Military Advanced Education 14-1 by KMI Media Group

Education and Career Transition Guide for Servicemembers and Veterans

Janice Neal President CCME www.MAE-kmi.com

February/March 2019 Volume 14, Issue 1

MILITARY ADVANCED EDUCATION Features

Features

Q&A

2 Marshall Center 6 America Goes On the Cyber Offensive

8 Blended Attacks Stir new Cyber Worries

9 Careers in Cybersecurity

Janice neal

PRESIDENT, CCME page 13

2019 GUIDE FORM

13 Interview

Coming in April:

15 Pilot Shortage

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19 Using the Military Assistance Program

21 CCME Grapevine

2019 Top Colleges Issue Now in its thirteenth year of publishing the Guide, MAE was the first publication to launch a reference tool of this type. Institutions are evaluated in consideration of the current best practices in military education, providing the foundational information a prospective student would use in framing his or her educational needs.

Military Advanced Education Volume 14, Issue 1 — February/March, 2019

Editorial

Jay Colby Editor jay.colby@kmimediagroup.com Correspondents J.B. Bissell • Kasey Chisholm • Catherine Day Jaime Fettrow-Alderfer • Nora McGann Holly Christy • Robert D. Rahni

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Marshall Center Program Engages

Experts to Address Cyberspace Challenges, Threats It’s a hyperconnected world, where cyberspace provides critical support for the world’s economy, civil infrastructure, public safety and national security. But it’s also where cyberattacks loom as large as the opportunities with their ability to trigger massive breakdowns. Mika Kerttunen, director of studies at the Cyber Policy Institute in Estonia, talks to a group of governmental experts on developments in the field of information and telecommunications in the context of international security during the Program on Cyber Security Studies at the George C. Marshall European Center for Security Studies in Garmisch-Partenkirchen, Germany. Mika Kerttunen, director of studies at the Cyber Policy Institute in Estonia, talks to a group of governmental experts on developments in the field of information and telecommunications in the context of international security during the Program on Cyber Security Studies at the George C. Marshall European Center for Security Studies in Garmisch-Partenkirchen, Germany, Dec. 6, 2018. DOD photo by KarlHeinz Wedhorn Seventy-eight cyber professionals from 52 countries are now better equipped to establish policy responses to these rapidly evolving cyber threats after graduating yesterday from the Program on Cyber Security Studies at the George C. Marshall Center for Security Studies here. The Marshall Center is a GermanAmerican partnership that has produced generations of global security professionals for the past 25 years. In 2014, the Defense Department designated it as a Center of Excellence for Transnational Security Studies, due to its cybersecurity program and its courses on countering organized crime and combating terrorism. Whole-of-Government Approaches “Our program focuses on areas that are not just within the normal Department of Defense or Ministry of Defense lanes or areas of expertise, but also examines wholeof-government approaches in addressing cyber security issues and challenges,” said Philip Lark, the PCSS course director, who was instrumental in developing this trans-

national course for the Marshall Center in 2014. In particular, the program addresses internet governance, internet freedom, combating terrorism and cybercrime, developing public and private partnerships, applicability of international law in cyber space, and exploring other critical cyber-related policy issues. “We are the only DOD regional center that has the authority to do a transnational program like this with participants from all over the world,” said retired U.S. Army Lt. Gen. Keith W. Dayton, the Marshall Center’s director. In this class, the professionals worked in a wide variety of national ministries, with the majority from interior, defense, justice and foreign affairs. “This program addresses strategic guidance from our stakeholders: DOD and German Ministry of Defense,” Dayton said. Specifically, this guidance is: — To incorporate and evaluate wholeof-government approaches when developing national cyber strategies and policies; — To foster an environment of cyber due diligence; — To share Euro-Atlantic and publicprivate partnerships proposals globally for addressing asymmetric threats from nonstate actors; and — To nurture the formation of a global active network of senior-level cybersecurity professionals. ‘Greatest Show on Earth’ Mika Kerttunen, director of Studies at the Cyber Policy Institute in Tartu, Estonia, was an adjunct professor for this course. “The structure of PCSS and how [Lark] has constructed it, gives participants guidance on national strategy as a process and content matter,” he said. “PCSS is totally unique and exceptional. It is the greatest show on Earth in this field. It really makes a difference, because [Lark] and the Marshall Center have been able to gather so many people from so many different countries across the spectrum of government and civilian administrations.” When it is repeated year after year, he added, the results become more viable and reach around the globe. www.MAE-kmi.com

Compiled by KMI Media Group staff

Post Expands Its Military Partnerships With U.S. Army Recruiting And Retention College For the Next Three Years Soldiers Can Attain Degree While Serving Post University formalized an education partnership with a signing ceremony at the U.S. Army Recruiting and Retention College (RRC) in Fort Knox, Kentucky. The signing ceremony finalized an agreement to provide online college courses and degree programs for enlisted and commissioned personnel attending the Recruiting and Retention College. Through this partnership, Post University will offer undergraduate degrees to soldiers. All courses will be offered online, allowing students the flexibility to pursue their individual educational goals while performing their military duties. The program is designed for soldiers to attain a Post University degree and receive academic credit for their military education and experience. The degree and certificate programs include human resource management, business administration, management, project management and marketing, sports management and a concentration in supply chain logistics. Post University Chief Operating Officer Bobby Reese, a military veteran, attended the ceremony on behalf of the University. He was joined by Elizabeth Johnson, Ph.D., university provost, Charles Young, director of military field enrollment and Arthur Stewart, Post’s Military Field Representative with the Recruiting and Retention College. “The women and men in the military provide an immeasurable service to our country. We are proud to offer opportunities to support their educational goals through challenging courses and degree programs,” said Reese. Earlier this year, the University was ranked for Best Online Bachelors Programs for Veterans by U.S. News & World Report. For five consecutive years, the University was selected by Victory Media for the Military Friendly School Award and was ranked as a 2017 Top 10 Non-Traditional School. Post was also selected as a TOP SCHOOL in Military Advanced Education & Transition Magazine’s Guide to Colleges & Universities for 2016 and 2017. “Our faculty value the unique perspective and life experience our military students bring into our main campus and online classrooms. This new partnership strengthens Post’s relationship with the Army by defining the academic opportunities we can offer each soldier to support them in achieving their educational goals as a Post University student,” said Post University Provost Elizabeth Johnson, Ph.D. Post University has provided educational benefits to military www.MAE-kmi.com

