Mae 9 3 final

careers in homeland security Journal of Higher Learning for Today’s Servicemember

Special Section:

Best Practices in Measuring Military Student Retention

Transition Leader Dr. Susan S. Kelly Director Transition to Veterans Program Office

Warriors in Transition O Online Foreign Language Programs Degrees in Homeland Security O Military Police Careers

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April 2014

Volume 9, Issue 3

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MILITARY ADVANCED EDUCATION Features

April 2014 Volume 9, Issue 3

Cover / Q&A

Careers & Transitions: Careers in Homeland Security

Special Section: Student Outcomes

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20

This We’ll Defend

Measuring Up

In the post-9/11 world, safeguarding the nation is of paramount concern. The country needs military, intelligence, emergency management, public safety and homeland security leaders. Many schools now offer the latest homeland security information and strategies via a variety of degree programs.

MAE has the scoop on traditional, online and hybrid options.

Recently there has been increased emphasis on reporting higher ed student outcome statistics, spurred by goals of the Obama administration. However, many schools that serve active duty and veteran students are concerned about the methods of measuring this unique population. MAE takes a look at the concerns of VolEd experts, and explains how their recommendations might help.

16

By Kasey Chisholm

Dr. Susan S. Kelly Director Transition to Veterans Program Office

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11

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For some veterans, time spent in the military was an opportunity to develop a global worldview and learn a foreign language. For those who wish to continue their language studies and transition to a career in the field, there are a number of schools offering foreign language degrees. MAE looks at the online options, which can be a good choice for the servicemember requiring flexibility.

Personnel employed in the criminal justice system have embraced the significance of higher education. The career of law enforcement is a natural civilian progression for many military policemen, and the field is evolving into one that benefits from having collegeeducated professionals in its ranks. Here, some tips for choosing the right school for your next career steps.

Thousands of active duty servicemembers will soon be transitioning to new jobs.

If you’re looking to leave active duty, the National Guard and Reserve want you.

To sweeten the pot, they’ll soon be offering some new incentives to attract qualified and experienced transitioning soldiers to fill critical shortages in their ranks, laying the groundwork for promotion and leadership opportunities.

By Dr. James J. Vardalis

By Catherine Day

Learning to Talk the Talk—Online

Military Policing and Education

Warriors in Transition

“Transition GPS was designed to prepare you to be careerready and successful in whatever

By Nora McGann

journey you take.

Departments 2 Editor’s Perspective 3 PROGRAM NOTES/People 14 CLASS NOTES 26 CCME GRAPEVINE 27 RESOURCE CENTER

University Corner Dr. George A. Pruitt

President Thomas Edison State College

With Transition GPS, you will be leaving military service with a higher

28

awareness and confidence of your skills and abilities.”

–Dr. Susan S. Kelly

EDITOR’S PERSPECTIVE

Military Advanced Education Volume 9, Issue 3 April 2014

Journal of Higher Learning for Today’s Servicemember Editorial Editor Kelly G. Fodel kellyf@kmimediagroup.com Managing Editor Harrison Donnelly harrisond@kmimediagroup.com Online Editorial Manager Laura McNulty lauram@kmimediagroup.com Copy Editor Sean Carmichael seanc@kmimediagroup.com Correspondents J.B. Bissell • Kasey Chisholm • Catherine Day Michael Frigand • Nora McGann

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The American Council on Education (ACE) issued a brief in late March, indicating its concern about the Obama administration’s plans to rank colleges and universities. The brief, available online at www.acenet.edu, addressed the potentially damaging impact ranking systems have on higher education institutions.

Announced last August by President Obama, the much-debated proposed Postsecondary Institutions Rankings System is due to roll out in 2015. The goal is to hold colleges accountable for performance and control tuition fees. Under this system, higher-ranking institutions would get more money in the form of aid, grants and affordable student loan programs.

In a January letter addressed to Richard Reeves at the National Center for Kelly G. Fodel Editor Education Statistics, Molly Corbett Broad, president of ACE, said, “One central concern is that any federal rating system which evaluates colleges and universities based on a few quantifiable indicators will, in essence, treat all higher education institutions as if they were doing the same thing and educating identical student populations. The great diversity of institutional missions is widely and properly regarded as one of the great strengths of American higher education. But this diversity—illustrated by the different missions of music conservatories, Talmudic schools, community colleges, Christian colleges and research universities—makes it exceptionally difficult to construct a single rating system as a proxy for ‘value’ that will work equally well for all schools. Many college and university leaders are skeptical that a single indicator can fairly sum up any institution without further narrative information and interpretation.”

For schools that serve a military population, this ranking system is especially concerning. Graduation rates have been a touchy subject for veterans groups and schools. In 2012, a few articles cited an unsubstantiated 88 percent dropout rate among student veterans. But how was that retention rate calculated? Active duty students don’t often graduate in four years, true, but that’s often due to the nature of their work, not because of dropping out. Many schools don’t even differentiate among their student population when gathering graduation statistics. Now, this prospect of federal rankings, particularly those tied to monetary rewards, has schools up in arms. That’s why MAE turned to education experts in our roundtable discussion on page 20, to get their opinion on the best ways to report outcomes of student veterans in a way that shines light on the facts without unfairly punishing schools. I found it to be an enlightening discussion, and I hope you do, too.

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PROGRAM NOTES

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SVA Releases Findings from the Million Records Project A Student Veterans of America (SVA) report combining data on U.S. college degree attainment with information on veterans who have used Montgomery and Post-9/11 GI Bill benefits shows that 51.7 percent have received a postsecondary degree or certificate, a completion rate similar to traditional college students, and greater than other nontraditional students.

In recent years, the U.S. Department of Veterans Affairs has processed more than 4 million education claims for student veterans. Until now, there has been no tracking of degree completion rates. The just-released report, part of the Million Records Project, an initiative of SVA, measures for the first time how the most recent generation of veterans perform in higher education.

Among the study’s top findings: Although many take longer than traditional students to graduate, most student veterans complete their initial studies and often earn additional higher-level degrees as well. Their delayed time-to-completion is due in large part to the unique challenges facing student veterans who are atypical of traditional college students, including age differences, and sometimes pausing their studies to serve in the military—including going overseas.

“Americans have invested substantial dollars in giving our veterans an opportunity to further their education, and this report shows many positive signs that they are doing just that,” said Wayne Robinson, SVA president and CEO. “The majority of student veterans accessing their GI Bill benefits are completing degrees and showing unparalleled determination to do so, despite many unique barriers. A single deployment can interrupt a student veteran’s education for at least nine to 13 months, but they’re returning to the classroom and completing.”

For this first phase of the Million Records Project, SVA partnered with VA and the National Student Clearinghouse (NSC) to match two sets of data: a randomly selected sample of approximately 1 million Montgomery and Post-9/11 GI Bill veteran education beneficiary records from 2002 to 2010, and U.S. student postsecondary enrollment and completion records collected by the NSC. VA and the NSC removed all personal and institutional identifying information, and duplicates caused by students accessing more than one education benefit. A total

of 788,915 records were analyzed, representing approximately 22 percent of the student veteran population receiving GI Bill benefits for that period.

The report shows the majority of students complete a bachelor’s degree within four to six years; associate degrees within four. Unsurprisingly, many of these veterans do not typically follow the path of traditional college students.

Some enroll in college after high school graduation, withdraw to join the military, and then re-enroll after military service. Other veterans enroll in postsecondary institutions after they complete their military service; still others earn college credit before, during and after military service but may need to repeat some coursework that was lost due to deployments.

The study showed that student veterans are pursuing degrees that allow them to obtain in-demand careers. At the associate level, the five degree fields most often pursued were in liberal arts and sciences, business, homeland security, law enforcement and firefighting, and health professions. The top five bachelor’s degree fields were business, social sciences, homeland security, law enforcement and firefighting, and computer and information sciences.

Most student veterans who complete school enroll in (79.2 percent) and earn degrees (71.7 percent) from public schools. The remaining students enroll in private nonprofit or proprietary (private for-profit) institutions. Just more than 15 percent obtain degrees from private nonprofit institutions and 12 percent from proprietary institutions. The study also shows that a majority of public and private, nonprofit sector enrollees graduate, but some transfer out of that sector to complete their education.

The data shows that many student veterans achieve higher levels of education: 31.3 percent of the sample who initially earned a vocational certificate, 35.8 percent of the sample who initially earned an associate degree and 20.8 percent of the sample who initially earned a bachelor’s degree went on to also earn a higher degree.

Google, The Kresge Foundation, Lumina Foundation and Raytheon awarded SVA more than $2.2 million in grants to support the project.

PEOPLE

Compiled by KMI Media Group staff

promotes social progress and change.

Dr. Mike Haynie

Institute for Veterans and Military Families Executive Director Dr. Mike Haynie was announced as a member of the Classy Awards Leadership Council. The Classy Awards recognizes the greatest champions of social progress through a year-long initiative to identify social impact, and

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Concorde Career Colleges Inc. announced the appointment of Timothy Foster as CEO. Foster replaces Patrick A. Albert, who resigned in March. Foster will manage day-to-day operations for the privately-held career college system and will retain his position as chairman of the board.

Elmira Mangum, vice president for planning and budget at Cornell University, has been selected as president of Florida A&M University.

Thomas M. Brady, a retired Army colonel with 12 years of experience in education administration in public schools, has been named the new director of the Department of Defense Education Activity.

at the University of Louisiana at Lafayette, pending approval by the Board of Supervisors of the University of Louisiana System.

Raymond Cross, chancellor of University of Wisconsin Colleges and University of Wisconsin-Extension, has been appointed as president of the University of Wisconsin System.

Dr. Ramesh Kolluru

Dr. Ramesh Kolluru has been named vice president of Research

Mark S. Schlissel, provost of Brown University in Rhode Island, has been appointed president of the University of Michigan.

MAE 9.3 | 3

Learning to Talk the Talk— Online Veterans are using technology to attain foreign language skills and degrees.

By Nora McGann, MAE Correspondent

Not much longer than a decade ago, if a college-bound student proclaimed his intent to major in a foreign language, he was often met with the reply, “What will you do with that?” Today, such a response would be laughable. While it seems trite to discuss the globalized world and the increasing interconnectedness of us all, often what’s trite is true. That is certainly the case when it comes to the professional benefits of learning a foreign language. In the same way that the need to expand one’s language skills has grown, so too have the options available and the methods for doing so. While many schools offer language programs, only a handful of schools across the country offer them in an entirely online format, which can be of significant use to the servicemember seeking flexibility in foreign language studies.

