents as well as brick-and-mortar locations in BosSyracuse, N.Y., use education benefits available to tmcgovern@fisher.edu ton, embraces a flexible attitude when it comes to them under the GI Bill. “Syracuse offers associate, supporting the academic needs of military spouses. bachelor’s and master’s degrees part-time, which “We accept credits [from] any accredited university—nationally tends to appeal to military spouses because of the flexibility inheraccredited and regionally [accredited schools],” said Tom McGovent through these types of programs,” said Alvarez. “Depending on ern, Ph.D., the president of Fisher College. The school accepts the program, courses are available to military spouses on-campus up to 30 credits from previously attended schools for associate during days or evenings or through a variety of flexible course programs and up to 90 credits for a bachelor’s degree. formats, including online, weekend and condensed.” “The bouncing around can be so disruptive to finding a job The portability of Syracuse’s multimedia, photography and and getting a degree, so we do everything we can do to accommodesign program appealed to Kao-Johnson. “I made the decision date [military spouses],” he said. “We offer highly flexible degree to switch over to [this program] in order to create a better ability programs in the areas of leadership and public administration, to effect positive change in others and to have more control over and they’re priced to meet the cost for credit offered by the tuition my employment, while also assisting my husband. In 2009, he was assistance component of the Post-9/11 GI Bill.” wounded in combat in Iraq, and he’s still undergoing reconstrucMany students at Fisher College choose to study management, tive surgery to his knee damage from an IED blast,” she said. business administration, marketing and psychology. “There’s Syracuse also offers multiple entrepreneurship training procurrently a 12.1 percent jobless rate among veterans. Many are grams, which teach the fundamentals and tools of business married and have dependents in addition to spouses, so we want ownership. One program, the Entrepreneurship Bootcamp for to offer [military families] practical degrees and assist them in Veterans’ Families (EBV-F), is “designed to leverage the flexibility career placement,” McGovern said. inherent in small business ownership to provide a vocational 22 | MAE 7.9
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Accounting major Connie Costa’s husband encouraged her to take advantage of his GI Bill benefits when she needed to find employment. Costa knew she wanted to earn a bachelor’s degree in accounting from an accredited school that offered evening classes and online classes. “Fisher College was my best choice … [and] has been very helpful in addressing and processing all VA paper work and questions. “I’m currently enrolled in an online financial accounting course, [which] has helped me understand many accounting transactions,” Costa said. The course has already improved her understanding of Quick Books, the software she uses in her new position as an office manager. “Accounting is something that every business needs. Although I haven’t graduated yet, I’m certain once I get my degree finding a job in my field will be much easier.” Columbia Southern University, an online institution with administrative offices in Orange Beach, Ala., also considers itself to be military-spouse-friendly, and aware of the needs of this population. “We make spouses’ education as accessible as possible. We have a per course model that is designed with enough flexibility [to give] a spouse who is busy with kids and a job the ability to achieve their academic goals,” said Hoffman. “Students don’t have to be online at a specific time, there’s no group work, and textbooks are sent directly to their homes.” Columbia Southern University, despite operating online, uses its support staff to help students—even from a distance. A virtual student services center and a “success center” that provides tutoring also assist students. “The tutoring opportunities are one on one—generally on the phone or over the Internet,” Hoffman said. Career services staff may be employed to help students learn more about credentialing from state to state. “If a student knows they’re moving to another city, career services can help them with interview techniques, resumes, any remediation. They can discuss what current trends are and what the industry is looking for right now.” The majority of students at Columbia Southern University enroll in business administration programs, associate of arts in general education, and associates of applied science degrees in business. “We are currently seeing a huge shift toward business and human resources,” Hoffman remarked. “Business is probably one of the most portable career fields.” All of the programs provide a solid education foundation in business or general studies. These programs are diverse and prepare military spouses for multiple career opportunities, which can be beneficial if they must move to a new location. Bellevue University offers online degrees and classroom education in multiple locations in Nebraska, Iowa and South Dakota. “[Online degrees] provide a transportable program,” said Willie Woolford, the assistant director of military programs. At Bellevue, the most popular degree programs include health care, business administration and management of human resources. “These skill sets are needed at most any military location and in the civilian communities. Many of our programs assist students to achieve credentialing, such as project management, clinical counseling and healthcare administration.” At Bellevue, scholarships may be used in conjunction with Post-9/11 GI Bill benefits. Scholarships are applied first, then the GI Bill benefits. However, because Bellevue University does not offer associate degree programs or certificates, it no longer qualifies for the MyCAA program, which changed its requirements. www.MAE-kmi.com