personnel since 1976. The university offers a variety of flexible and convenient degree options specifically for active duty, National Guard and veterans, and their eligible family members. Each program is designed with guidance from our professional faculty and staff, many of whom have also served in the U.S. Armed Forces. Charles Young is Post’s main contact for military students. “The staff and faculty are honored to offer these educational opportunities to the men and women of the military. “We welcome this opportunity to provide additional educational support to the deserving men and women who serve our country,” said Young. Post University offers many resources to help members of the military in their academic careers. “We are one of the few universities with a dedicated team primarily made up of veterans to advise and assist military members, veterans, and spouses to attain their education,” said Young. This team understands the challenges that members of the military face on a daily basis and are ready to provide support. About Post University Based in Waterbury, Connecticut, since 1890, Post University® is known for its innovation and focus on providing every online and on-campus student an extraordinary educational experience with an unmatched level of personalized support. Among the first in the nation and the first in the State of Connecticut to offer full degrees online, Post fuels the personal aspirations and career goals of its students with inventive and robust learning technologies that deliver in-demand undergraduate and graduate degree programs, small class sizes, individual attention, and customizable degree concentrations. Respected for its Honors Program, NCAA Division II athletics, and pioneering role in online education for mo lre than 20 years, Post University is licensed by the State of Connecticut through the Office of Higher Education and is accredited by the New England Commission of Higher Education (NECHE, formerly NEASC). The following degree programs offered by the Malcolm Baldrige School of Business are programmatically accredited by the Accreditation Council for Business Schools and Programs (ACBSP): Associate of Science – Accounting, Marketing, Management; Bachelor of Science – Accounting, Business Administration, Finance, Management, Marketing, Sport Management; Master of Science – Accounting; Master of Business Administration (MBA). MAE February/March Issue 14.1 | 3

Compiled by KMI Media Group Staff

UNM targets needs of military personnel with new fully online program The University of New Mexico launched its fully online bachelor’s degree in strategic communication on August 20, 2018. “In this managed online program, students can take 12 courses in a little more than a year,” said David Weiss, chair of the Communication and Journalism Department at UNM. “Students can quickly and efficiently complete a degree program previously interrupted by life or earn extra credentials for a current or desired job in strategic communication.” The new strat-comm-online program allows students to complete each course in eight weeks. It’s designed for people who are

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busy, but still want to finish their education or branch out in their career. Judith McIntosh White, a C&J associate professor who helped create the new program, comes from an extended family of military veterans. She emphasized that the UNM program brings unique institutional strengths to serving this population. “The University of New Mexico has been recognized as one of the most veteranfriendly U.S. campuses and incorporates special programs and faculty/staff training to serve our military,” White said. “I see our program as fitting the needs of serving military, veterans, and military dependents.

Military life often involves many moves and/ or deployments which may interrupt pursuit of a traditional college education. Our program bridges those gaps.” Success stories from the face-to-face strategic communication program include placement of students with NASA, at public relations and advertising agencies, in institutions such as UNM athletics, and in graduate and professional programs. “Our online program will strive to mirror the success of the F2F version,” White elaborated. “And I might add that many of my stellar students on campus have been veterans, ROTC members, and military dependents.”

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U.S. government hackers will now have greater latitude to deter and answer attacks The Trump administration has rolled back Obama-era rules governing the use of cyberweapons. U.S. government hackers will now have more latitude to respond to and deter cyberattacks by adversaries. For the military—especially U.S. Cyber Command, which has long desired more freedom to maneuver—this is welcome news. Other agencies, especially those with sensitive intelligence and diplomatic equities at stake, are surely less enthusiastic about the prospect of turning up the temperature in the cyberwars. Cyber policy is shaped by a trade-off between deterrence on the one hand and intelligence collection and diplomatic standing on the other. A relaxed cyber engagement policy increases U.S. deterrence capabilities—if you hit us, we can hit back. But it could also endanger existing spy operations. Robert Chesney, a University of Texas legal scholar, has observed that if the National Security Agency “is in a target system and reaping important intelligence, an offensive operation that imperils that collection may or may not be in the country’s net national interest.” If the military goes on a cyberoffensive, it could also undermine the standing of U.S. diplomats when they call for international norms supporting a free and open internet. During the Bush and Obama administrations, advocates of intelligence and diplomatic priorities enjoyed greater institutional clout in Washington and better access to the president. But in the

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Trump White House, the military has significant access to the West Wing, while the intelligence and diplomatic corps are at odds with the president. The days of sacrificing deterrence to other interests in cyberspace seem numbered. These conflicts are not new or unique to cyberspace. What the Pentagon calls “intelligence gain/loss” considerations are applicable to all domains. Dropping a bomb on a terrorist camp may disrupt one plot, but it may also kill the terrorist group’s courier who is under surveillance. Is a tactical military win worth risking a strategic intelligence asset and possible damage to U.S. diplomatic interests? In the digital domain, these calculations become much more complicated and unpredictable. Unlike the physical realm, where it is easy to calculate the blast radius of an ordnance or the likelihood of civilian casualties, the collateral effects of a cyberoperation are often best guesses. Consider the 2017 Russian cyberattack that became known as NotPetya. What started as a targeted operation against organizations in Ukraine quickly spun out of control. It metastasized into a global campaign that struck some of the world’s largest corporations, including the American drug manufacturer Merck, the Danish shipping giant Maersk and even the Russian state-owned oil company Rosneft. The cyberweapon—part of which was allegedly developed by and later stolen from the NSA—traveled well beyond Russia’s

