MAE Volume 13 Issue 3

Education and Career Transition Guide for Servicemembers and Veterans

Betsy DeVos Secretary of Education

Pulls The Plug!

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Summer 2018 Volume 13, Issue 3

CCME 2019 Call for Proposals By: Kelly Wilmeth, Concurrent Sessions Chair

The Council of College and Military Educators is seeking submissions for its 2019 Professional Development Symposium in Austin, Texas, January 21 - 24. We invite anyone wishing to provide an informational session related to this year’s theme, “Expanding Pathways: Influencing Relevant Outcomes” and our concurrent session tracks, to submit a proposal.

The proposal application cycle will open mid-June and close at midnight on September 16, 2018. All proposals must be submitted through Proposal Space. Further details on how to do so will soon be posted on the CCME website at ccmeonline.org. Please note: no proposals will be accepted via any other venue or format and once the closing date has passed, we will be unable to accept any new proposals. Time is required for all proposals to be evaluated by the Concurrent Sessions Committee.

Proposal Requirements:

• T itle of Presentation: Accurately reflect the learning focus of your session (15-word max). Create a title that makes the reader want to learn more about your session.

• Select the track you feel your presentation best fits.

• Session Abstract: Concisely describe your presentation and what attendees will learn (75-word maximum). Note: This is what CCME will publish.

• Target Audience: Who is your target audience? Beginner, Intermediate, Advanced?

• Learning Outcomes: (required) what will learners know or be able to do as a result of attending this session?

• List of Presenter(s): Name, education, title, organization • Description of the Presentation: Summarize noting importance, impact, and innovation Concurrent Sessions Tracks: In support of the conference theme, we developed several conference tracks to assist participants in organizing their schedule and selecting topics that are best suited to their interests and experience level working with military and veteran students. Proposals are requested that support this year’s theme and tracks.

Conference Theme

Expanding Pathways: Influencing Relevant Outcomes Track Titles Military Student Services • Beginner • Intermediate • Advanced Veteran Student Services • Beginner • Intermediate • Advanced Nursing/Allied Health Data/Compliance/Outcomes Developing Partnerships Proposal Evaluation Criteria:

All proposals will be evaluated based on the items noted below.

• Description and quality of content • Adherence to conference theme and track title • Broadness in scope • Clear purpose and content • Intent of the proposal to engage the audience Once the Concurrent Sessions’ committee has vetted all proposal submissions, those that have been selected will be submitted to the CCME Executive Board for their review and final approval at the CCME Board Meeting in October. All selected presenters will be notified in late October of their selection. In December, presenters will be notified of the time and date of their presentation at the CCME conference.

Please visit the CCME website for all pertinent information related to Concurrent Sessions and the official Call for Proposals opening on June 1.

If you have any questions, please contact Kelly Wilmeth at Kelly.Wilmeth@umuc.edu or Bethany Taylor at Bethany.

Taylor@umuc.edu

Features

Features

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8 Camo to College and Beyond

Colleges are addressing the greatest short fall of nurses in history.

E D e 23 SE A (pag PI 3 ECcover

Summer 2018 Volume 13, Issue 3

on

MILITARY ADVANCED EDUCATION

Q&A

6 Loan Forgiveness Mistakes Eight common mistakes to avoid when appealing for student loan forgiveness.

2019 GUIDE FORM

16 UMUC Creates A

bridge between Nations

13

toP Colleges and Universities 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.

Corporate Connection Joel DePriest

20

Director of Online Student Engagement ECPI University

Rockefeller ?? Mark CEO, StreetShares

“VA is doing everything we can to make the Veteran an informed consumer by providing convenient sources of information and resources about VA benefits.� Curtis Coy - Curtis L. Coy

Military Advanced Education Volume 13, Issue 3 — Summer, 2018

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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GI Bill Wrong From the Pentagon Benefit restrictions that kick in after 16 years of service.

Donald Trump promised in his victory speech that he would “finally take care of our great veterans.” He took a step in the right direction last year by signing the Forever GI Bill, which lifts the time limit on veterans’ educational benefits and makes it easier to transfer benefits to dependents. But the Defense Department took a step in the wrong direction last week, prohibiting members of the armed forces who have been in the service for more than 16 years from transferring their GI Bill benefits to dependents.

The new rule is meant “to more closely align the transferability benefit with its purpose as a recruiting and retention incentive,” the Pentagon explained in a statement. The idea is that people who’ve served for 16 years have already shown a propensity to stay and therefore don’t need an incentive.

After six years of service, members can transfer their GI Bill benefits to a spouse or child—under the condition that they commit to serve at least four more years. After 10 years, service members can still cash in on the benefit, subject to the requirement only that they

“serve for the maximum amount of time allowed by such policy or statute”— which can be less than four years.

Transfers must be submitted while one is still in active-duty service.