It’s a Whole New World The language programs schools offer reflect the realities of the 21st century. The Department of Modern Languages and Cultures at the California University of Pennsylvania offers an online bachelor’s degree in Arabic language and culture; a minor in Arabic, pursued in conjunction with another program of study; or a letter of completion in Arabic. New Mexico State University (NMSU) offers an online Master of Arts in Spanish through the Department of Languages and Linguistics. Arizona State University’s 4 | MAE 9.3

Japanese and Spanish. The institution is online Spanish Bachelor of Arts is a mixplanning to add Italian next year, and potenture of literature and culture. There are tially Korean. For the most also linguistic courses, and all part, the classes are elemenmajors in languages at ASU tary, but higher levels are have to take introduction to offered in German, Japanese linguistics, which is taught and Spanish. in English. Students in the In addition to its general Spanish program also have to online courses, UMUC offers take a beginners’ Portuguese language training to active course. duty military students overOregon State University seas, including Icelandic, offers an online undergradMacedonian and Albanian. uate B.A. or minor degree Sebastian Heiduschke This is on top of their in-perin German, where students son programs in Korean, Japanese, Italian, complete courses in the language and culGerman and Spanish, as well as smaller proture of German-speaking countries. The grams in Dutch, Portuguese, Arabic, Turkish school is developing B.A.s in French and and French in Europe and Asia. Active duty Spanish—students can currently take some military and their dependents stationed in courses in these languages—and expects to Europe can pursue a certificate or associopen enrollment in the fall of 2014. Students ate degree through the Associate of Arts in with credits will be able to transfer them to general studies. They may earn a foreign the full degree programs. Additional courses language area study certificate in Arabic include Hebrew, American Sign Language, and the Middle East, German, Italian and Russian, Arabic and Japanese. They are develSpanish, or an Associate of Arts in foreign oping an Italian minor, which is expected to language area studies in Arabic, German, be open in the winter of 2015; Mandarin, Italian and Spanish. Active duty military and expected in spring 2015; Korean, expected their families stationed in Asia can pursue a for the fall of 2014; and Latin, also for fall foreign language area studies certificate in 2014.

Japanese or Korean, as well as a certificate Although the University of Maryland in Spanish for business and the professions University College (UMUC) does not offer and associate degrees in general studies with degree programs in foreign languages, they foreign language area studies curriculum in have a number of online language courses, Japanese or Korean. including Arabic, Chinese, French, German, www.MAE-kmi.com

Admissions

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Students in the German program at Oregon State University are required to study abroad or complete an overseas internship in a country where German is the official language. Typically this would take place in Austria, Switzerland, Liechtenstein, Germany, Luxembourg or Belgium, but South Tyrol, parts of Poland, even Namibia, and countries where German is an official language would also be approved, as long as the student proved that she or he used German frequently. Students have obtained internships—oftentimes paid—with BMW, Daimler Benz, Bosch, Siemens, Deutsche Bank, and many smaller companies and institutions. “We prefer students to go abroad for a quarter or longer, but we understand if a short-term study abroad experience is all that is possible,” said Dr. Sebastian Heiduschke, coordinator for World Languages and Cultures in the School of Language, Culture, and Society. “For those unable to leave the United States we offer a petition process, and we try to find immersion programs at the student’s place of residence, if possible, to mitigate the lack of cultural immersion abroad.”

Students in ASU’s online Spanish B.A. program are eligible to participate in the university’s study abroad programs, as well as in their summer programs. “A large number of our students are Spanish heritage speakers, but there are students starting out who have never spoken Spanish,” Fleming explained.

“When I’m advising these online students, I emphasize that they’re getting a language degree. To really use your language, I encourage every student to go abroad.”

Just about every semester, the California University of Pennsylvania offers an internship course. “Students have the freedom to locate internship sites in their areas and

• Stratford has accelerated programs – 15 months for an AAS degree, plus 15 months for a BS degree, and another 15 months for an MS degree • Flexible class schedules – Day, evening, and weekend classes • Online degrees available • Five entry points per year: Jan., Mar., May, Aug., Oct. • Career placement assistance • Free tutoring available • Veterans on staff to assist you • Stratford accepts transfer credits – Transfer credits up to 75% for undergraduate and up to 50% for graduate degrees

ow

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Opportunities for Immersion

Degree programs designed to meet the educational needs of the Military

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Dr. Glenn Fetzer, head of the Department of Languages and Linguistics at NMSU, explained that the university’s admission requirements for the M.A. in Spanish determine the language proficiency of students.

They are required to submit a resume in Spanish, an introductory letter in Spanish, an academic writing sample of at least six pages in Spanish, letters of recommendations from professionals regarding the student’s knowledge of Spanish and a language evaluation form or documentation from the American Council on The Teaching of Foreign Languages. There are no common courses for the M.A. in Spanish; the general requirements include coursework, a second language, and comprehensive examinations before the final semester. To fulfill the second language requirement, students must demonstrate knowledge equal to two full years of college instruction for the language.

“For online students, the second language requirement may be met by a study abroad program that students elect to pursue, by undergraduate courses taken at an institution near their home, or by a reading foreign language course, such as one in French that the department offers on alternate summers,” Fetzer noted. “For M.A. students who have a B.A. in Spanish and a minor in a language other than Spanish, that requirement is waived. Most students in the online program who need a second language take the French for reading course offered online in the summer.” Students completing the program on campus have a thesis option, but it is not available for online students.

UMUC courses begin at the basic level for students with no background in the language. Placement tests are offered to those who do have prior skills; depending on the results of the test, these students may begin at a higher level.

Students are not required to have any prior experience with a language to enroll in OSU’s German program, and unless they have documented experience with a language, OSU requires language placement tests, which can be completed online. Such documentation includes college and university transcripts, or Advanced Placement, International Baccalaureate, and College Level Examination Program.

While a significant number of students in the ASU program are heritage speakers, there is no prior language experience required, and students with no background

in the language can enroll, although they have to get permission to register in 101. For those with a Spanish background, they must take a free online placement test. “Based on their scores, they can actually place out of up to 22 credits of Spanish. All these credits would be prerequisite courses. Spanish 101314 don’t count toward the major requirement—those are just getting the base of the language down, which you need to do first,” explained Barbara Fleming, undergraduate academic advisor and language proficiency coordinator for the School of International Letters and Cultures at ASU.

703-734-5326 Stratford.edu Six Convenient Locations to Serve You

• Falls Church, VA (Tysons Corner) • Baltimore, MD (Inner Harbor) • Newport News, VA (Oyster Point) • Richmond, VA (Short Pump) • Virginia Beach, VA (S. Independence Blvd) • Woodbridge, VA (Potomac Mills) MAE 9.3 | 5

activities using Web 2.0 tools propose experiences for their such as VoiceThread and internship for discussion and Voki,” she added. Students approvals,” said Odeese M. record sound files and use Ghassa-Khalil, global online these audio and video files for program coordinator and listening comprehension. instructor of Arabic. “They German students at may introduce plans to study OSU can take advantage of abroad, which are discussed free online tutors and conwith the department and versants with whom they approved by the college dean can practice speaking using prior to conducting the expeOdeese M. Ghassa-Khalil Skype or Google hangouts rience.” They may also parkhalil@calu.edu for bi-weekly, 15-minute-long ticipate in a service project in conversations with the instructor. “Our expecountries whose official language is Arabic. rience has shown that Ecampus students For those students seeking intensive or have more exposure to the language than immersive studies, UMUC Europe offers field their on-campus peers, due to the constudy courses where students travel to learn centrated nature of these conversations via about a specific topic. Some such courses Ecampus. In addition to these synchronous can be applied to certificates or associate check-ins, students also frequently record degrees and satisfy their core or general their spoken German for feedback. The Web requirements. “Since many of our students offers many excellent tools and apps for lanare living in country, they have excellent guage learning in the 21st century that go opportunities to engage with the people and beyond what computer software can offer,” culture of the language they are learning,” Heiduschke said. said Gretchen Jones, academic director of At NMSU, most of the interaction for the Foreign Languages and Asian Studies for online courses is conducted by writing in UMUC. Spanish. Some courses have special sessions conducted by Skype and require spoken Talking the Talk Spanish. “Since many of our online students are native speakers of Spanish, and since the Everyone knows you’ll never truly master rest have demonstrated a convincing degree a language unless you speak it. But how does of mastery by their admissions documentaan online student complete the oral compotion (and by the papers that they write in the nent of a degree—and receive the construcprogram), there are no other mechanisms tive feedback necessary to really become needed to test the mastery of the language,” proficient? When it comes to the delivery of explained Fetzer. language courses, schools have embraced Arabic language students at California new technologies, making mastering a forUniversity Pennsylvania receive instructor eign tongue more accessible, especially for feedback on their speaking skills through an online learners. Higher education in general online learning management system. “Starthas experienced a sea-change in its student ing with the elementary courses, students body, with more “non-traditional” students are asked to record readings, conversations heading to school—online or in person— and presentations and submit them as audio either for the first time, or to pick up where or video files through our online learning they left off. These students are often working management system. The instructor provides adults, many of them veterans or active duty, feedback to the students through written and and colleges have evolved their instructional recorded files as well,” Ghassa-Khalil said. methods to deliver courses when, where and “In addition, we use other digital programs how to best suit these students. and companion websites to provide support Students in UMUC’s stateside language and practice in speaking and listening in classes are required to meet with instructors Arabic.” Students must then coordinate with or teaching assistants, through Web-based a partner to practice these skills. Finally, stusoftware like Google Hangout, four to six dents may utilize the instructor’s and tutor’s times a week for 10- to 20-minute sessions. online office hours for additional practice. O “All together then, each student has a minimum of one hour [of] one-on-one speaking For more information, contact MAE Editor Kelly Fodel and listening practice during an eight-week at kellyf@kmimediagroup.com or search our online course,” noted Jones. The school also makes archives for related stories at www.mae-kmi.com. use of “asynchronous speaking and listening 6 | MAE 9.3

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Careers & Transitions: Careers in Homeland Security

This We’ll Defend

By Kasey Chisholm, MAE Correspondent

Degrees in homeland security are a natural progression for many servicemembers.

Members of the United States military make a solemn commitment to protect and serve their country. Through their many sacrifices, current and former servicemembers are responsible for maintaining a high level of security for our nation. This dedication to service can continue for such passionate individuals by pursuing a degree and career in the field of homeland security. Mark T. Riccardi, the program director of homeland security studies at American Military University, particularly values the skills brought to the field by servicemembers. “Veterans have experience in crisis operations, contingency planning, and are steeped in the flexibility needed to address the variety of threats, hazards and missions that are part of larger homeland security missions,” he said. Riccardi also noted that a career in homeland security “offers a way for [veterans] to continue to serve their county in a meaningful and important way.”

Aside from the natural transition from military service to the homeland security field, the expansion of the industry makes it an appealing prospect. “As long as the world is filled with individuals and organizations hostile to the United States, there will be a continued need for homeland security practitioners,” Riccardi explained. Ann M. Mester, Ph.D., assistant dean of the Heavin School of Arts and Sciences at Thomas Edison State College, agrees, and not only due to the possibility of political conflicts. “In the post-9/11 era, the need to be ready for any threat, including natural disasters like Superstorm Sandy. [Threats like this] reinforce the need for well-trained, agile and responsive protective service professionals,” she stated. “Disaster events like these occur within a context of natural, economic, political and cultural complexities, and we need people with cross-disciplinary competence as first-responders, analysts and policymakers.” Pursuing a career in homeland security provides servicemembers with the opportunity to continue doing that which they do best: protecting their country from any threat, be it foreign or domestic.