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intended targets. If the U.S. launched malware at Russia, would the Kremlin stop hacking the emails of American political candidates and remove their “implants” in our critical infrastructure? Or would the code be reverseengineered and used against the U.S. after the operation burned American intelligence sources? Fear of the latter has resulted in a very conservative approach to engaging adversaries in cyberspace. For the U.S. cyber arsenal to serve as an effective deterrent, leaders must be willing to sacrifice intelligence and diplomatic interests for military ones when circumstances warrant it. But the best use of the cyber arsenal is not necessarily in response to cyberattacks. Fighting cyber with cyber may expose America’s own digital defenses. It also perpetuates the norm that hostilities are confined to either the physical or virtual domain. If the U.S. and other digitally dense and dependent nations do not reserve the right to respond to cyberattacks with conventional means, we will be beholden to perpetrators of asymmetric cyberwarfare. Stability in cyberspace depends on a universal definition of force that encompasses cyberwarfare. America’s use of cyberweapons should be reserved for two scenarios. The first is offensive. Cyberweapons are an effective first-strike capability when conventional conflict is imminent or has already commenced. No one has demonstrated this better than the Russians, who launched distributed denial of service attacks in concert with ground assets during their invasions of Georgia in 2008

and Crimea in 2014. The U.S. should prioritize integrating digital weapons with its conventional arsenal. The second is defensive. Cyberoperators enjoy levels of stealth and speed unrivaled by conventional weapons systems to prevent or repel attacks, be they on the battlefield or in cyberspace. The U.S. should not hesitate to disable infrastructure that is facilitating the digital invasion of our sovereignty. To minimize the harm to U.S. diplomatic legitimacy from defensive cyberoperations, America must secure international partnerships that support them. Despite the challenges and risks of operating militarily in this new domain, the status quo is simply unacceptable. Just ask Adm. Mike Rogers, former commander of U.S. Cyber Command. When pressed shortly before his departure from office in February by the Senate Armed Services Committee about America’s weak response to Russia’s election meddling, he said: “I haven’t been granted any, you know, additional authorities.” So long as the U.S. Cyber Command has its hands tied, adversaries do not perceive sufficient costs from attacking in cyberspace. Meanwhile, international norms against strong countermeasures favor countries with the least to lose. The U.S. must be prepared to defend its digital sovereignty with all the tools at its disposal. Mr. Weinstein is a cybersecurity policy fellow at New America, vice president of Threat Research at Claroty, and a former operations planner at U.S. Cyber Command.

NOW IS THE TIME

FOR A CAREER IN CYBERSECURITY

• Talent Shortage: Over 300,000 cybersecurity job openings • Broad range of positions including in-demand information security analysts: 28% job growth and desirable median pay of over $95,000 annually*

• High-Impact Career: Play a role in cyber defense and protect against rapidly increasing and extremely costly cybercrime • Fast-Evolving Field: Keep learning and face new challenges every day as advanced technologies emerge

DEGREE PROGRAMS Bachelor of Science in Cybersecurity Bachelor of Science in Information Technology with an Emphasis in Cybersecurity Master of Business Administration with an Emphasis in Cybersecurity Master of Science in Cybersecurity

Explore your future in cybersecurity today at gcu.edu/militarycybersecurity *(2016-26) Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Information Security Analysts For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at gcu.edu/disclosures. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Grand Canyon University is regionally accredited by the Higher Learning Commission (800-621-7440; http://hlcommission.org/). Important policy information is available in the University Policy Handbook at https://www.gcu.edu/academics/academic-policies.php. GCU, while reserving its lawful rights in light of its Christian mission, is committed to maintaining an academic environment that is free from unlawful discrimination. Further detail on GCU’s Non-Discrimination policies can be found at gcu.edu/titleIX. The information printed in this material is accurate as of OCTOBER 2018. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. ©2018 Grand Canyon University 18MIL0056

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Surge in Blended Attacks Stirs New Cyber Worries It sounds like a nightmare: A targeted piece of malware infects computers and devices, temporarily shutting down critical technologies used in the healthcare community. As the malware begins to become contained, a natural disaster hits the region. As people in need of help flood into medical centers, researchers discover additional concerns inside the malware’s code. This type of attack is known as a “blended threat” – a natural, accidental, or purposeful combination of a physical with a cyber incident. Thankfully, this is not a real event but just one of the threat scenarios that the National Health Information Sharing and Analysis Center (NH-ISAC) will use in its 2018 Blended Threats Exercise Series being held this summer and fall in different locations around the country. This event series will bring together cyber security leaders from the healthcare industry to work through different scenarios and to learn how to handle a blended threat, understanding their complexity and impact potential. These scenarios were developed based on a threat-informed, riskbased understanding of the current and emerging threat environment with considerations to recent incidents, such as major ransomware outbreaks. As cyber threats continue to evolve so must those that defend it. “These exercises will stress participants to consider threatinformed, emerging security challenges that organizations should be proactively preparing for,” said Denise Anderson, President, NHISAC. “Considering blended threats and the need to coordinate with multiple parts of the organization, these workshops should allow for candid, respectful insights, ideas and challenges from participants, to help all involved further develop their security programs and preparedness.” A Needed Discussion While such a worst-case scenario might seem unlikely, it is still eminently possible. There have been 165 cyber incidents reported through the Department of Health and Human Services’ Office of Civil Rights Breach Portal during the first half of 2018, affecting more than 3.2 million individuals. Both April and May saw the highest numbers of reported incidents

this year, with more than 800,000 individuals affected each month. While these numbers do not cover a long enough period to establish a trend, they are alarming on their own. NH-ISAC helps healthcare organizations share threat information that could aid in this fight to reduce breaches. As cyber threats continue to evolve, healthcare organizations need to stay abreast not only of the threats, but also stay informed about industry best practices to combat them. This includes both cyber and physical threats that offer different problems, and require a different approach, from healthcare providers. Symantec is proud to take part in this program. We take great pride in our partnership with NH-ISAC and see information sharing among healthcare organizations as a valuable part of a comprehensive overall cyber defense. The first event was held at Boston Scientific in Maple Grove, Minnesota. The early feedback has been positive, as attendees worked through a blended scenario localized to their specific area. They were able to discuss the challenges, but more importantly think about the different aspects of a blended attack and how they impact one another. These scenarios not only present an opportunity for healthcare leaders to share their thoughts on how to manage difficult situations, as well as a time to think outside the box. As cyber threats continue to evolve so must those that defend it. These exercises will provide an opportunity to hold those conversations, along with so much more. While these scenarios are difficult, they will be discussed in a low stress environment. The goal is to facilitate a conversation about best practices, not to hold attendees’ feet to the fire. “We want them to walk away more aware of the types of threats and challenges they may face, while better knowing their professional colleagues. The goal is to return to their organizations with knowledge to enhance their security and resilience,” Anderson said. “We want them to really think about all of the possible scenarios they could encounter along with the impacts and consequences.”