Advocates of the Forever GI Bill aren’t happy with the 16-year cutoff. “We understand the minimum time-in-service for transferability eligibility, and that makes sense from a retention perspective,” said Joe Plenzler of the American Legion. “But the 16-year transfer-or-lose rule makes no sense to us . . . and disadvantages the veteran when it comes to the full use of this earned benefit.”

Pentagon spokeswoman Jessica Maxwell said in an email that “with these updates, the department addresses the intent of Congress and ensures the benefit is available for future service members.” She added that the decision will affect only 9% of those on active-duty service—but if the effect is so small, why is the change necessary?

The six-year minimum requirement to receive the transferability benefit remains intact, and therefore so does the retention incentive to serve longer in the military. Why should those that have proved their commitment be penalized with limits on their benefits?

Doctor Shortfall According to the Association of American Medical Colleges (AAMC), the United States is on track to have a shortage of up to 120,000 doctors by 2030. Up to 49,000 of that shortfall will be in the realm of primary-care physicians—typically the first doctors patients see when they know something is wrong but aren’t exactly sure what, or when they need a routine checkup. Primary-care work, however, pays far less than many other specialties. A recent surveyshowed that, on average, primary-care physicians make around $100,000 less than specialists each year—the average salary hovers around $223,000, though family doctors and primary-care physicians can make slightly more in rural areas.

Even though some doctors may choose to work in rural areas—where they could make more money—to help chop away at their educational debt, the areas still have a great need for more doctors. And since 2010, there have been 87 rural-hospital closures.

Compiled by KMI Media Group staff

DeVos’s Gainful Deregulation Rolls Back Gainful Employment Regulations

The Trump Administration’s regulatory rollback continues to be overshadowed by the White House circus. In case you missed the news late last week, the Education Department is moving to reverse two Obama rules that would have cost taxpayers tens of billions of dollars and diminished education options for students who can’t afford tuition at Stanford or Georgetown.

Education Secretary Betsy DeVos is proposing to repeal the Obama Administration’s 2014 “gainful employment” rule, which was the tip of the left’s spear against for-profit colleges. Under the rule, colleges whose graduates have annual debt payments exceeding 8% of their income would lose federal student aid. Team Obama had grabbed the 8% threshold from a 2006 research paper on mortgage eligibility standards, which the authors acknowledged had no “particular merit or justification” as a gauge of manageable student debt.

The department also applied the rule exclusively to vocational programs—i.e., for-profits—yet Monroe College President Marc Jerome calculated based on the department’s College Scorecard that 15.5% of programs at public and 41.5% at nonprofits would have failed the test. When Mrs. DeVos proposed applying the rule to all colleges, nonprofit and public colleges howled.

Colleges noted, among other things, that the metric would

punish schools that enroll large numbers of low-income students who take out more debt and those whose graduates choose lowerpaying jobs in public service. Many college programs could also be forced to close during recessions as wages dip even as demand for vocational training increases.

Mrs. DeVos has good reason to scrap the rule and is soliciting public comment on adding more granular data to the College Scorecard on student outcomes. This would allow a prospective student to compare the expected earnings of, say, a psychology major at the local community college to a DeVry cyber-security graduate.

If colleges intentionally mislead students, they would be held accountable under the department’s proposed revisions to the Obama “borrower defense” rule. After driving the for-profits Corinthian and ITT Technical Institute out of business, the Obama Administration established a haphazard process for discharging loans of students left in the lurch.

In their final days, Obama regulators expanded loan forgiveness to all students who claimed to have been duped. Like the gainful employment regulation, the “borrower defense” rule eviscerated due process. Students didn’t have to prove they were harmed by a college’s alleged misrepresentations—or that they were intentional—to obtain relief. Nor could colleges dispute student claims though they could be dunned for discharged loans. The rule also pleased plaintiff attorneys by banning class-action arbitration waivers.

Mrs. DeVos late last month proposed applying the same standards and procedures that courts use to adjudicate fraud claims. To discharge loans, borrowers would have to show a college made a misrepresentation with knowledge of “its false, misleading, or deceptive nature or with a reckless disregard for the truth.” Colleges will still be liable for intentional deception.

Liberals say these due process protections will prevent students from obtaining relief. But the Education Department is demonstrating it will hold colleges—regardless of their tax status—accountable by investigating Temple University’s business school for allegedly goosing its US News & World Report rankings with false test scores.

The department explains that its “goal is to enable students to make informed decisions prior to college enrollment, rather than to rely on financial remedies after the fact when lost time cannot be recouped and new educational opportunities may be sparse.”

Credit to Mrs. DeVos for prioritizing student welfare over ideological hostility to “profit.”

The Wall Street Journal

Two new rules will expand options for low-income students.