American Military University At American Military University, students have a wide variety of options available to them when considering a career in homeland security. AMU offers an undergraduate certificate, a Bachelor of Arts, a graduate certificate, and a Master of Arts in homeland security studies.

Students can also consider programs related to the field of security such as emergency and disaster management, intelligence, transportation and logistics, and cybersecurity. www.MAE-kmi.com

Mark T. Riccardi

mriccardi@apus.edu

“Students will have the opportunity to study terrorism, weapons of mass destruction, explosive ordinance, port security, risk management and other areas of homeland security,” Riccardi noted.

The goal, he said, “is to create critical thinkers with an in-depth knowledge of homeland security operations.” He is confident that students completing the programs in security at AMU will find work in the public and private sectors.

The homeland security degrees are one of AMU’s top five programs. Veterans will find AMU to be understanding of their military experiences. Riccardi said one reason for this is the large number of current and former servicemembers amongst the faculty and staff at AMU. “These individuals have truly walked in the boots of our students, many of them for 20 or more years,” he explained. “They understand the demands and requirements put upon members of our military; they lived them.” The faculty and staff at AMU are sensitive to the possible challenges veterans may face earning their degrees and are willing to work through them as necessary.

According to Riccardi, now is an excellent time to enter the homeland security field. “Members of the homeland security enterprise, such as DHS, state and local public safety entities, and many corporations are looking for the next generation of homeland security leaders,” he stated. “They are aggressively searching for people who have the comprehensive educational training to be intellectual and strategic leaders in this emerging field,” something that can be found at AMU. Students studying the security field at AMU will become well versed in the history, evolving climate and future of U.S. homeland security.

The George Washington University “Several military personnel have accumulated several years of experience in countering terrorism abroad, serving in humanitarian missions (public safety and disaster response), tackling transnational threats (U.S. Coast Guard for instance), protecting the nation’s digital infrastructure through military CYBERCOM, and work in the intelligence field,” said Frederic Lemieux, Ph.D., professor and program director of several security degrees at The George Washington University. Lemieux is confident that Frederic Lemieux the skills and experiences of former flemieux@gwu.edu servicemembers will prove invaluable as students enter the field of homeland security.

GW offers a bachelor’s degree in police and security studies, as well as two different master’s degrees. The first, a master’s degree in MAE 9.3 | 7

Careers & Transitions: Careers in Homeland Security STUDENT SPOTLIGHT: Lawrence DeBellis U.S. Army Staff Sergeant (Ret.) Thomas Edison State College

I am an Army veteran who served for 10 years. During the first six years, I worked as a multi-channel transmission systems operator/maintainer.

I deployed to Iraq in 2005, where I was assigned to a personal security detachment for VIPs, command teams/staff, and various other detailed missions. For the last half of my career, I was a human intelligence collector/interrogator, and I had a tremendous amount of professional and personal success within this field. In 2013, I was medically retired with an honorable discharge as a staff sergeant, after combat injuries sustained in 2004 and 2005 began to take their toll.

While serving a tour of duty in Hawaii in 2007, I met Thomas Edison State College (TESC) counselor Maria Marte at the Schofield Barracks Education Center. She showed me how my military education could translate into civilian education at the college, and told me about the then-new degree program in homeland security. Since that time, I transferred my military education and attended FEMA courses that carried over to college credits, and over the past year, I have taken a multitude of courses. Maria has continued to help and guide me, and remains my “education mentor” as I like to call her. I enjoyed the idea of carrying skills learned during the service and incorporating them into skills that can continue to be utilized toward national defense.

I’m on schedule to complete my B.S. degree in homeland security and emergency preparedness in June 2014, and was accepted into the

security and safety leadership, provides students with opportunities to consider strategic security issues at the local, regional, national and international levels. According to Lemieux, the program “provides a original education on counterterrorism, intelligence analysis, emerging security threats and relevant legislation, enhancing the implementation of security practices in both public and private sectors” as well as an emphasis on leadership in the field. This program is ideal for individuals with a minimum of two years of homeland security experience, including military service, who wish to expand their understanding of security issues.

The second, a master’s degree in strategic cyber operations and information management, allows students to become experts in the growing field of cybersecurity. Lemieux noted that the demand for cybersecurity experts is on the rise, as “law enforcement, public safety and homeland security professionals depend more than ever before on information technology and a secure digital infrastructure.” In a modern world plagued by hackers, cyber criminals and terrorists, this degree program offers learning and experiences that fill a critical need in our country. The program was “developed for working professionals from the military, homeland security and private sectors who want to gain the expertise to address current and emerging challenges in cyberspace.”

Sixty percent of the homeland security student body at GW is either active or former military members. Courses are available in a 8 | MAE 9.3

college’s “bachelor’s to master’s” program. I am currently taking my first master’s-level course with plans to complete my M.S. degree in homeland security at the end of summer 2015.

I have enjoyed the flexibility of online learning. I have had dozens of mentors at this point and my favorite aspect is that they are chosen from within their professional fields. Many of the homeland security mentors possess the current working knowledge of skills and ability needed for success within the field. This, incorporated with the syllabus material from TESC, has prepared me for entering the homeland security and national defense field.

traditional classroom setting or online, and can be completed either full time or part time depending on student need. In addition, veterans can expect to find a solid support system at GW, thanks to the Operation GW VALOR (Veterans Accelerate Learning Opportunities & Rewards) program launched in 2013. This interdisciplinary initiative provides increased flexibility and career support for veteran and military students and their dependents by emphasizing the innovative and expanded academic opportunities available.

Thomas Edison State College Thomas Edison State College offers potential students both undergraduate and graduate opportunities in homeland security. In the school’s Bachelor of Science program in homeland security and emergency preparedness, students will gain “a broad view of homeland security issues by going beyond a single discipline to consider policy, preparation, response and recovery issues,” according to Mester. Students can complete the program online.

Ann M. Mester, Ph.D.

amester@tesc.edu www.MAE-kmi.com

The Master of Science in homeland security is also offered completely online. Students seeking leadership opportunities in the field will find this degree particularly beneficial. “The curriculum focuses on domestic and global issues in security and developing competencies in theory, analysis, practice and policymaking,” said Mester. “Graduates will be prepared to guide and supervise daily operations, strategic planning and decision making, and gain an in-depth understanding of the roles of technology, intelligence and law in establishing protection policies [and] procedures required to respond and mitigate threats and disasters.” Graduates of the program will be well prepared for careers requiring planning, decision making and supervision.

Thomas Edison currently has a military enrollment of 6,583 out of 21,000 total students. Mester believes that veterans are particularly well suited to study in the security field as “students with a military background are used to working at a fast pace, following detailed protocols, managing infrastructure, interfacing with multiple government agencies and operating in an international arena.”

Earning a degree in the security field from Thomas Edison State College is a decision that will have long-term benefit for current or former military members, according to Mester. “Homeland security professionals secure our borders, airports, seaports and waterways; research and develop the latest security technologies; respond to natural disasters or terrorist threats and assaults; and analyze and produce intelligence reports,” she said. She feels that the industry offers great variety, “from general mission support and law enforcement to immigration and travel security, and prevention and response, exciting professional growth opportunities exist throughout the field.”

University of Massachusetts Lowell The University of Massachusetts Lowell is a school that appreciates students with military experience. Many current and

former servicemembers are currently enrolled in the undergraduate and graduate degree programs in security studies.

James Forest, Ph.D., is the director of security studies at the Massachusetts Lowell. Forest is also a senior fellow at the Joint Special Operations University (MacDill AFB), and has a TS clearance with the Department of Defense. As a James Forest, Ph.D. former faculty member at West Point working at the Combating Terrorism Center, he is proud to run a military-friendly program. Forest knows the various benefits current and former military members bring to the field of homeland security. “Private sector corporations and public sector agencies who deal with national or homeland security are interested in students with a military background because of their experience with threat assessments, physical security, teamwork, writing after-action reports and other kinds of activities, as well as their sense of discipline, patriotism and moral compass,” he said.

Security Studies at Massachusetts Lowell are varied and comprehensive. Undergraduate students looking to complete a four-year degree can complete the B.S. in criminal justice with a homeland security concentration. This degree offers students specific coursework in criminology, policing, homeland security, terrorism, weapons of mass destruction and criminal justice systems, as well as other related security topics. Students can pursue a four-course graduate certificate in security studies. They may also consider a 30-credit M.A. in security studies, concentrating on homeland defense. While completing this master’s program, students will study intelligence analysis, science and technologies of security, counterterrorism, cybersecurity, research methods and critical infrastructure protection, and also have the opportunity to

MASTER’S PROGRAMS IN: Managerial Logistics Transportation & Urban Systems

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MAE 9.3 | 9

Careers & Transitions: Careers in Homeland Security perform research at the school’s Center for Terrorism and Security Studies. The B.S., certificate and M.A. degrees are all offered through both online and on-campus courses, allowing for great flexibility.

The final option available at Massachusetts Lowell is the Ph.D. program focusing on terrorism studies. Offered through on-campus courses only, Forest said doctoral students “will enroll in focused seminars on domestic terrorism, comparative analysis of counterterrorism strategies, transnational terrorist networks, field research in terrorism studies and several other topics.”

Upper Iowa University Jerry Poppe, Ph.D., program chair of the master of public administration degree at Upper Iowa University, feels that the skills and values required for a successful career in homeland security are the same as those required for a servicemember.

Both careers require individuals who excel in “manag[ing] in a networked environment, teamwork, collaboration, stress management, leadership, sense of responsibility and accountability, global perspective, importance of diversity and democratic values, respect for due process, and effective communication skills.”

The master of public administration available at UIU hones such skills when students explore the emphasis area of emergency

management and homeland security. Poppe described the program as being “modeled on Homeland Security Presidential Directive/ HSPD-5 issued by President Bush in 2003, which establishes a comprehensive framework for preventing, preparing, responding and recovering from domestic incidents” such as terrorist attacks or natural disasters. The program is completed through accelerated eight-week terms, creating a challenging yet fast-paced environment. The faculty strives to find a strong balance between theory and actual practice.

Upper Iowa University is currently pursuing accreditation from the Network of Schools of Public Policy, Affairs, and Administration for the MPA program. Veterans can look forward to a discount on tuition for the 100 percent online program. Poppe recognizes the opportunities opened up to veterans who complete the master’s degree, noting that “protecting American citizens and communities from natural and man-made threats requires a coordinated effort between public agencies and private sector organizations at the local, state and national level,” which ensures many possible career opportunities. O

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

T HOM A S E D I SON S TATE C OLLEG E

DESIGN YOUR

EDUCATION DIRECT THE RESPONSE Lead and protect when it matters most with a Master of Science in Homeland Security.