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Continue the Good Fight on the Digital Battlefield: Exploring a Career in Cybersecurity by Tom Milham, Course Instructor, Western Governors University College of IT If you’ve served in the military, starting a career in cybersecurity is probably a great move for you. Cybersecurity is about protecting and serving an organization, and the field offers the same collaborative, collegial environment as the military. It also bears mentioning that qualified cybersecurity professionals are in extremely high demand. With a military background, you’re already used to dealing with uncertainty, changing terrain, and evolving threats. The situational awareness, precision, and problem-solving abilities that cybersecurity positions require are traits those with military backgrounds already have. Cybersecurity is a dynamic and mentally stimulating field. As Randall Frietzsche, Chief Information Security Officer (CISO) for Denver Health and a graduate of WGU’s Master of Cybersecurity Security and Information Assurance program, says, “You’re constantly seeing new things and you’re constantly having to stay on your toes, and it really takes a certain caliber of person to do that.” The proof is in the www.MAE-kmi.com

pudding: as of July 2018 nearly 30% of our 15,800 students in the College of IT have a military background. We believe that it’s because they have what it takes to succeed. Thinking about a successful transition to a career in cybersecurity? Following are a few of the questions we get asked most often that might help inform your decision. Why study Cybersecurity? According to the International Info System Security Certification Consortium, there will be a shortfall of 1.8 million cybersecurity workers by 2022. The lack of skilled cybersecurity professionals continues to be a major problem for many organizations. Even with InfoSec salaries soaring, there are thousands of vacant positions. This is leading many companies to engage external cybersecurity and virtual Chief Information Security Officers. And in cybersecurity hubs like Washington D.C., the shortfall of qualified professionals is particularly dire. Is it important to understand the fundamentals of networking before entering into a security career?

A knowledge of networks is essential to understanding cybersecurity and at WGU, we offer certifications such as Network+ and Security+ for students to reinforce the principles of networking. Security professionals are expected to demonstrate competency in networking fundamentals including LAN and WAN internet working, TCP/IP, and remote communications such as VPN’s and authentication strategies. There are so many career tracks for cybersecurity. How do I know whether I’m developing the right type of skills for potential employers? Employers appreciate students who have a broad-based background in networking, security, and general education. And to keep curriculum up-to-date, WGU consults with members of industry to obtain – and integrate – current skillsets that lead to the creation of competencies on which WGU’s education model is based, known as Competency Based Education (CBE). Do veterans, reservists, and National MAE February/March Issue 14.1 | 9

Guard receive preference with respect to hiring for government jobs in cybersecurity? Although preference for former military personnel, reservists, or National Guard, may play a role in hiring, one of the most important factors is demonstrating a skills-based education that utilizes industry recognized certifications. Recognizing this fact, WGU’s educational model includes industry certifications as part of our degree program. Furthermore, many former and current military have demonstrated competency through their Military Occupational Specialty (MOS). As a result, we continue to engage closely with former and current military students to ensure their knowledge is recognized academically whenever possible. What are some of the technology trends that are helping to boost cybersecurity and cyber defenses? Both the U.S. Government and private industry have noticed how Artificial Intelligence (AI) and the phenomenon known as “machine learning” impact

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them. Since the battle with cyber criminals moves so quickly, machine learning models that can swiftly predict and accurately identify attacks swiftly could help mitigate an attack on information security systems. A fundamental knowledge about AI can enhance the career potential of any cybersecurity professional. How does a WGU Cybersecurity education differ from other schools? First, all WGU students have an assigned Program Mentor who guides students throughout their entire curriculum. Additionally, each course has an assigned Course Instructor and students have the ability to interact one-on-one with the Course Instructor. Second, if a student completes a course ahead of schedule, courses from a future term can be accelerated into the present term without paying any additional tuition. Students are evaluated on their ability to demonstrate competency and not how much time they spend on a class. In contrast, many online classes from other universities require students to spend a certain amount of time in an enrolled class.

All WGU courses are online and students are encouraged to complete their WGU Degree Plan in as timely a manner as possible. If a student can demonstrate competency, then the student progresses through the degree program. Finally, a successful cybersecurity career includes the ability to think critically and write effectively which is why general education skills and competencies are essential to our degree programs. The Internet of Things (IoT) poses many security threats. How does a cybersecurity degree relate to this issue? The IoT is a weak link which challenges cybersecurity experts. Although we’re rolling out more and more sensor-packed internetconnected devices, the IoT remains a major weak point for defenses. All too often these devices lack basic security features, or they aren’t properly configure and reply upon default passwords that can give attackers easy access. This is giving rise to botnets, which can be used for massive numbers of attacks to obtain stolen data, to identify further vulnerability.