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the professional development of those serving in the military education community by providing a forum for the exchange of information on educational programs, strategies and innovation among its members and associated partners. Informative Sessions • Social Events Expansive Trade Show • Networking For Exhibits and Sponsorships: 410-997-0763 ccme@epponline.com www.epponline.com For Registration: www.ccmeonline.org
24 | MAE 7.9
Bellevue’s military outreach efforts include sending regional managers to visit local military installations to assist servicemembers and their families with education assistance, and providing military spouses with scholarship opportunities at the nearby Offutt AFB. “As the largest provider of education to Offutt AFB, we want to support our local spouses in their effort to work on their educaWillie Woolford tion. Spouses receive the same level of support as the military member,” willie.woolford@bellevue.edu Woolford said. Many scholarship opportunities exist for military spouses—it’s just a matter of knowing how they will interact with either GI Bill benefits or Yellow Ribbon funding, since Yellow Ribbon and GI Bill money won’t be accessible should additional scholarships be used. The Joanne Holbook Patton Military Spouse Scholarship, named after the wife of the late Major General George Patton, awards scholarships of up to $1,000 to spouses of active duty, National Guard and Reserve, retired or deceased servicemembers. The scholarships may go towards professional certification, post-secondary degrees or graduate schools. Applications open on December 1, 2012, and may be accessed at www. militaryfamily.org/our-programs/military-spouse-scholarships. Columbia Southern University offers a scholarship to military spouses called The Hero Behind the Hero scholarship, which covers two years of tuition for a degree program. “The only thing it doesn’t cover is books, so the student will have a full ride for two years to earn a complete associate degree or work towards a bachelor’s or masters program,” Hoffman said. When considering schools, prospective students must do their research. “I would look at reviews such as the Princeton Review or other magazines that rate schools, including the graduation and retention rate,” advised Syracuse University’s Kao-Johnson. “I’d also plan ahead financially if the school you want to attend does not have a Yellow Ribbon Program in order to decrease reliance on student loans so [you] can graduate without a lot of debt. Lastly, if student loans need to be used, look for the best loan interest rate and find out if there are grants, bursaries, or loan forgiveness programs for that student in their field. “With the economy changing, organizations are less likely to hire military spouses since they know you will be temporarily stationed there,” she continued. “So your resume can look choppy. My [suggestion] for keeping it up to date is to volunteer when you can’t find paid work, or constantly update your education. If [you] choose to stay home when the children are young, having a volunteer position or working part-time helps keep your skills current. “Lastly, the most important piece of advice I have is to get connected! Getting to know someone that already works in [your ideal field] is important for getting a realistic view of whether you are best suited for that position. They can also give you tips on how to succeed. Get assessed by a career counselor or someone who can help you work on your strengths and weaknesses,” Kao-Johnson concluded. O
For more information, contact MAE Editor Laural Hobbes at lauralh@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
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CCME GRAPEVINE
Dissecting Cohort Default Rates
By Michael Heberling CCME Vice President
As part of the Higher Education Opportunity Act of 2008, Congress changed the cohort default rate (CDR) reporting period from two years to three. This September, the Department of Education published the first official Three-Year Cohort Default Rate for fiscal year 2009. (There will be a transition period without sanctions through 2014.) If a school has a 30 percent or greater CDR for three consecutive years, it could lose its eligibility to participate in the Federal Direct Loan and Pell Grant programs. Other sanctions come into play if the default rate exceeds 40 percent in a single year. Here is how the new Three-Year Cohort Default Rate for FY09 is calculated: ~ 489,000 Borrowers Defaulted* Between October 1, 2008 & September 30, 2011 (3 Years) 13.4% =
x 100
~ 3.6 Million Borrowers Entered Repayment Between October 1, 2008 & September 30, 2009 *A borrower is considered in default after missing payments for 270 consecutive days.