Step forward as a leader in emergency response, law enforcement, military services or security. Gain the skills and knowledge necessary to advance your career, enhance your expertise or enter the fast-growing field of security.

The Master of Science in Homeland Security covers both domestic and global issues, as well as technology, intelligence and policy as they pertain to security. Earn your Master of Science on your own schedule with flexible online courses.

Thomas Edison State College is one of the 11 senior public colleges and universities in New Jersey, and is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 (267-284-5000).

Learn how:

10 | MAE 9.3

www.tesc.edu/mshs or call 888-442-8372 www.MAE-kmi.com

Military Policing and Education Making the right decision for your investment.

By Dr. James J. Vardalis

The complexities of protecting bases and communities from The rapid development and expansion of returning soldiers at crime victimization necessitate that people working in the system military bases creates a variety of new and unique problems for have skills and the ability to analyze and understand people working within the military criminal justice complex materials and investigations, write clear system. Along with this base development, criminal and comprehensive reports to document sometimes activity has followed. Military bases have a diverse very complicated events, clearly articulate intricate population and the challenges associated with this details in a court of law, and react appropriately to growth directly affect the personnel working within people of different cultures and people with varied the justice system. New methods of crime, cultural problems and perceptions. Numerous recent studconflicts, combat stress and issues of national secuies have reported college-educated criminal justice rity have contributed to the emerging professional personnel evaluate and select better solutions to police model. problems their non-college-educated peers. DeciThe old concept of just patrolling the base and sions supported by the knowledge acquired through responding to calls for service is being replaced Dr. James J. Vardalis a college education seem particularly important, with officers that have the required analytical ability jvardalis@tarleton.edu based on the philosophy that many people workto solve problems, understand technology, tolering within the criminal justice system have been given a higher ate other view points and perspectives, as well as systemically level of autonomy in selecting alternative solutions to community comprehend complicated crime events. Additionally, criminals problems. have gained the knowledge to transform one criminal method Many military police commanders have recognized the value of into another complicated crime, and in many cases outpace law college education and have developed means to encourage military enforcement efforts. www.MAE-kmi.com

MAE  9.3 | 11

police officers to seek a college degree. Promotion and special unit assignments are major enhancers for military police officers to make an effort toward earning a college degree. Personnel employed in the criminal justice system have embraced the significance of higher education and recognize that a college degree is a major factor in promoting the concept that law enforcement is evolving into a recognizable professional career that deserves the same community status and benefits as other college-educated professionals. The practice of law is an excellent paradigm of the possible path for law enforcement. What started with basic law training and on-the-job experience evolved into incorporating a college education requirement that has developed into a highly respected and well-paid career with professional status recognition.

Military police officers certainly have the basic training component, the mandatory updates, FTO preparation and the applied experience; the only component missing is the requirement of a college degree. The educational component is a major obstacle in transforming the label of military policing from a trade to a professional career. Community and political perceptions about policing are the keys to elevating salaries to a professional level. Many progressive military police commanders support the vision that a college degree will ensure the inevitable; law enforcement deserves the recognition and benefits of professional status.

Many military police officers are investigating college options for the first time and often with little or no advice. There are well over 2,500 universities in the United States that offer bachelor’s degrees,

12 | MAE 9.3

many of which offer degrees in criminal justice. Prospective students would be wise to carefully review schools before committing.

Check the institution’s graduation rates and accreditation. The most common mistake is the confusion over the term “accredited.” There are only six recognized regionally accredited awarding bodies, each one responsible for specific regions of the United States.

• Southern Association of Colleges and Schools (SACS): Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia • Middle States Association of Colleges and Schools Middle States Commission on Higher Education (MSCHE): Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania • New England Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC-CIHE): Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont • North Central Association of Colleges and Schools The Higher Learning Commission (NCA-HLC): Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, Wyoming • Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities (WASCACSCU): California, Hawaii

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• Northwest Commission on Colleges and Universities (NWCCU): Alaska, Idaho, Montana, Nevada, Oregon, Utah, Washington If the school you choose is not regionally accredited by one of the above, your degree will not be recognized by law-enforcement agencies and accredited schools will not accept transfer credits from them. Do not be misled by advertisements that use the term “accredited” followed by an array of boards or panels with impressive titles, because they will likely not be recognized. Explore opportunities for a no-cost college education by attending a school that accepts GI Bill benefits. Another overlooked area is scholarships. Military police officers should request information on how to apply for a CJ scholarship.

Some universities provide credit awards for military training toward a degree, but there are two areas of caution to pay attention to: Are the credits free of cost and is the degree a criminal justice degree that will be posted on your diploma and transcript as such (versus a general studies or liberal arts degree)? Remember that most employment applications require you to list your degree. If you received a degree in liberal studies with an emphasis in CJ, it is still a degree in liberal studies.

In terms of a master’s degree in criminal justice, many universities are offering two tracks: a professional non-thesis track and a traditional research track. The professional track has an emphasis on administration for someone advancing in a criminal justice

career, while the traditional track is geared toward someone seeking advanced studies toward a Ph.D. degree. Many colleges and universities fail to recognize the knowledge and ability possessed by a seasoned military police officer and subject them to some type of standardized testing, most likely the Graduate Record Exam (GRE). Most law-enforcement-friendly universities waive the GRE and related entry-level testing for admission. Since the GRE is administered by an outside agency, the scores are maintained for five years and the university has no control of score distribution.

Too many military police officers have decided to take the challenge of balancing work, family and pursuing a college degree, only to discover they have wasted time, money and effort for a degree that has no value. Selecting a school and committing to the time, energy and costs require due diligence on the part of the officer. The time spent and questions asked, as well as speaking with others in the program, are major parts of making the right decision for your educational investment. O James Vardalis is the director of the Military Veterans Services Center with U.S. Marine Corps Vietnam combat service. He also heads the department of criminal justice at Tarleton State University.

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

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MAE 9.3 | 13

CLASS NOTES Harvard Business School Launches First Online Offering Harvard Business School announced the launch of HBX, a digital learning initiative aimed at broadening the school’s reach and deepening its impact. HBX CORe (Credential of Readiness), a primer on the fundamentals of business, will teach the language of business to undergrads, non-business grad students and those early in their careers.

“The HBX launch marks an important milestone in our ongoing efforts to educate leaders who make a difference in the world,” said HBS Dean Nitin Nohria. “HBX embodies the highly engaged, interactive learning that has been a hallmark of the school’s MBA, doctoral and executive education programs for more than a century. Moreover, HBX will provide a powerful channel for communicating ideas to and engaging with new and wider audiences, complementing the work we do through Harvard Business Publishing.”

The initial HBX offering, CORe, comprises three interlinked courses: business analytics, economics for managers, and financial accounting.

HBS Professor Bharat Anand, faculty chair of HBX, said that CORe will be a rigorous program designed for serious and committed learners.

“The HBX faculty team has thought carefully about how to create an online offering that mirrors the energy you find in an HBS classroom

Kaplan University Open Learning Course Recommended for College Credit by ACE Kaplan University announced that the American Council on Education’s College Credit Recommendation Service (ACE CREDIT) has evaluated and recommended college credit for the Documenting Your Experiences for College Credit course.

The course helps learners discover and document learning such as workforce or military training that happens outside the traditional classroom. As learners progress through the course, they concurrently build an e-portfolio, which will be assessed by faculty for a college credit recommendation.

“The Documenting Your Experiences for College Credit is the only course of its kind in the open learning environment to have obtained the ACE CREDIT recommendation, which is a wonderful affirmation of what Kaplan University has in place to address the unique needs of adult learners,” said Peter Smith, senior vice president, Academic Strategies & Development.

ACE CREDIT helps adults gain academic credit for courses and examinations taken outside traditional degree programs. More than 2,000 colleges and universities consider ACE CREDIT recommendations in determining the applicability of coursework and examination results to their courses and degree programs.

Documenting Your Experiences for College Credit is offered through Kaplan University’s open learning platform. For more information or to sign up for the course, visit www.openlearning.

kaplan.com.

14 | MAE 9.3

and that allows students to benefit from the diversity and experiences of other students.” Consistent with the Harvard Business School case method of teaching and participant-centered learning, CORe requires students to be active learners, thinking through and solving real-world problems.

HBX aims to complement the school’s existing programs. While the MBA program is focused on educating people with business experience who are looking to develop themselves as leaders, and the Executive Education programs are designed to further strengthen the capabilities of established leaders, CORe is designed to provide basic business fundamentals to undergraduates, graduate students in non-business fields and people who have just begun their first jobs in business but want a better foundation so they can thrive earlier in their career.

CORe will launch in June, initially with a limited cohort of students drawn from the greater Massachusetts region of colleges and universities. In addition to CORe, later this year HBX will introduce a series of specialized courses for executives on topics such as entrepreneurship and innovation; disruptive innovation, growth and strategy; and the microeconomics of competitiveness. Over time, HBX expects to roll out more courses that build on the HBS faculty’s influential research.

New Online BSN Offers RNs Eight-Week Terms Applications are now being accepted for the Duquesne University School of Nursing’s new online program that will enable registered nurses (RNs) to earn a Bachelor of Science in nursing (BSN) degree.

Classes for the RN-BSN Program start in the fall of 2014, and students may complete the program on a full-time or part-time basis. National trends—including an aging population, the increased demand for health care services through the Affordable Care Act and the need to improve health care outcomes—are spurring a need for a program like Duquesne’s online RN-BSN program.

A recent report from the Institute of Medicine recommends that 80 percent of the country’s nurses should have a baccalaureate degree by the year 2020. Research shows that RNs prepared at the baccalaureatedegree level and higher are linked to lower mortality rates, fewer medication errors and overall positive outcomes. Studies indicate that nearly 40 percent of U.S. nurses in the workforce hold either a hospital diploma or associate degree in nursing.

Duquesne’s RN-BSN degree, which requires 126 credits, offers every course online and can be completed in eight-week terms, allowing students to easily take six credits per semester. Specialty areas include ethics, quality and safety, forensics, veterans health, global health and human rights, and professional development.

All non-nursing courses will be offered in the program through Duquesne University’s School of Leadership and Professional Advancement. Students may take any of the required non-nursing courses at Duquesne or at another pre-approved university. RN-BSN students will receive 60 transfer credits for their prior lower-division nursing courses, and other college credits can be transferred as well.

For more information, visit www.duq.edu/rn-bsn. www.MAE-kmi.com

Compiled by KMI Media Group staff

Kent State to Offer Nation’s First Master of Fashion Degree Kent State University’s Shannon Rodgers and Jerry Silverman School of Fashion Design and Merchandising (the Fashion School) is now offering a Master of Fashion degree program. Launching in fall 2014, the program is designed for highly creative and motivated fashion industry professionals who wish to conduct intensive practitioner-based research.

The Fashion School at Kent State is the first school in the United States to offer a Master of Fashion degree.