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State Assistance Increases for TTT Program The Troops to Teachers (TTT) Program Office is pleased to announce that 11 states and 2 consortia of states will receive grants to help eligible and former members of the armed forces become K-12 public school teachers. Through these grants, a total of 23 states will begin projects designed to assist military members and veterans in exploring and selecting the best pathway to obtain employment as teachers. These projects will offer guidance on traditional and alternative teacher licensure programs, résumé writing, job search tools, and other employment support activities to veterans and military members who are within one year of exiting the military. The TTT program awarded grants to the following states with consortia states following: • Arizona • Colorado –(consortia) with New Mexico • Connecticut • Florida • Georgia • Hawaii

• Montana – (consortia) • New York • North Carolina with Alaska, Idaho, Minnesota, • Oklahoma North Dakota, Oregon, • Pennsylvania South Dakota, • Texas Washington, Wisconsin, • Virginia Wyoming

Based on grant guidance, the grant goals include, but are not limited to: • Attract and increase the number of eligible current and former members of the armed forces participating in the TTT Program • Reduce barriers that prevent veterans from meeting teacher certifications requirements for transitioning into teaching careers

• Provide individualized counseling to assist TTT participants with meeting the educational and certification requirements to transition into a teaching career • Support state and local education agencies with hiring motivated, experienced and dedicated eligible members and former members of the armed forces; thereby, increasing the number of veterans employed as teachers • Address geographic areas with critical teacher shortages, especially in high-need schools (as defined in subsection (a) of such section 1154), in particular the shortage of science, mathematics, special education, foreign language, or career or technical teachers; and in elementary schools or secondary schools, or as career or technical teachers. TTT is a military transition program within the Defense Activity for Non-Traditional Education Support (DANTES). In conjunction with the Defense Human Resources Activity (DHRA), DANTES released a Broad Agency Announcement (BAA) on under the authorizing statute in 10 USC 1154 (h) (2) (A), which permits the Secretary of Defense to make grants to states or consortia of such states in order to support efforts of recruiting eligible current and former members of the armed forces for participation in the Troops to Teachers program and facilitating the employment of participants as elementary school teachers, secondary school teachers, and career or technical teachers. The Fiscal Year (FY) 2018 grant was awarded in May 2018 for a 5-year period.

AMU ALUM AND VETERAN LINWOOD HARRISON, B.A. INTELLIGENCE STUDIES

Master Sergeant Linwood Harrison, recipient of the Defense Meritorious Service Medal, plans to earn a master’s degree and work in the intelligence ﬁeld after his retirement. He knows that military friendly AMU understands the challenges he faces and the personal investment he is making. Reach higher at www.AMUonline.com/MAE 1901-18-902379_AMU_Military_Linwood_MAE_7.375x5.25_4C_r0.indd 1

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Military and Veteran Education

Q& A

The Council of College & Military Educators

Janice Neal, President, CCME Janice Neal serves as the Western Regional and Campus Director at Webster University, Los Angeles Air Force Base, Space and Missiles Systems Center. Founded in 1915, Webster University is the solid, regionally accredited, private nonprofit institution that has provided over 40 years of military education. Ms. Neal joined Webster in 1998 and is most proud to contribute to the outstanding accomplishments of military, retiree, and students earning their degrees worldwide. Due to Webster University’s diverse programs and educational services that are available to both military and civilian students, Janice is most honored to touch the lives of students with empathy and regiment as the daughter of a US Air Force veteran herself. Janice earned her Bachelor of Arts degree in Organizational Leadership from Columbia College, an MBA from Fontbonne University, and an MA in Management from Webster University. Janice believes in advocacy and is a proud member of The Council of Colleges and Military Educators (CCME), www.CCMEOnline. org. She advocates that higher education is key and has enjoyed serving as the past Secretary of CCME team, Vice President Elect/Vice President, and President Elect. Moreover, Janice is delighted to serve as the President of CCME during the current 2019/2020 term. Additionally, Ms. Neal served with California Advisory Council on Military Education (CA-ACME) for the past 10 years www.CAACME.org and is the current Treasurer of the Board within the Consortium of Southern California Colleges and Universities (CSCCU) since 2010 to present. Janice Neal’s wisdom, knowledge and commitment belongs to higher education and our military. Her undying dedication to education stems from her youth, as a retired military dependent, spouse of an Army veteran, as well as family currently serving. Born and raised in St. Louis, Missouri, Janice currently resides in Los Angeles, California with her family. She continues to serve the community as the founder of a non-profit organization that offers college preparatory workshops and award scholarships to underserved youth. Q: What are the most important priorities for CCME to pursue in 2019? A: Each year, the Board, under the direction of the President, strategizes to determine overarching goals and a progressive direction. In prior years, a foundation was established to secure future steps and decisions that will help keep CCME resourceful and relevant. Last year, the Board created and approved a mission, vision and guiding values statements. Each of these directives play a very important part of CCME history, especially since these values will continue to be our focus now and in the future. www.MAE-kmi.com

Janice Neal Our CCME priority will continue to be a Premiere Professional Development Symposium which provides a forum for our membership to share and discuss new trends in higher education, voluntary education, policies and procedures, and best practices to better serve our military students, veterans, and their families. A new priority during 2019 will be the completion and release of a Strategic Plan for the next 5 years. The Board worked diligently throughout the year on this vital document and we are pleased with the outcome. The plan will be shared during 2019, which will allow CCME to set and redefine a scope, focus energy on priorities and establish resources. A SWOT analysis revealed 6 direct goals with stated objectives and accountability directives. This will allow CCME to leverage growth potential, engage members, partners, and stakeholders with relevant professional development content and inclusion of ideas when servicing the armed forces and veteran community. As we look forward to years of strong collaboration among our base, our commitment continues to focus on providing a forum where valuable and relevant voluntary education information is shared and practiced throughout the higher education landscape. Q: How long have you been involved in CCME, and why did you decide to serve on the board? A: 2010 was a transitional year for me. I moved from Webster University Bursar to Military Campus Director at the Los Angeles Air Force Base Campus. During that same year, Webster University also welcomed a new President, Dr. Elizabeth Stroble. I quickly realized the University had a provided military education on over 35 military bases, dating back over 35 years. The direction of my leadership was to continue to provide quality educational options for our current armed forces, veterans, first responders and their families. I was introduced to CCME that same year as a newbie. It was interMAE February/March Issue 14.1 | 13