The table that follows compares the two-year and three-year default rates for public, private (non-profit) and for-profit schools. Cohort Default Rate Public Private For-Profit TOTAL
Two-Year (FY10) 8.3% 5.2% 12.9% 9.1%
Three-Year (FY09) 11% 7.5% 22.7% 13.4%
As you can see, when you increase the criteria window by a year, the default rates increase for all schools. And second, the rates significantly go up for the for-profit schools. Based on this summary of default rates, it would be very easy to simply conclude that this is just another ongoing for-profit problem and move on. However, this problem has been building for decades. In the mid-70s, the federal government started to shift its emphasis away from grants to loans. Back then, student debt was not significant. But as the inflation rate for college tuition and fees has far outstripped the Consumer Price Index (and even health care) for over 40 years, higher education has become extremely expensive. As a result, defaulting on student loans is now a very serious problem. A four-year downturn in the economy has only exacerbated the situation. Today, student debt exceeds $1 trillion—greater than credit card debt.
So Who Defaults? In 2009, Jacob Gross, Osman Cekic, Don Hossler and Nick Hillman summarized 41 different student loan default studies in www.MAE-kmi.com
the Journal of Student Financial Aid. Here are some of the major findings from their article, “What Matters in Student Loan Default.” • As age increases, so does the likelihood of loan default. • The more dependents in a family, the greater the likelihood of default. • Students whose parents had higher levels of formal education were less likely to default than first-generation college students. • The higher the family income, the lower the likelihood of default. • Students who dropped out or earned a GED were more likely to default than students who had earned a regular diploma. • As class rank, standardized test scores, and GPA increase, the likelihood of default decreases. • The more a student borrows, the greater the chance of default. • The longer it takes a student to complete their education, the greater the odds of defaulting. • Completion is the strongest single predictor of not defaulting. When viewed collectively, these findings present a very clear picture of who is most likely to default on their student loans: the nontraditional student. In other words, the more nontraditional the student base, the more likely there will be a high CDR. While the overall public school CDR is 11 percent, the community college CDR is close to 18 percent. The same high default rates are to be found in other schools with large nontraditional student bodies. These include urban schools, private non-profit career colleges and historically black colleges and universities. The upshot of the all this is not a pretty picture. As we fully transition from the two-year to the three-year time frame in 2014, expect to see a significant increase in CDRs for all schools that have a large nontraditional student base, especially if the economy does not turn around. This will result in ever-increasing calls for these schools to “clean up their act.” While better financial aid counseling will help, many schools will feel intense pressure to change their admissions standards away from nontraditional students. By reducing access, the potential student pool will be smaller, forcing these schools to cut back or to close marginal sites. Cutting off the lower steps of the education opportunity ladder for nontraditional students is very troubling to me personally. My father, a high school drop-out, was able to go to college after World War II using the GI Bill. Clearly a high-risk, nontraditional student, he was provided with the opportunity—not a guarantee—to pursue a college education. Not only did this education (a B.A. and M.A.) benefit my father, who retired as a lieutenant colonel in the Air Force, it carried over to his children as well; his three sons have master’s degrees. O Note from Joycelyn Groot, president of CCME: “This month, we are pleased to have an article by Dr. Mike Heberling of Baker University. Enjoy Mike’s article, and remember to attend our 2013 CCME Symposium at the Hilton San Diego Bayfront Hotel. See you there!” MAE 7.9 | 25
MONEY TALKS
Compiled by KMI Media Group staff