The Master of Fashion is a 30-credit professional degree program designed to enable students with specialized interests to pursue advanced studies. These areas of study complement the traditional elements of the fashion curriculum, allowing students to customize a cross-disciplinary course of study with a high level of specialization.

The program approaches advanced fashion practice from a number of different perspectives, including technology implementation, management, design, sustainability and product development. Unlike MA, MBA and MDes degree programs, which engage with specific areas of the fashion world, the Master of Fashion degree is based in the comprehensive context of today’s fashion practitioners.

For more information, visit www.fashionschool.kent.edu.

Misericordia University Introduces Doctor of Nursing Practice Degree Program The Department of Nursing at Misericordia University is introducing the online Doctor of Nursing Practice (DNP) degree program for the fall semester—the third doctoral program at the university—to accommodate the needs of busy health care professionals and in response to growing national need.

The 27-credit part-time MSN to DNP track can be completed in two calendar years while attending the fall, spring and summer over six semesters. An optional nine-credit specialization in nursing education—the only DNP program offering this specialization in northeastern Pennsylvania—is also available for advanced practice nurses who wish to become educators on the collegiate level. Nationally board certified and licensed advanced practice nurses, including certified registered nurse practitioners, certified nurse midwives, certified registered nurse anesthetists, and certified clinical nurse specialists, are eligible to apply for the MSN to DNP program.

The DNP program is being offered in two tracks. The Bachelor of Science in nursing (BSN) to Doctor of Nursing Practice (DNP) track, which is slated to begin with the 2015 fall semester, features 64 credits that can be completed while attending classes in three years over nine semesters, including summers. Graduates of the program will be awarded with both the Master of Science degree in nursing and the DNP degree. Graduates are eligible to sit for the national family nurse practitioner board certification examination.

For further information about the DNP degree program at Misericordia University, contact Maureen Sheridan at msherida@misericordia.edu.

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Embry-Riddle Aeronautical University–Worldwide Gets Contract to Continue Aviation Instruction to Military Embry-Riddle Aeronautical University–Worldwide will continue to offer aviation degree programs to members of the U.S. military stationed in the Middle East, Central Asia and Africa, according to a contract with the Department of Defense that began in February. Embry-Riddle Worldwide has had a presence in the Middle East since 2008 and currently operates a campus in Kuwait.

The contract, commonly referred to as the CENTCOM Education contract, is for three years—one base year with two option years. It allows Embry-Riddle Worldwide to provide undergraduate and graduate degree programs to Army, Navy and Air Force servicemembers and civilians on U.S. military installations within the Central and Africa Commands.

“We believe it’s a privilege to teach our servicemembers and civilians on U.S. military installations in the Middle East,” said Bob Walton, executive director of European operations. “Embry-Riddle Worldwide is proud of its partnership with the Department of Defense and looks forward to continued opportunities to serve the troops at home and abroad.”

Embry-Riddle Worldwide also offers aviation instruction to U.S. military stationed in Europe through a Tri-Service Education contract.

Navy Cancels Plan to Cut Tuition Assistance Navy brass are abandoning a plan to make sailors pay more for tuition. At an all-hands call in Georgia, the chief of Naval Operations said the service will pay sailors’ TA fully through FY 2015.

The service had planned to cut funding by roughly $25

million, by making sailors pay 25 percent of their TA while the Navy picked up the rest of the tuition tab. This was the way TA payments were handled prior to 2001. There’s no word on how the Navy plans to make up for the $25 million difference in its 2015 budget.

Legislature Passes Florida GI Bill The Florida Legislature has passed a bill aimed at reducing education costs for military veterans. Among its provisions, HB 7015, which passed the House by a 116-0 vote, waives out-of-state fees for honorably discharged veterans.

Senate President Don Gaetz said the move “made Florida the most military-friendly state in America.”

The legislation devotes $1.5 million to the Department of Military Affairs to fund scholarships and book stipends for National Guard members. It also expands Florida’s veterans preference for public employment and creates an organization called Florida Is For Veterans Inc. to promote Florida to retired military.

MAE 9.3 | 15

Transition Leader

Q& A

Assisting Servicemembers as They Look to a Future Beyond Active Duty

Dr. Susan S. Kelly Director Transition to Veterans Program Office Dr. Susan S. Kelly leads the implementation of the redesigned Department of Defense Transition Assistance Program (TAP) to meet the needs of post-9/11 servicemembers as they separate from active duty and enter civilian life. This cultural change intends to make servicemembers “career ready” before separation. Kelly also serves as the co-chair for the Implementation Steering Committee of the DoD/VA Veterans Employment Initiative Task Force, mandated by President Obama. Kelly is a member of the Senior Executive Service.

Kelly previously served as the special advisor for the DoD TAP in the Office of Wounded Warrior Care and Transition Policy, Office of the Secretary of Defense (Personnel and Readiness). She was responsible for DoD TAP oversight and policy development for DoD transition assistance related initiatives. Kelly has an extensive history of helping organizations successfully transform and excel in meeting performance management goals based upon key strategic priorities. Kelly also served as the special assistant, deputy chief management officer (DCMO). She led DCMO’s initial response to the Secretary of Defense’s direction to infuse risk into the decision making of DoD processes.

She has been awarded various awards and meritorious citations including the Secretary of Defense Award of Excellence, the Office of the Secretary of Defense Medal for Exceptional Civilian Service and the USAFE Commander’s Award of Excellence.

Q: What is the Transition Assistance Program (TAP)?

A: The Transition Assistance Program provides information and training to ensure servicemembers who are leaving military service are prepared for their transition to civilian life. It has been completely redesigned and includes the new Transition GPS (Goals, Plans, Success) curriculum, which is the result of an interagency partnership between the Department of Defense, Department of Veterans Affairs, Department of Labor and the Small Business Administration in conjunction with the Office of Personnel Management and the Department of Education.

Q: Is TAP/Transition GPS mandatory?

A: Participation in the five-day core curriculum is now mandatory for all servicemembers, including reservists and guardsmen, separating after 180 days of continuous Title 10 active duty and includes a pre-separation counseling session, Veterans Affairs 16 | MAE 9.3

benefits briefings, enrollment in eBenefits and the DOL employment workshop.

Q: What exactly is Transition GPS? A: Transition GPS is an outcome-based, modular curriculum with standardized learning objectives that transforms the way the military prepares servicemembers transitioning to civilian life to pursue their post-service career goals. It is designed to build skills to allow servicemembers to depart “career ready” and meet mandatory career readiness standards, regardless of their branch of service.

Every servicemember, whether they are completing their first tour of duty or separating as a four-star general, will separate from active duty. The best plan for all servicemembers is to start planning early, because this is their exit strategy.

Servicemembers will receive the Transition GPS curriculum at key touch points throughout their military life cycle. This allows servicemembers the time within their military career to plan for their civilian career. Most importantly, it provides the resources to assist them in planning and aligning their military career goals with their civilian career goals. The program is also available to spouses during the servicemembers’ transition planning.

Transition GPS modules are delivered by the military services and partnering agencies at installations in a classroom setting.

The Transition GPS Virtual Curriculum is also available online www.MAE-kmi.com

through Joint Knowledge Online (JKO) for servicemembers unable to participate in the classroom training. The curriculum is evaluated and improved annually based on servicemember feedback to ensure overall effectiveness and excellence.

The building blocks of Transition GPS consist of pre-separation counseling, the Transition GPS core curriculum, Transition GPS tracks and capstone.

• Pre-separation assessment and counseling: Mandatory preseparation counseling introduces the servicemember to the full range of programs and services available during their transition.

• Transition GPS core curriculum: Transition overview: Provides servicemembers with an understanding of the importance of preparing for transitioning from military service.

Resilient transitions: Introduces other key issues such as transition stress, family considerations, the value of a mentor and other issues servicemembers may encounter as they transition from military service.

Financial planning for transition: Provides the information and tools needed to identify financial responsibilities, obligations and goals after separation from the military.

Military occupational code crosswalk: A module on translating military skills, training and experience into credentialing appropriate for civilian jobs.

Veterans Affairs benefits briefings: Workshops that inform transitioning servicemembers of their veterans benefits, including education benefits such as the Post-9/11, Montgomery GI Bills and other federal student aid programs.

DOL employment workshop: A comprehensive three-day curriculum that is up to date and current with emerging best practices in career development and is engaging and relevant in light of the unique challenges facing transitioning servicemembers.

Individual transition plan [ITP] review: Each servicemember is required to develop an ITP that, step by step, helps them determine the actions they must take to achieve their career goals.

• Transition GPS tracks: Servicemembers may also select one or more two-day tailored tracks within the Transition GPS curriculum: Accessing Higher Education, Career Technical Training and Entrepreneur.

• Capstone: Capstone is a singular activity to take place no later than 90 days before separation, which verifies the servicemember has met the career readiness standards and have a viable plan to achieve their transition goals. If a servicemember has not met career readiness standards, they are provided person-to-person contact with an appropriate partnering agency.

Move Forward with an Online Degree • Bachelor’s degree completion programs • Master’s and Ph.D. degrees • Certificate and minors programs • Legal studies noncredit programs

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MAE 9.3 | 17

Q: How does Transition GPS differ from its predecessor in philosophy and approach?

A: Transition GPS focuses on five areas of change to better prepare our servicemembers for transition. Career readiness standards are at the heart of the redesign. Just as servicemembers must meet military readiness standards while on active duty, servicemembers will meet career readiness standards before transitioning to civilian life. Timelines are expanded to better enable servicemembers’ preparation for transition. Command involvement verifies the servicemember’s military mission readiness as well as their career readiness. Transition GPS builds bridges between a servicemember and the benefits and support provided by Department of Labor, Department of Veterans Affairs and other support agencies to achieve their post-separation goals. Similarly, Transition GPS helps servicemembers bridge their military experiences and skills with their professional development through incorporating transition into the full military life cycle.

Q: In addition to the core curriculum, Transition GPS offers transitioning servicemembers three different two-day tracks to pursue: Education, Technical Training and Entrepreneurship.

How many servicemembers are opting for these extra tracks?

A: Servicemembers have the option of selecting one or more two-day, tailored tracks within the Transition GPS curriculum:

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an Accessing Higher Education track, for those pursing a college education; a Career Technical Training track, for those seeking job-ready skills and industry-recognized credentials in shorterterm training programs; and an Entrepreneur track, for those wanting to start a business.

In fiscal year 2013, over 256,000 servicemembers transitioned from military service. Many of these participated in the Transition GPS pilot programs and provided feedback and recommendations. We are currently working with the military services to determine the breakdown in numbers on how many participants chose specific individualized tracks in fiscal year 2013 and will have full accountability at the end of fiscal year 2014.

Q: Transition GPS was scheduled to be fully implemented by the end of 2013. Is implementation complete, or is it still being rolled out at some military installations?

A: The core Transition GPS implementation is being deployed to 206 military installations, and the remaining three optional tracks (Education, Technical Training and Entrepreneurship) will be implemented at all installations by the end of March 2014.