esting to see so many people with a passion for educating our service members, in the same place. My twenty plus years in various facets of higher education and teaching allowed me to feel comfortable and welcomed during my 2010 CCME Symposium. I vowed to myself I would try to give back to CCME as much as possible, since I gained so much support and knowledge. During the subsequent year, my interest continued, especially when military and governmental leadership presented valuable information and allowed pertinent questions of those seeking clarification. I thought to myself, this is a gold mine of information for everyone assisting service members wanting to obtain a degree, certificate, stackable credentials, licensure or other forms of knowledge for next steps. In 2014 I ran and was selected for Secretary Elect. I admired the leadership from prior Presidents and learned so much from each of them. I was taught to give your all in everything you do, so I decided to continue to serve. After 4 years, I ran and was selected for President Elect. The 2020 CCME Professional Development Symposium will culminate 6 years of my consistent and whole-hearted service to the members, partners and more importantly our students. It has been a learning experience that I have welcomed each year. My fellow Board members, and the entire membership are a fantastic group of people that I’m pleased to call my CCME family. I look forward to seeing you at the 2020 Professional Development Symposium in Philadelphia, PA, March 9-12, 2020 and to being of greater service and impact to the CCME community and the world at large.

CCME Mission Statement: To serve as a professional development platform that showcases total comprehensive, educational and career opportunities for military-affiliated students.

CCME Vision Statement: To facilitate meaningful dialogue that leads to relevant strategies, innovation, and collaboration to enhance student success.

CCME Guiding Values C

academic experience - Influences guidelines for innovative and relevant career path ways - Provides a platform to disseminate new ideas, policies, and procedures

Q: What can CCME members do to help you accomplish your goals? A: First, tell a colleague or friend to join you at the next CCME Professional Development Symposium! We enjoy welcoming new faces and encouraging new talent to get involved in our mission. The CCME organization has a vital mission that should be shared by everyone who has achieved higher education support and success. Secondly, aspire to join us on the Board yourself. There are so many areas that need skilled and energetic volunteers. During the symposium, look for a board member wearing a CCME name tag. Let them know you want to get involved. There are also local ACME organizations in many of our United States that are also seeking volunteers. They are closer to home, if travel becomes a challenge. Lastly, we are always looking 14 | MAE February/March 14.1

C ollaboration and Effective Communication - R eciprocated exchange best practices and lessons learned

- C reated space for open communication - A ccess to Subject Matter Experts (SMEs) in military

Q: Looking forward, what should we expect from the 2020 CCME Symposium? A: The future is very bright for CCME and the Annual Professional Development Symposium will continue to transform with value added content and collaboration between local, state and federal entities that supply updates and compliance practices. As we reveal the strategic plan for our next 5 years, it will illuminate the pathway for CCME. We will build our membership base by diversifying to include participation from all providers with various pathway options for our service members. We project CCME to provide enlightenment via the discussion of pertinent topics, incredible speakers, thought-provoking, concurrent sessions, collaboration and communication between the membership and local, state, and federal educational support networks… and more. Everyone will realize professional development through their membership and will better identify the most efficient educational pathway for our military and veteran community and their families.

Commitment to Student Success - A dvocate for a positive military affiliated student

and veteran student education

Mutual Respect and Trust

- P rovides an environment that stimulates meaningful

and positive discussions

- E ncourages sincerity and openness

Envision Student Success Outcomes - A nalyze data to measure results - P ropose topics and direction of future professional symposiums

- P romotes educational partnerships that support student success

for feedback. If you have a great idea, feel free to share it with us via email, online survey or social media. Join our Facebook Group Page, and follow us on Twitter and get to know us via our LinkedIn profile, then, remember to share the good news about CCME with your friends. Q: What advice will you give the president next year? A: Start planning early! This is a huge undertaking and time is of the essence. As an all-volunteer board, everyone is committed to accomplishing many tasks and deadlines. However, as we trust in their expertise and allow them to shine, we can be proud of military camaraderie and team spirit. Pace yourself and use your organizational skills to your advantage, and don’t forget to breathe. www.MAE-kmi.com

Pilot Shortage Spurs Hiring Spree Airlines are boosting salaries and setting up training centers to combat what is projected to be one of the biggest-ever pilot shortfalls. The dearth of pilots has long been forecast, but it is only now that airlines are being forced to act. Boeing Co. estimates that airlines around the world will need to recruit 635,000 pilots over the next two decades to fly the record number of planes being built and to replace the thousands of aviators expected to retire during that span. “This is one of the largest hiring cycles for airline pilots” in history, said Tim Canoll, president of the Air Line Pilots Association, International, which represents around 60,000 pilots in the U.S. and Canada. Following the Sept. 11, 2001, terrorist attacks in the U.S. and during the 2008 financial crisis, the aviation industry experienced a downturn and airlines consolidated. That made cockpit-crew jobs scarce and pay raises rare. In recent years, travel has picked up, but the bench of available pilots hasn’t expanded enough to keep pace. Some smaller airlines in the U.S. have had to scrap flights because they lack staff. “There are simply too few pilots to operate all of today’s routes and with the coming wave of retirements, the situation will reach crisis levels soon,” said Faye Malarkey Black, president of the Regional Airline Association. Some of her association’s members, who generally operate shorthaul flights for major carriers, have had to ground flights www.MAE-kmi.com

because they can’t find pilots to cover sick colleagues or to fly spare aircraft. That, she added, has led carriers to stop serving some markets. In response, airlines are now taking measures to address the problem by investing in training facilities and recruiting programs, and by offering to subsidize education costs for prospective pilots. Companies are spending hundreds of millions of dollars to boost pay and benefits, and airlines in the U.S. and Europe are luring back a generation of flight officers who had decamped to the Middle East and Asia. “No pilot in their right mind would leave the U.S. for a job in the Middle East right now,” said Scott Stewart, 37, citing the strong U.S. labor market for pilots. Mr. Stewart left the U.S. in 2010 to fly for Dubai-based Emirates Airline. He returned last year and now works for Delta Air Lines Inc. For decades, airlines tapped retiring military pilots to fill their cockpits but cuts in the size of the armed forces have shrunk that pipeline. Today, the competition for commercial pilots is so hot, the military is struggling with shortages of its own. The U.S. Air Force is about 2,000 pilots short, Air Force chief of staff Gen. David Goldfein told Congress recently. The U.S. “does not produce enough pilots to adequately service commercial business and military aviation,” he said. That has made pilots a pricey commodity. Pay for regionalairline pilots, often an entry-level position, has risen to about $50,000 a year, including bonuses, up from $30,000 in early 2016, MAE February/March Issue 14.1 | 15