Alabama State University Awarded More Than $300,000 NSF Grant The National Science Foundation (NSF) is awarding Alabama State University a grant for $366,648 over the next four years to offer scholarships to qualified students who are interested in earning a degree in science, technology, engineering and math (STEM) disciplines. The project, titled “Scholarships to Promote Retention and Graduation Rates in STEM Disciplines,” will begin awarding scholarships each year under the direction of Manoj K. Mishra, Ph.D., assistant professor of biology; Rick Drake, assistant provost and vice president of Student Affairs; and Elijah Nyairo, instructor of chemistry. The grant will provide scholarships to 10 students per semester during the four-year period. “This grant will also focus on integrating education and research activities in the emerging areas of biology, chemistry, mathematics and computer science; and enhance STEM major preparation and provide advising to increase the number of low-income groups into the STEM fields,” said Mishra. Applicants will be required to complete an application package that will include grade verification, research interest and career goals. A student’s eligibility for financial scholarship also will be based on individual student needs and family contributions as determined by the financial aid administrator at ASU. “The grant proposes to hire student-peer tutors who have demonstrated improved knowledge and understanding of STEM coursework to provide and assist in tutorials,” Mishra said.
WID’s Horizons Scholarship Accepting Applications Through the Horizons Scholarship, established in 1988, Women In Defense (WID), a national security organization, encourages women to pursue careers related to the national security and defense interests of the United States and to provide development opportunities to women already working in national security and defense fields. The scholarship is designed to provide financial assistance to further educational objectives of women who are U.S. citizens either employed or planning careers in defense or national security areas. (This is not law enforcement or criminal justice.) The amount of the awards varies each year. A panel of judges, composed of WID members, considers applications and makes awards once each year. WID leaders and members encourage the study of professions related to science, technology, education, and math that support national security professionals. Applicants must: • Be currently enrolled at an accredited university or college, either full-time or part- time. • Undergraduate and graduate students are eligible; undergraduates must have
• • • •
attained at least junior level status (60 credits). Demonstrate interest in pursuing a career related to national security or defense. Demonstrate financial need. Have a minimum grade point average of 3.25. Be a female citizen of the United States.
Focus of the scholarship is on the following preferred fields of study: security studies, military history, government relations, engineering, computer science, physics, mathematics, business (as it relates to national security or defense), law (as it relates to national security or defense), international relations, political science, and economics. Awards will be based on academic achievement, participation in defense and national security activities, field of study, work experience, statements of objectives, recommendations, and financial need. Completed applications, essays, recommendations and transcripts must be received no later than July 1, 2013. The application may be printed from: http://wid.ndia.org/horizon/documents/ scholarshipapp.pdf
Scarlett Family Foundation Offers Scholarships to Students in Tennessee Pursuing Business Degrees The Scarlett Family Foundation is accepting applications from September 15 to December 15, 2012, for financial aid to students from 39 Middle Tennessee counties. The scholarships are open to high school seniors planning to study business and current college freshmen, sophomores and juniors already pursuing a business degree at any not-for-profit four-year college or university in the United States. Scholarship amounts range from $2,500$15,000 a year, based on need, and are renewable awards for up to four years or until the recipient completes their undergraduate degree, whichever comes first. Scholarships are open to high school seniors and college freshmen, sophomores
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and juniors who will graduate or have graduated from high schools in 39 Middle Tennessee counties. The counties are: Bedford, Cannon, Cheatham, Clay, Coffee, Cumberland, Davidson, DeKalb, Dickson, Fentress, Franklin, Giles, Hickman, Houston, Humphreys, Jackson, Lawrence, Lewis, Lincoln, Macon, Marshall, Maury, Montgomery, Moore, Perry, Pickett, Putnam, Robertson, Rutherford, Smith, Stewart, Sumner, Trousdale, Van Buren, Warren, Wayne, White, Williamson and Wilson. “Our goal is to help students study business, earn their degrees and become future business leaders,” said Tom Parrish, executive director of the Scarlett Family Foundation. “We want to encourage people to apply if they plan
to study business, are studying business already, or have demonstrated entrepreneurial interest or leadership. “Tuition costs continue to rise and we are delighted that we can help deserving students finish their business degrees.” The foundation scholarship was established in 2006. To date, the foundation has awarded more than $2,000,000 in scholarships. Scholarship winners are studying business at 46 universities in 15 states and the District of Columbia. The Scarlett Family Foundation is a member of the Southeastern Council of Foundations. Scholarship information and applications are available at www.scarlettfoundation.org.