The complete, virtual Transition GPS curriculum is available to all transitioning servicemembers through JKO. Q: Corporate recruiters and hiring managers are increasingly using social media to recruit employees. What kind of training does Transition GPS provide on how to use social media in the job search?

A: As part of the Transition GPS curriculum, the revised Department of Labor Employment Workshop teaches servicemembers how to use popular social media sites such as LinkedIn, Facebook and Twitter to network and conduct targeted job searches.

Q: What metrics are in place to gauge the success of the Transition GPS? A: The success of Transition GPS is being evaluated in multiple ways.

• Post-assessments: After completing the curriculum, servicemembers participate in post-program assessments.

Areas of evaluation include overall impact and effectiveness, modules, learning resources, individual transition plan, and facilitator quality.

• Military installation site visits: On-site interviews are conducted to review curriculum delivery with servicemembers and commanders.

• Career readiness standards: The percentages of servicemembers per military service who have met career readiness standards are captured.

• VOW Compliance Rates Reports Q: How does Transition GPS apply to the reserve components?

For example, are demobilizing National Guard and reserve units required to take Transition GPS? What if they are unable to demonstrate career readiness during the capstone event? www.MAE-kmi.com

A: Demobilizing National Guard and reserve servicemembers will actively participate in Transition GPS and will need to demonstrate career readiness during the capstone event. If they do not demonstrate career readiness, they will receive a warm handover to our interagency partners, who will address the specific gaps.

Q: Why is a shift to the military life cycle transition model important?

A: The shift to the military life cycle transition model is important for several reasons. It provides servicemembers with the time and opportunity to deliberately plan for their post-separation career and capitalize on the skills and training gained in the military to utilize in the civilian world. Organizationally, it enables the Department of Defense to clearly illustrate how the military services prepare and effectively position servicemembers for quality of life after serving their country. For the nation, it makes the most of the talent pool of highly trained and adaptable individuals who can productively contribute to civilian society.

Q: What are the challenges in implementing such a shift?

A: This shift is being implemented at a time when there are an increasing number of servicemembers transitioning from

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the military services due to the overall military drawdown.

Additionally, force shaping is being conducted across all the services. Another challenge is working with the services to help servicemembers understand the value of the technical and soft skills they receive through military training and aligning these capabilities to the private sector on an ongoing basis through deliberate planning and action.

Q: Does such a model conflict with military recruiting goals?

A: No, this model does not conflict with military recruiting goals. A key goal of the military life cycle model is to protect the recruiting pipeline into the all-volunteer force by demonstrating that separated servicemembers are thriving and succeeding in civilian life, because they were provided with the best tools and training possible throughout their military career.

Q: What advice would you give to servicemembers preparing to transition out of the military?

A: Transition GPS was designed to prepare you to be career-ready and successful in whatever journey you take. With Transition GPS, you will be leaving military service with a higher awareness and confidence of your skills and abilities. Focus on your exit strategy and take advantage of all the opportunities Transition GPS offers. O

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Measuring Up Best practices in measuring military student outcomes.

Attention has been called to the need for consistent, relevant and reliable definitions and measures of student progression and student outcomes. In April 2012, President Obama signed an executive order requiring institutions receiving payments from military or veteran education benefits to produce outcome data on servicemembers and veterans, as well as provide them additional educational assistance. Last fall, the president proposed that the government publicly rate all colleges and universities by 2015, based on such things as average student debt, graduation rates and graduates’ earnings.

This is concerning to Voluntary Education policymakers and schools, who believe that current sources of data are inadequate

to the task of establishing common measures of military student outcomes. They believe that this segment of the student population has unique circumstances that aren’t adequately reflected by current metrics. This topic was of great interest to many at February’s CCME symposium, prompting MAE to ask school leaders the following question: “When it comes to measuring and reporting student outcomes, the president’s proposed ratings system is causing great concern among schools that serve military students. Why is this an issue, and how do you think retention numbers can be reported in a way that accurately reflects retention without negatively reflecting on institutions?”

Arthur Kirk, Ph.D. President Saint Leo University Several years ago a Marine master sergeant completed his bachelor’s degree at Saint Leo University. Before graduation, Mark was re-deployed to Iraq. He would miss the ceremony. He was heartbroken.

Mark looked forward to graduation for 10 years. It took him that long to complete his B.A. During that decade, Mark fought for his country in Iraq and Afghanistan and earned promotions, medals and some online credits from Saint Leo. Between deployments, Mark was an attentive father and husband and a Marine. He attended night classes. Mark envisioned receiving his diploma on stage with his wife and children watching. Graduation meant so much—10 years of sacrifice—the finish line crossed, the prize earned and a great example set for his children. Duty called and Mark deployed to Iraq.

A great success story, typical of military students. A bachelor’s degree is no four-year journey for them. Even with Saint Leo’s flexible study options meeting the military’s schedule, educational progress gets interrupted. For military students, four years to complete a degree is impossible, six years unlikely, eight years possible and 10 years normal. Mark, his Saint Leo faculty and academic advisor persevered. Mark succeeded. We celebrated!

But according to the U.S. Department of Education, we failed.

Only students who graduate in six years, start to finish, count in their graduation statistics, and these statistics will be a major part of President Obama’s flawed college ratings effort.

Saint Leo was the nation’s first college to grant a bachelor’s degree on an Air Force base. We’ve graduated tens of thousands of military men and women since 1973. Many transferred to Saint Leo to complete their degrees. They don’t count in our graduation statistics, according to the DoE. And if a sailor started college with us but graduated from another school, that too doesn’t count. Our commitment to serve the military will hurt Saint Leo University’s rankings. Like Mark, we will persevere. It is our mission and we are darned proud of it.

Mark attended his graduation—by video conference from Iraq.

When his name was called, a video screen lit up in Virginia. Mark stood up in Iraq and received his diploma to tremendous applause and many tears from his wife, kids and an appreciative audience who understood what he had endured to graduate. A “failure” in the Department of Education’s ranking measures is one of many proud successes at Saint Leo University.

Elane K. Seebo, Ph.D. Vice President of External Campuses and Graduate Services Wayland Baptist University Over the past decade, the emphasis on accountability for higher education has become more than a watchword; it has become a critical component of survival and success. Very few members of the higher education community would argue against the concept of accountability.

What is arguable, though, is the question of what accountability means—for which metrics and elements institutions of higher 20 | MAE 9.3

learning should be accountable. American colleges and universities are just as diverse in mission and populations they serve as are the students attending those institutions. In terms of metrics, one size most definitely does not fit all. There is little agreement about what constitutes the success and worth of an institution of higher learning.

One of the primary obstacles to developing realistic assessments or rating scales is the failure to recognize the evolution of www.MAE-kmi.com

the world of higher education, especially the demographics and extraordinary diversity of today’s students and the institutions that serve them. An issue paper entitled “Hidden in Plain Sight: Adult Learners Forge a New Tradition in Higher Education,” (www2.ed.gov/about/bdscomm/list/hiedfuture/reports/stokes.pdf) authored by Peter J. Stokes and published by the Secretary of Education’s Commission on the Future of Higher Education, points out that only 16 percent of higher education enrollments today consist of the traditional 18- to 22-year-old, full-time undergraduate students residing on campus. That’s about 3 million of the 17 million students enrolled now. Nevertheless, metrics such as retention numbers fail to account for the primary characteristics of the other 14 million students that include our military members and veterans.

These adult learners gather credits from a variety of sources— community college, online offerings, certificates, licenses, military

or work experience, four-year institutions and other sources—all with different missions. Metrics or rating scales proposed to date do not provide a mechanism to account for either retention or graduation rates or other metrics that can effectively give credit to multiple contributing institutions. When only the institution awarding the degree receives credit for “graduating” the student and when retention does not allow for extended periods of non-enrollment, it is not feasible to use traditional definitions of retention as a metric without negatively impacting institutions.

Ultimately, when non-traditional adult learners make up the overwhelming majority of enrollments in institutions of higher learning today, and when these students are noted for seeking those educational experiences that meet their needs, success of individuals and institutions of higher learning can be defined only in terms of the goals of each individual.

Wallace E. Boston, Ph.D. President and CEO American Public University System Most servicemembers and veterans fall into the category of non-traditional college students. Most are working fulltime and attending school part-time.

Frequently, their college attendance patterns are interrupted by work assignments or life. Most of the measurements developed for traditional 18- to 24-year-old full-time students do not accurately measure the success of these students. Because of the increasing investment in military tuition assistance and veterans education benefits, in December 2010, the Servicemembers Opportunity Colleges organization assembled a working group of higher education and military education strategic thinkers to identify common definitions regarding persistence and completion, as well as to propose variables that could be used to measure success across multiple institutions. A white paper was issued at the DoD Worldwide Education Conference in July 2012, which may be viewed at www.tamus.edu/assets/files/veterans/pdf/symposium-presentations/ soc-educational-attainment-final.pdf.

The white paper reflects the collective thinking of a wide group of educators and higher education leaders who utilized existing research as well as experiences from institutions serving large groups of active-duty servicemembers and veterans to propose a structure by which common metrics could be created to measure persistence across institutions. Data collected during the working group’s research provides a glimpse at the frequent starts and stops as well as multiple-institution attendance patterns that are common to adult student swirlers. One of the key questions that the group attempted to answer was, “At what point is it reasonable to expect that it is the intention of the student to complete a degree at a given institution?”

The SOC white paper is the best attempt that I have seen to define terms, explain attendance patterns, and create variables and metrics that can be utilized to compare persistence across institutions that serve active duty servicemembers and veterans.

I am unaware of any official or unofficial initiatives to utilize the research and thinking of this group to formulate a fair and reasonable measurement system to track student persistence. Other www.MAE-kmi.com

initiatives that might be based on a derivative from a traditional student persistence metric would not be as relevant and accurate as this work, which was crafted by the working group from research and experience.

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Thomas Klincar, Ph.D. Chancellor Central Texas College Student outcomes applied generically across all types of institutions with all types of students are problematic for several reasons. The factors that influence completion and student success are too varied and variable to offer a “one-size-fits-all” approach. Central Texas College will be at a disadvantage due to our role as a community college and our large population of military-affiliated students.

As a community college, our mission is different from a university. Many of our students come to us to retool their skills. This often means they leave prior to certificate or degree attainment. In addition, as an open admissions institution, we do not select our students. Completion is often a function of pre-college preparation, and, as an open admissions institution, we cannot selectively admit students to control our outcomes.

In addition, colleges and universities with large military student populations are at a distinct disadvantage related to retention and degree completion. The time it takes for military personnel to complete a degree is usually significantly longer than their civilian counterparts. Often servicemembers choose

to enroll in a local college each time they relocate, further complicating measuring completion. In Texas, we can track our students’ progression through other Texas public institutions, but we have no way to track our students as they transfer to other two- or four-year colleges in other states.