said Mr. Canoll, president of the pilots union. American Airlines Group Inc. last year lifted pilot and flightattendant pay and benefits at a cost of $230 million in 2017 and $350 million in both 2018 and 2019. The raises follow 2016 salary increases won by pilots at Delta and budget carrier Southwest Airlines Co. The higher pay is aimed at attracting enough pilots to replace those about to retire. American said it estimates that 75% of its approximately 15,000 pilots will retire over the next 15 years. Delta expects about half of its more than 14,000 pilots to reach the federal mandatory retirement age of 65 in the next decade. The airline said it plans to work with various universities to beef up recruiting as it moves to hire more than 8,000 pilots in coming years. “This is the best the industry has been in my entire career,” said 20-year industry veteran Bill Krupp, now flying MD-88 planes for Delta. He recently returned to the U.S. after spending years flying in the Middle East. He left to work overseas in 2005 after his U.S. airline employer went bust. United Continental Holdings Inc. wouldn’t address how many pilots were set to depart in coming years, but said it had taken steps to bolster a recruiting pipeline of new pilots from regional carriers. It added that the prospect of an eventual job with United could help its 8 carriers lure new recruits. Airlines also are revamping benefits to retain staff. Endeavor Air, a regional arm of Delta, has converted annual retention bonuses it was offering into higher base pay, providing greater security as the money won’t disappear at the first sign of a downturn. PSA Airlines,

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a regional carrier owned by American Airlines, has introduced a cadet scholarship program, offering to pay students as much as $5,000 to help cover the cost of becoming a pilot. It also will reimburse commuting pilots up to $3,000 a year for costs such as hotel stays. The competition for pilots is also fierce overseas. Ryanair Holdings PLC, Europe’s biggest budget carrier, has tried to poach pilots from rivals. On social media, Ryanair’s head of talent acquisition, Mark Duffy, promised to get experienced Norwegian Air Shuttle ASA co-pilots quickly into the better-paid captain’s seat if they switched employers. Norwegian Air wouldn’t directly address its rivals’ actions, but said it had been hiring Ryanair pilots and was open to adding more. Airlines also are setting up training centers to avoid getting into costly bidding wars for staff. Australia’s Qantas Airways Ltd. has said it would spend around $15 million this year on a pilot academy to meet its own crew needs and potentially those of other airlines. Emirates Airline, the world’s largest carrier by international traffic, last year opened a $270 million training center to help attract new pilots. Even rapidly expanding Eastern European discounter Wizz Air Holdings PLC, among the most cost-conscious carriers flying, has set up a pilot academy. Chief Executive József Váradi said Wizz Air’s aggressive expansion requires it to add 300 to 400 pilots a year in the next five years. With the academy, Mr. Váradi said, “we can control our own destiny.”

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Thomas Edison State University Foundation Will Offer Tuition Assistance For Coast Guard Members Affected

By Partial Government Shutdown

Dr. Merodie A. Hancock, president of Thomas Edison State University, announced today that, despite the suspension of federal tuition assistance caused by the partial government shutdown, Coast Guard students will be able to remain enrolled in the University’s courses. The University’s Foundation is stepping in to help enrolled Coast Guard students by deferring their tuition until their tuition assistance is once again available. “TESU has always stood by our military students and we stand with our Coast Guard students today in their time of need,” Hancock said. “I’m delighted but not surprised by the generosity of the TESU Foundation Board in its support of our students. These Coast Guard members are facing serious hardships through no fault of their own. We would like to give them peace of mind when it comes to their education.” The Coast Guard sent notice last week that it would suspend all tuition assistance during the partial shutdown. This notice suggested that the tuition assistance program would be resumed once the Coast Guard has a fiscal year 2019 appropriation. However,

students were informed that they could potentially have full financial responsibility for funding their courses if they start classes without an approved tuition assistance voucher. Thomas Edison State University has 135 active-duty Coast Guard students, 27 of whom are currently registered for the February term. Because of the partial government shutdown, more than 41,000 active-duty Coast Guard members are working without pay. Their next paycheck would have been expected on Jan. 15. “Coast Guard operations that protect life, property and national security must continue despite the lack of resources,” said Dr. Michael Toscani, chair of the TESU Foundation Board. “We are proud to do our part to support educational opportunities for our Coast Guard members.” Of the five branches of the armed services, only members of the Coast Guard are affected by the partial shutdown, since their education is funded through the Department of Homeland Security. Other military students are funded by the Department of Defense, which is not affected by the shutdown.

Wesley G., Student

CJ-Homeland Security. Navy.

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MAE February/March Issue 14.1 | 17

WCU among the best institutions for service members, veterans

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In its eighth year of rankings, Military Times lists Western Carolina University as 82nd among more than 600 technical schools, colleges and universities evaluated as a good fit for service members, military veterans and their families. The annual ranking by the publication is a comprehensive schoolby-school assessment of veteran and military student services and rates of academic achievement, as well as student accommodations and financial assistance. “Of the hundreds of schools that applied, fewer than half received the designation this year,” said George Altman, the Military Times editor in charge of the rankings. WCU’s Office of Military Student Services is part of the university’s

Division of Educational Outreach and is based in the Cordelia Camp Building. The office provides personal assistance for military students from the time they apply for admission to the university to graduation day. “WCU strives to offer all students the best and most reliable resources available, and this is especially true for military students,” said Briana Ford, director of military student services. Support groups such as the Student Veterans Association are available to WCU students, as well as veteran counseling services. An on-campus Veterans Resource Center provides military students a place to meet and receive information pertaining to their educations, careers and life needs.