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The advertisers index is provided as a service to our readers. KMI cannot be held responsible for discrepancies due to last-minute changes or alterations.
MAE RESOURCE CENTER Advertisers Index The Art Institutes........................................................... 23 www.veterans.artinstitutes.edu Ashford University. . ........................................................ 12 www.military.ashford.edu/cbrne Berkeley College............................................................ 27 www.berkeleycollege.edu/military CCME.. ........................................................................ 24 www.ccmeonline.org Colorado Technical University............................................. 9 www.coloradotech.edu/military DeVry University, Graduate School of Management.................. 13 http://lp.keller.devry.edu/mae1b Excelsior College. . ............................................................ 7 http://success.excelsior.edu/degreesformilitary Park University............................................................. 19 www.park.edu/mae Thomas Edison State College............................................. 18 www.tesc.edu/militaryinfo University of Maryland University College............................. C2 http://military.umuc.edu/degreefits University of Phoenix...................................................... C4 www.phoenix.edu/mil
Calendar January 23-26, 2013 Association of American Colleges and Universities Atlanta, Ga. www.aacu.org
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February 24-26, 2013 Association of Military Colleges and Schools of the U.S. Alexandria, Va. www.amcsus.org
You helped protect our freedom. We’ll help you prepare for your future. Berkeley College proudly supports the GI Bill and participates in the Yellow Ribbon Program. Servicemember grants may cover up to 100% of tuition and fees remaining after federal and state grants are applied. In addition: • A fully staffed office supports all military and veterans programs, including DOD Military Tuition Assistance programs • CVET program for eligible combat veterans (cvet.com) • Three Veterans Resource Centers • Two active chapters of the Student Veterans Association of America
Find out more. Call 800-446-5400, ext. MC9 or email VeteransAffairs@BerkeleyCollege.edu
Berkeley College has been recognized by GI Jobs and Military Advanced Education Magazine as a Military Friendly School.
BerkeleyCollege.edu/Military • Locations in New York, New Jersey, and Online Berkeley College reserves the right to add, discontinue, or modify its programs and policies at any time. Modifications subsequent to the original publication of this document may not be reflected here. For the most up-to-date information, please visit BerkeleyCollege.edu.