Reporting is a concern as well. This becomes an additional unfunded mandate, and the costs of these eventually get passed on to our students. As a community college with a low tuition rate, all these additional reporting requirements are a burden we cannot afford.

We all want our students to succeed. Additional reporting requirements and scorecards comparing us to institutions that serve different types of students with different goals will take up time and resources. These resources would be better spent focusing on academic and support programs that increase the likelihood our students will achieve their goals. O

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

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Warriors in Transition

Joining the Reserve component offers education benefits and even some unique incentives.

By Catherine Day, MAE Correspondent

As the military continues its drawdown from Afghanistan and top brass announce intentions to downsize the U.S. Army to preWorld War II levels of personnel, increasing numbers of servicemembers have begun the process of transitioning to civilian life. But there’s no need for the change to be abrupt. Continuing a part-time military career through the National Guard or Reserve while pursuing a full-time civilian career is a lucrative option—and education assistance is only one of the perks.

The National Guard Established in 1636, the National Guard has served in every major war and provided assistance in times of man-made or natural disaster. “As a citizen-soldier or airman, Guard members have an opportunity to serve their country, state and community in times of crisis. Whether it’s in response to a hurricane, tornado, blizzard or wildfire, America turns to the National Guard,” said spokesperson Walter Debany.

The Army is reducing its forces by 80,000 soldiers, and another 70,000 may follow. While the National Guard aims to minimize its ranks by 8,000 in the next two years, it will still need qualified and experienced soldiers to fill critical shortages. “Despite the possible downsizing of the military, the National Guard is always seeking highly-skilled professionals that would like to continue their military service as a citizen-soldier or airman,” said Debany.

In addition to the GI Bill benefits, states provide varied educational benefits to Guardsmen, which may even include free college tuition. Plus, the National Guard still offers bonuses for high-demand military occupational specialties and Air Force specialty code skills. National Guard members can also qualify for promotions and further leadership opportunities. However, “there are military and civilian educational requirements to be met, and Guard members need to manage their careers, maintain physical fitness requirements and attend the right leadership schooling to be promoted,” Debany clarified. www.MAE-kmi.com

The Army Reserve The Army Reserve offers many benefits, several of which are similar to the ones soldiers may have used while enlisted in active duty, including the Montgomery GI Bill (MGIB) and tuition assistance.

“Depending on critical shortages in particular grades and skills, we offer incentives to include cash, the payment of student debt via the Student Loan Repayment Program, and the MGIB-Kicker, which is a monthly educational stipend for students,” said Lieutenant Colonel Matthew W. Lawrence, the chief of public information at the U.S. Army Reserve Command. “We also offer mobilization stabilization and military service obligation reduction options, which are popular for active component to Reserve component transfers.

“Army Reserve promotions are handled in the same manner as active duty: Officers and senior NCOs are board selected, midgrade sergeants are selected by a point system, and junior enlisted are locally promoted,” he continued. They do differ in the respect that promotions depend on available positions, and a soldier’s distance from them can preclude his chances of getting the job. “We won’t promote a sergeant in California for a staff sergeant position in Texas unless they are willing to travel at their own expense to drill,” Lawrence said.

Both the National Guard and Army Reserve will soon be launching a new pilot program that offers bonuses for soldiers with indemand skills, the opportunity to get out up to a year early, additional opportunities to be a warrant officer and opportunities to retrain for a new job while still serving out their active-duty contract. Known as the “365 AC [active component] to RC [Reserve component] Pilot,” soldiers at Fort Hood, Texas, will be the first to use it. It will allow active duty soldiers within a year of their expiration of term of service to separate early from active duty by committing to either the Army Reserve or National Guard. “There also may be signing bonuses available up to $20,000 depending on the amount of time committed,” said Lawrence. “This program is a win-win scenario: Soldiers get to pursue their civilian dreams faster, and the Army Reserve gets to maintain a qualified, trained soldier in the service.”

MAE 9.3 | 23

While the age of 60 may be a ways off to the typical transitioning soldier, he or she should still know that reservists can begin to receive retirement pay at that age. In addition to having access to health care benefits, reservists also have virtually the same promotion and leadership opportunities that are available to soldiers in active duty. “While the time in grade requirements are slightly longer in the Reserve components, we encourage all of our soldiers to take the tough, developing jobs such as platoon sergeant, command and primary staff opportunities,” said Lawrence.

Education, health care and leadership perks aside, there are some benefits that can’t be quantified to joining the Army Reserve. “I left active duty myself in 1996,” Lawrence revealed. “While I enjoyed pursuing my civilian career, I missed the camaraderie and shared experience of the Army. Soldiers work as a team and depend on each other to a degree that many civilian occupations do not. It was that loss of community that pulled me back into the service.”

Iowa National Guardsmen receive a warm welcome from local citizens. [Photo courtesy of Iowa National Guard]

The Iowa National Guard The Iowa National Guard, which includes the Iowa Army National Guard and the Iowa Air National Guard, boasts more than 180 Air Force specialty codes and Army military occupational specialties.

“This means there’s a diverse array of options for active duty servicemembers looking to continue their service to our nation in some capacity,” explained Colonel Greg Hapgood, the Iowa National Guard public affairs officer. “And given Iowa’s tremendous value in housing, clean and safe communities, multitude of civilian career opportunities, excellent schools, and high-quality of living, Iowa provides an exceptional environment for transitioning military members and their Col. Greg Hapgood families.”

Personnel can receive education benefits from several sources. This includes up to 100 percent tuition payment at the state regent’s rate through Iowa’s National Guard Education Assistance Program, GI Bill benefits, federal tuition assistance and student loan repayment. In regard to new incentives to lure qualified candidates, Governor Terry Branstad Chief Master Sgt. (R-Iowa) recently launched Home Thomas Zwelling Base Iowa, a comprehensive plan to attract veterans to Iowa. “Legislation is currently pending for state tax exemption of military retirement income, increased property tax exemptions for veterans, civilian licensure for veterans with specific military skills and other veteran-friendly initiatives,” Hapgood said.

Iowa National Guardsmen have many opportunities for promotion or leadership positions. “With 7,200 soldiers in the Iowa Army National Guard, 2,000 airmen in the Iowa Air National Guard, and units in more than 40 communities across Iowa, the Iowa National Guard has a multitude of leadership opportunities at the enlisted, warrant officer and commissioned officer ranks—particularly for qualified prior active duty servicemembers,” said Hapgood. And for transitioning servicemembers intrigued in international affairs, the 24 | MAE 9.3

Three Air Force Reserve aircraft maintenance technicians confer prior to working on a C-17 Globemaster III aircraft. The reservists are assigned to the 514th Air Mobility Wing at Joint Base McGuire-Dix-Lakehurst, N.J. [Photo courtesy of U.S. Air Force/Master Sgt. Shawn J. Jones]

Iowa National Guard has a special state partnership program with Kosovo—one of 65 worldwide partnerships that make up the National Guard State Partnership Program.

Despite estimates that the Army National Guard and Reserve will face 5 percent cuts, Hapgood has a positive outlook. “We’re optimistic that any possible reductions will be modest in nature and maintain the current readiness and robust opportunities of our organization,” he said. “As the proposed budget cuts announced by the Department of Defense are only recommendations at this time, the impact on the Iowa National Guard is difficult to assess with any precision. The exact effect will be determined once the budget goes through the political process and is signed by President Obama, which could take some time to sort out.”

The Air Force Reserve Joining the Air Force Reserve is another option for qualified applicants. Eligible officers and enlisted servicemembers with relevant, high-demand career experience who commit to six years in the Air Force Reserve can receive up to $20,000 in bonuses; those who commit to only three years may still be eligible for smaller sums. The Air Force has also expanded its Palace Chase program, which allows active-duty airmen to voluntarily transfer into the Air Force Reserve or Air National Guard. Now, airmen who join the Reserve/Guard component can simply serve the duration of their time there rather than serve two to three years for every year they have remaining in their contract.

Airmen who transition from active duty to the Air Force Reserve are still eligible to pursue a 20-year retirement pension, and can keep www.MAE-kmi.com

their rank. “When it comes to enlisted leadership development, airmen who transition into the Air Force Reserve can pick up where they left off,” said Chief Master Sergeant Thomas Zwelling. “Just like our active duty counterparts, Reserve airmen are developed through professional military education programs such as Airman Leadership School, the Noncommissioned Officer Academy and Senior NCO Academy.

“Many opportunities exist for Reserve airmen to pursue enlisted developmental education, including classes offered by other military branches or by the military branches of our foreign allies,” he continued. “Deliberately developing our citizen airmen into better leaders is vital to the Air Force Reserve remaining a combat-ready and costeffective force.”

Like their other Reserve counterparts, Reserve airmen can also use tuition assistance for undergraduate and graduate programs offered by accredited schools. They may receive up to $4,500 per fiscal year to apply toward their education. “The Air Force Reserve values innovation, resourcefulness and critical thinking in its airmen,” said Colonel Steve Fulaytar, the commander of the Air Force Reserve’s Recruiting Service. “To help cultivate these traits, we offer robust package education programs that help them pursue both their professional military education and their individual civilian education.

“Not only do we have policies that facilitate college attendance, but we have an organizational culture that encourages and rewards those airmen who pursue a civilian education,” Col. Steve Fulaytar said Fulaytar. While enlisted reservists using TA benefits won’t have any additional obligations, Reserve officers using TA must commit to serving four years from the date their last course is completed.

Reserve airmen can also reap the benefits of the Post-9/11 GI Bill, which provides up to 36 months of tuition and fees, a monthly housing allowance, and a stipend for books and supplies. Experienced Reserve airmen who commit for an extended period of time may transfer their Post-9/11 GI Bill benefits to dependent family members.

Benefits from the Reserve will most certainly carry over to the civilian side. Reserve airmen can also cultivate new skills at a technical school, which could spruce up their civilian resume, and they’ll have opportunities to network among the other citizen airmen in their unit. “If a new reservist shows up at their unit and displays a professional image and a good work ethic, they are bound to be noticed by their coworkers, who happen to be fully employed in fields that may or may not be related to their military duty,” said Fulaytar. “In a traditional Reserve unit, it’s certainly not unusual to hear how one citizen airman helped another citizen airman to find a civilian job.”

Despite Defense Secretary Chuck Hagel’s announcement in late February that the Army National Guard and Reserve will likely reduce their numbers by 5 percent, transitioning soldiers are still very much in demand. And whether due to housing allowances, tuition assistance, or the satisfaction of continuing to serve one’s community in a valuable way, there are many compelling reasons for a transitioning servicemember to stay connected to the armed forces. O For more information, contact MAE Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.

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GI Bills Make Education Accessible Last year, 1.3 million active duty military and veteran students were enrolled in college thanks to the GI Bill or another federal funding program, according to a U.S. Government Accountability Office/Veterans Administration education benefits report. It all started 70 years ago with the passage of the first GI Bill of Rights for World War II veterans.