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Using the Military Tuition Assistance Program If you’ve thought about going to college, but didn’t know if you could afford it, then the Military Tuition Assistance program may be just the benefit you need. The program is available to active duty, National Guard and Reserve Component service members. While the decision to pursue a degree may be a difficult one personally, TA can lessen your financial concerns considerably, since it now pays up to 100 percent of tuition expenses for semester hours costing $250 or less. Courses and degree programs may be academic or technical and can be taken from two- or four-year institutions on-installation, off-installation or by distance learning. An accrediting body recognized by the Department of Education must accredit the institution. Your service branch pays your tuition directly to the school. Service members need to first check with an education counselor for the specifics involving TA by visiting their local installation education office or by going online to a virtual education center. Tuition assistance may be used for the following programs: • Vocational/technical programs • Undergraduate programs • Graduate programs • Independent study • Distance-learning programs

Eligibility

All four service branches and the U.S. Coast Guard offer financial assistance for voluntary, off-duty education programs in support of service members’ personal and professional goals. The program is open to officers, warrant officers and enlisted active duty service personnel. In addition, members of the National Guard and Reserve Components may be eligible for TA based on their service eligibility. To be eligible for TA, an enlisted service member must have enough time remaining in service to complete the course for which he or she has applied. After the completion of a course, an officer using TA must fulfill a service obligation that runs parallel with - not in addition to - any existing service obligation.

Coverage amounts and monetary limits

The Tuition Assistance Program will fund up to 100 percent of your college tuition and certain fees with the following limits: • Not to exceed $250 per semester credit hour or $166 per quarter credit hour • Not to exceed $4,500 per fiscal year, October 1 through September 30

Tuition assistance versus the Department of Veterans Affairs education benefits

While the TA program is offered by the services, the Department of Veterans Affairs administers a variety of education benefit programs. Some of the VA programs, such as the Post-9/11 Veterans Education Assistance Act of 2008, also known as the Post-9/11 GI Bill®, can work well with the TA program, as it can supplement fees not covered by TA. In addition, the Post-9/11 GI Bill® funds are available to you for up to 15 years after you leave the military. www.MAE-kmi.com

The TA program is a benefit that is available only while you’re in the service.

Tuition assistance benefits and restrictions

Tuition assistance will cover the following expenses: • Tuition • Course-specific fees such as laboratory fee or online course fee NOTE: All fees must directly relate to the specific course enrollment of the service member. Tuition assistance will not cover the following expenses: • Books and course materials • Flight training fees • Taking the same course twice • Continuing education units, or CEUs Keep in mind that TA will not fund your college courses, and you will have to reimburse any funds already paid if any of the following situations occur: • Leaving the service before the course ends • Quitting the course for reasons other than personal illness, military transfer or mission requirements •Failing the course

Application process

Each military branch has its own TA application form and procedures. To find out how to get started, visit your local installation education center, go online to a virtual education for each service branch: •Army •Marine Corps •Navy •Air Force Prior to your course enrollment, you may be required to develop an education plan or complete TA orientation. Be sure to keep the following important information in mind when you apply: • Military tuition assistance may only be used to pursue degree programs at colleges and universities in the United States that are regionally or nationally accredited by an accrediting body recognized by the U.S Department of Education. A quick way to check the accreditation of a school is by visiting the Department of Education. • Your service’s education center must approve your military tuition assistance before you enroll in a course.

Top-up program

The Top-up program allows funds from the Montgomery GI Bill® - Active Duty or the Post-9/11 GI Bill - to be used for tuition and fees for high-cost courses that are not fully covered by TA funds. • Eligibility. To use Top-up, your service branch must approve you for TA. You also must be eligible for the Post-9/11 GI Bill® or the Montgomery GI Bill® - Active Duty. • Application. First apply for TA in accordance with procedures of your service branch. After you have applied for TA, you will need to complete VA Form 22-1990 to apply for Department of Veterans Affairs education benefits. The form is available online from the VA. Make sure you specify “Top-up” on the application and mail it one of the education processing offices listed on the form. MAE February/March Issue 14.1 | 19

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CCME 2019 Concurrent Sessions Highlights At this year’s Professional Development Symposium, participants will have multiple opportunities to choose from over 70 different engaging topics during the Concurrent Sessions portion of the symposium. These small group forums are designed to facilitate the exchange of information on educational programs, strategies, and innovation that assist service members and veterans to achieve academic and career success. Presenters come from a variety of different organizations and institutions to include colleges, universities, non-profit organizations, and government agencies. Some of this year’s selected sessions will discuss topics in regards to DoD’s Institutional Compliance Program, Career Path DECIDE, Updates on Navy TA, using social media in today’s education communication, the Forever GI Bill compliance, and so much more! Please see CCME’s website for a full listing of this year’s Concurrent Session titles and descriptions. Further details, to include presenters, abstracts, tracks and more, are now posted to the CCME 2019 app. In support of this year’s CCME Symposium and prior survey results, we developed several discipline tracks to assist participants in organizing their schedule. We hope this will help attendees in selecting topics that are best suited to their interests and experience level.

New this year, professional development certificates will not be issued based on Concurrent Session track participation, as in the past. Rather, all certificates will be issued to symposium attendees based on their years of attendance. Participants must request a professional development certificate upon symposium check-in, which will then be issued via email shortly after the symposium ends.

Looking forward to seeing everyone soon! Note from Janine Wert, CCME President: CCME thanks Kelly Wilmeth, Chair Concurrent Sessions of CCME, for her briefing on concurrent session for our upcoming Professional Development Symposium. For more information about our organization, please visit CCMEonline.org, and plan on joining us at our 2019 Professional Development Symposium in Austin, TX, January 21-24, 2019. CCME 2019 APP is available through the Apple Store and Google Play, download now.

Concurrent Sessions

This year’s Concurrent Sessions will be broken down into the following levels and tracks Military Student Services

Veteran Student Services

Beginner Intermediate Advanced

Beginner Intermediate Advanced Nursing/Allied Health Data/Compliance/Outcomes Developing Partnerships

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