MAE 7.9 | 27
UNIVERSITY CORNER
Military Advanced Education
Scott D. Palumbo Lieutenant Commander United States Navy Reserve National Director of Military Affairs DeVry University Q: Please provide a brief overview of your school’s history, mission and curriculum. A: Founded by Dr. Herman DeVry in 1931 to prepare students for technical work in electronics, motion pictures and radio, DeVry University was originally known as DeForest Training School. [Now], we are proud to be one of the largest private, degree-granting, regionally accredited higher education systems in North America. Through our five colleges of study, we offer undergraduate and graduate degree programs at more than 95 locations in the U.S. and Canada, as well as online. Our mission is to foster student learning through high-quality, career-oriented education integrating technology, science, business and the arts. We continuously update course offerings within our current degree programs and add new degree programs based on industry shifts and emerging technologies. We introduced 10 new degree offerings this year, including three new bachelor’s degrees, six new program concentrations and one new graduate certificate. Each of [our] five colleges actively researches and develops ideas for new courses and programs that will target highdemand growth areas and increase students’ appeal to potential employers. We are also working to develop more degree completion programs for transfer students and to continually measure our current offerings against employers’ hiring criteria. Q: What is DeVry University’s background in military education? A: [We were] one of the first schools approved to accept the original GI Bill after WWII. Today, we are the nation’s secondlargest provider of education to students under the Post-9/11 GI Bill. Approximately 13 percent of degree-seeking students [here] are active-duty military members or veterans. We offer special tuition rates for activeduty military personnel and their spouses, opportunities to transfer eligible military 28 | MAE 7.9
coursework toward our degree programs, and grants for veterans. Many of our locations are participants in the Yellow Ribbon program. As a member of the SOC consortium, we provide flexible policies to allow servicemembers and their families to complete degrees. Under our agreement with the Fallen Heroes Survivors Foundation Inc., we will provide special tuition rates for the spouses and children of deceased veterans of the wars in Iraq and Afghanistan. A memorandum of understanding signed with DoD will enable us to accept TA. Q: What makes your school unique in the benefits and programs you offer to servicemembers? A: We [combine] a focus on career education with regionally and programmaticallyaccredited degree programs and the ability to combine onsite and online coursework. Our military affairs team is skilled both in helping our students advance their military careers or transition out of the military into civilian careers. [We] offer regionallyaccredited programs, several of which have earned programmatic accreditation from organizations that are readily recognized by civilian employers. The key to accommodating busy military and veteran lifestyles is flexibility, and we offer students the ability to seamlessly combine onsite classes at any of our locations nationwide with online education. Q: What are some of your most popular programs, and which ones are the most appealing to military students?
A: Our top four degree programs for servicemembers are technical management, business administration, computer information systems, and network and communications management. Our most appealing degree programs are first technical management, as it allows the servicemember to complete their program in less time with qualifying prior college credits; and second, our technology-focused degree programs [computer engineering technology, electronics engineering technology, and network and communications management], which help our students gain the additional skillsets that will serve them well in their occupations in the military and allow them to prepare themselves for a civilian career whenever that may be. Q: What have been some of the biggest lessons you have learned since assuming your current position? A: Hitherto assuming my current role, I was working primarily with smaller groups of highly-educated junior officers transitioning from military service into civilian management positions. This unique group was highly sought after and gave me a mistaken sense of security regarding the ease with which veterans could expect to find employment commensurate with their skills and experience. It was not until I transitioned back into higher education and began working with the entire veteran population that I realized how much higher veteran unemployment is than the national average and how difficult it can be for veterans to demonstrate the value of their skills and experience to civilian employers. [My current] role allows me to serve the men and women with whom I served during four combat tours around the globe. I could not be more proud of [our] military affairs team and their commitment to helping our military and veteran students achieve their educational and career goals. O www.MAE-kmi.com
Journal of Higher Learning for Today’s Servicemember
December 2012 Volume 7, Issue 10
Cover and In-Depth Interview with:
Charles E. Milam
Acting Deputy Assistant Secretary of Defense for Military Community and Family Policy
Special Section Top Military-Friendly Colleges & Universities
Factoring in areas of particular interest to servicemembers such as flexibility, academic support, financial assistance and understanding of military culture, MAE evaluates the schools featured in this year’s Guide to Top Military-Friendly Colleges & Universities.
Features Servicemember Roundtable
Students tell MAE about the techniques that helped them earn degrees while deployed.
Student-Faculty Collaborations
By working intensely together, students and professors can create inventive projects—whether it’s a capstone class or designing a new course. We look at universities and academies that take a unique approach to academic collaboration.
Online Academic Support
Today’s education market is saturated with online universities and courses, the flexible hours of which can suit the schedules of many servicemembers. MAE takes a look at how professors of online courses go the extra mile to ensure that their students receive the guidance intrinsic to academic success.
Nursing
More and more veterans have found that earning degrees and certificates in the nursing field can lead to exciting and fulfilling careers.
Bonus Distribution CCME
Insertion Order Deadline: November 22, 2012 • Ad Materials Deadline: November 29, 2012