The government’s continuing investment in servicemembers and veterans through GI Bills has transformed society and higher education while fueling economic growth. But the GI Bill got off to a rocky start in 1944. Congress struggled to agree on the bill’s provisions, but ultimately passed it after much debate. It offered veterans education and training, loan guaranty for homes, farms or businesses, and unemployment pay. It was a major improvement over the $60 and train ticket home World War I veterans received.

The GI Bill was overhauled in 1984, becoming known as the Montgomery GI Bill. To help veterans who served on or after September 11, 2001, the Post-9/11 GI Bill was enacted in 2008. Other federal programs have followed—all designed to help servicemembers and veterans enhance their military career or prepare for a civilian career.

GI Bill Benefits According to Brian Clark, director of Penn State’s Office of Veterans Programs, “The funding available for education went from very good in the 1944 GI Bill, to not so good in the Vietnam War GI Bill, to horrible in the Veterans Educational Assistance

Program that followed the Vietnam Era. That bill required active duty personnel to fund a third of the benefit. The Montgomery GI Bill was better, but it required a $1,200 contribution, and many elected to not participate, since many 18-year-olds are not thinking about college when they enlist.”

The Post-9/11 GI Bill was a significant improvement over all the GI Bills since the World War II bill. It has led to a nearly 50 percent increase in enrollment of veterans at Penn State’s University Park campus.

Penn State’s total veteran student enrollment is more than 3,900 students, including 1,622 students enrolled online in the World Campus.

At the University of Maryland University College, “The most significant change since the implementation of the Post-9/11 GI Bill is the greatly increased number of students using Department of Veterans Affairs educational benefits in attendance on campus,” said James Cronin, vice president, DoD Relations, UMUC Office of Military Operations.

UMUC enrollment is more than 12,000 servicemembers and veterans worldwide.

Another major change is in the complexity of veterans’ benefit programs. “Based on active duty service, veterans may be eligible for more than one benefit program,” said Cronin. “They are often faced with a difficult task in determining which program is the best choice for them. Fortunately, tools to help a veteran determine the best option have improved over the years. Schools are playing a much larger role in services to veterans, assisting with questions and involvement in payment problem resolution.”

By Ginny Newman

Military Downsizing Central Texas College’s veteran student enrollment also is increasing. Jim Yeonopolus, president, CTC Continental and International Campus Operations, said, “With the downsizing of the military, we are seeing a huge increase in our veteran student population.” CTC enrolls more than 50,000 active duty military, veterans and their families at more than 140 locations worldwide.

“Many veterans work for military contractors in countries around the world and are finding themselves without jobs, as military contracts end and are not renewed,” added Yeonopolus. “But veterans still have their GI Bill benefits, and they are choosing to go back to school to retrofit themselves for new careers.” O

Note from Jim Yeonopolus, CCME president: CCME thanks Ginny Newman, assistant director, Defense Sector Education, Penn State University and CCME Membership Chair, for this article on the 70th anniversary of the GI Bill.

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CCME 42ND ANNUAL SYMPOSIUM & EXHIBITION January 26-29, 2015 • Anaheim, California At the Anaheim Marriott, 700 West Convention Way, Anaheim, CA, 92802

26 | MAE 9.3

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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 American Military University........................................................... 22 www.amuonline.com/mae Army National Guard......................................................................... C2 www.nationalguard.com/ac2ng Art Institutes....................................................................................... 13 www.veterans.artinstitutes.edu California University of Pennsylvania............................................ 18 www.calu.edu/go/military Complete Florida................................................................................ 27 www.completeflorida.org Empire State College.......................................................................... 21 www.choose.esc.edu/mae Kansas State University..................................................................... 17 www.military.k-state.edu North Dakota State University........................................................... 9 www.ndsu.edu/transportation Northeastern University College of Professional Studies............ 12 www.northeastern.edu/cps/military Park University................................................................................... 19 www.park.edu/8week Stratford University............................................................................. 5 www.stratford.edu Thomas Edison State College............................................................. 6 http://military.tesc.edu Thomas Edison State College........................................................... 10 www.tesc.edu/mshs University of Maryland University College..................................... C4 http://military.umuc.edu/milstudent Webster University............................................................................. 25 www.webster.edu/military

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Florida Gulf Coast University, Florida International University, Florida State College at Jacksonville, University of West Florida, St. Petersburg College, University of Central Florida, Barry University at Miami, Hodges University, Palm Beach Atlantic University, St. Thomas University, Indian River State College

NEVER STOP LEARNING

Calendar May 4-7, 2014 ASTD 2014 International Conference & Exposition Washington, D.C. www.atsdconference.org June 13-15, 2014 V-WISE (Veteran Women Igniting the Spirit of Entrepreneurship) New York, NY http://whitman.syr.edu/vwise/ October 2-3, 2014 2014 MBA Veterans Career Conference Chicago, Ill. http://mbaveterans.com/2014conference

www.MAE-kmi.com

January 16-18, 2015 V-WISE (Veteran Women Igniting the Spirit of Entrepreneurship) New Orleans, LA http://whitman.syr.edu/vwise/ January 26-29, 2015 CCME Annual Symposium Anaheim, Calif. www.ccmeonline.org February 22-24, 2015 2014 Association of Military Colleges and Schools of the U.S. Alexandria, Va. www.amcsus.org

Considering a new degree?

Advising your troops on their education options?

You need Military Advanced Education’s 2014 Guide to Military-Friendly Colleges & Universities!

Check out the searchable database at www.mae-kmi.com for the details prospective students and commanders are looking for!

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Access all the survey answers from the hundreds of schools that participated in MAE’s 2014 Guide to Military-Friendly Colleges & Universities

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Compare and contrast institutions with all the info MAE used to score and designate our top schools

MAE 9.3 | 27

UNIVERSITY CORNER

Military Advanced Education

Dr. George A. Pruitt President Thomas Edison State College Q: Could you provide a brief overview of your school’s history, mission and curriculum?

A: We were founded in 1972 as the only senior public institution of higher learning in New Jersey to focus exclusively on adults. Our mission is to provide flexible, high-quality, collegiate learning opportunities for self-directed adult learners.

All of our academic programs reflect this focus. What makes us special is that we were built around the clients that we serve. We understand that the main access barriers for adult students are time and place. We have always been obligated to serving students where they are, not where we are, and in ways that fit their busy lives.

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

A: The college has served the unique needs of U.S. active duty military, guard and reserve personnel and veterans for more than 40 years. We have one of the largest populations of active duty military students in the country and one of the highest degree completion rates for military students. The college has been selected for key higher education programs in the Army, Navy, Coast Guard and Air Force and is consistently recognized as a top military-friendly institution by Military Advanced Education and other publications for delivering high quality, regionally accredited programs to active duty military personnel, veterans and their families.

Q: What makes your school unique in the benefits you offer servicemembers?

A: Most of our military students have earned college credits at other regionally accredited institutions. Our transfer credit policy enables those students to apply as many transfer credits as possible 28 | MAE 9.3

to their new degree program. Our Military Degree Completion Program allows students to complete their coursework without sacrificing time away from their military careers. We enable students to earn college credit for a wide range of military training and apply those credits to a degree program. Our courses are structured in 12-week terms with new terms beginning every month.

We are a participating institution of the Army’s College of the American Soldier and GoArmyEd programs; the Navy College Program Distance Learning Partnership and Navy College Program for Afloat College Education; the Air Force General Education Mobile and Air University Associate to Baccalaureate Cooperative programs; and both the Coast Guard Degree Pathways Program and the Coast Guard Maritime Law Enforcement College Partnership. In addition, the college is a long-standing member of the Servicemember Opportunity Colleges. We are also excited about our new programs focused on veterans, which support veterans from the time they are prospective students through each phase of degree completion. In addition to offering high quality, flexible programs, we provide personalized services staffed with people who understand the unique needs of military students, veterans and their spouses.

Q: Which programs are the most appealing to military students?

A: Our military students select degree and certificate programs based on their own goals. It may be to prepare for life after military service, qualify for a promotion during active duty or set an example for their children. For example, many of our Navy students enroll in our applied science and technology programs because they can earn a significant amount of credit for the Navy’s nuclear power program and aviation training programs.

Many Army students select the Bachelor of Arts program because it offers the flexibility and diverse areas of study they are looking for. Our programs in human services, homeland security and criminal justice are also popular with military students.

Our graduate programs attract military students who are interested in preparing for leadership roles both in and out of the service. Students who have completed War College training can also earn graduate credit that can be applied to their master’s degree.

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

A: We understand the logistical needs of military students and know that location, relocation and time constraints leave little opportunity for active duty military to sit in a physical classroom. Our programs are delivered online to wherever they are located. We also enable active duty military students and veterans to maximize their military tuition assistance and GI education benefits.

Q: Do you have any final thoughts?

A: Students should always check the accreditation of any college or university they are considering to ensure that the degree they earn will allow them for fulfill their educational goals. To learn more about us, visit www.tesc.edu/military. O www.MAE-kmi.com

May 2014 Volume 9, Issue 4

Journal of Higher Learning for Today’s Servicemember

Cover and In-Depth Interview with

D. Wayne Robinson

Executive Director Student Veterans of America

Features Accelerated Online Degree Programs

The average servicemember accumulates credits well beyond what is often required for a degree. That’s why some schools are doing “end-to-end occupational evaluations” that can reduce college studies by half or more in some cases, resulting in accelerated degrees for students.

Degrees in Information Technology

From health care to electronics to computers, skilled IT degree professionals are needed to design, run and maintain the technology that allows the systems in these industries to function successfully. It’s consistently named as one of the best careers in terms of job outlook, and many servicemembers already have some training in this area. MAE takes a look at IT degrees and the job prospects for students in this industry.

Competency-Based Education

Competency-based education has become a hot topic in higher education circles, and it may become an option for military students in the future. It allows students to study and learn at their own pace, and is

particularly ideal for the tens of millions of American adults with some college but no degree, making it possible for them to come back and complete a degree. A leader in competency-based ed explains what it means for student veterans.

Classes at Sea

Who says you can’t work on your education while also serving as active duty? The Navy College-AtSea program gives servicemembers the opportunity to experience challenging education while on sea duty assignments, preparing them for personal and professional growth. Both academic skills and college (undergraduate and graduate) courses are available, provided onboard naval vessels by regionally accredited colleges and universities.

Student Scholarship Spotlights

Even with the GI bills and other forms of financial assistance available to servicemembers, college can still be expensive. Scholarships can help fill the gap. MAE highlights some of the notable and unique scholarships available to student veterans.

Insertion Order Deadline: April 24, 2014 • Ad Materials Deadline: May 4, 2014

THIS IS OUR CAMPUS

Creating learning opportunities wherever the U.S. military serves More than 95 career-relevant programs available online and on-site cybersecurity • criminal justice • business

AT YOUR SERVICE SINCE 1947

Serving the military is in our DNA. Talk to us.

877-275-UMUC (8682) • military.umuc.edu/milstudent