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MAE Summer Issue 13.3 | 3

New majors, program options offered at Kansas University In an effort to meet demand in one of the fastest growing job markets in the world, the College of Business Administration is launching a Master of Science in data analytics.

Data analytics is a rapidly growing interdisciplinary field that involves collecting, processing and analyzing large data sets. Analysts then effectively communicate research findings to key decisionmakers who use the data to strategize changes or solve problems in their companies or institutions.

Career prospects for professionals with advanced degrees in data analytics are excellent, as there are currently more job opportunities than graduates in this high-demand field.

In addition to introducing the new graduate degree in data analytics, the College of Business Administration recently upgraded its MBA curriculum by reducing the number of credit hours from 45 to 36, increasing student scholarship support, adding joint degree programs, and enhancing its collaboration with the business community. More information is available at cba.k-state.edu/students/graduate/mba.html.

For undergraduates, Kansas State University becomes just the 19th university in the U.S. to offer a sales major this fall. For online undergraduates students, the university’s bachelor’s degree in general business has been stream-

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lined with a revised curriculum that adds four distinct concentrations — operations/supply chain management, human resource management, marketing and business analytics — all designed to better prepare students for the diverse environment of the modern business world. The refreshed curriculum also trims the credit hour requirement to 120.

Kansas State University Polytechnic Campus in Salina is expanding its program options with a new offering for individuals interested in cybersecurity of unmanned aircraft systems.

A graduate certificate in unmanned aircraft systems information assurance is being offered for the first time this fall. The certificate provides working professionals and graduate students an educational foundation in an industry important to both military and civilian organizations. Enrolled students will learn how to protect UAS from cyberattacks and understand information assurance risk assessment principles applicable to UAS operations on land, sea, air or satellite.

The graduate certificate is beneficial to people preparing to work as UAS pilots, operators, in communications, payload, navigation, ground support, satellite coordination and airto-air delivery. The certificate is offered online in eight-week, interactive segments. Enrollment in the unmanned aircraft systems information assurance

graduate certificate is open.

Landing a career with the largest airline in the world is now more accessible to professional pilot students at the Kansas State University Polytechnic Campus thanks to new aviation industry collaborations.

Kansas State Polytechnic also has partnered with PSA Airlines, Mesa Airlines, Republic Airline and Piedmont Airlines to offer professional pilot students a pathway to jobs with several major airlines, including American. To learn more about the professional pilot bachelor’s degree option at Kansas State Polytechnic.

Kansas State University Polytechnic also is expanding its degree options with a new offering for individuals interested in robotics and automation.

A Bachelor of Science in robotics and automation engineering technology launches this fall.

The degree option applies concepts of mechanical engineering technology, electronics engineering technology and computer systems technology to the design, building, programming, functional use and maintenance of controlled machinery or systems. Enrolled students will be provided handson, experiential learning in the fundamental areas of machine design and analysis, and digital and analog circuits, along with specialized training in robotics and automation topics.

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Transition Trends

Education:

Three Reasons Not To Hesitate

By Willie Woolford, Assistant Director, Military Programs, Bellevue University

Let’s talk.

Getting a degree isn’t a luxury anymore. It’s a necessity to move ahead in your chosen career field.

I’ve learned there are usually three reasons people hesitate to start their degree: time, money and fear.

If not now, when?

DOD Voluntary Education statistics say that more than 80% of military students use distance education as a way to pursue a degree. Online learning allows students to work on degree programs as it fits into their schedule. You don’t have to be at a certain place at a certain time so you can study anywhere, anytime. Time issue solved.

It’s about affordability.

As a military member, you have some advantages. Look for universities that accept credit for military training which reduces the number of courses you need to take. Plus, some universities offer special tuition for military members. And, with a military-education

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benefit of $4,500 per year, as a military member you could take up to 18 semester hours a year, or 6 classes at 3 semester hours each.

(The current average is a little over two classes per year according to DoD Voluntary Education.) The military helps with the money issue.

The only fear – fear Itself.

Many adult learners don’t think they can’t do the work but most often, it’s just fear. Move past fear by taking action to get started on your degree. Try visiting some of the DoD resources such as TA Decide at https://www. dodmou.com/TADECIDE/ or http://www.dantes.doded.mil/ service-members/ for tools to choose a school. Have no fear!

So remember, there really aren’t any reasons to hesitate. Make your education a priority for your future! It’s a necessity.

Woolford@bellevue.edu

MAE Summer Issue 13.3 | 5

By Nicole Callahan If you are employed full-time by a government or not-for-profit organization, you may be able to receive loan forgiveness after making 120 qualifying payments (10 years), thanks to the Public Service Loan Forgiveness (PSLF) Program.

But loan forgiveness is not automatic. There are a number of specific requirements you must meet. If you want to make sure you’re on the right track, avoid these common mistakes: 1. Not submitting an Employment Certification Form each year Submitting an Employment Certification Form (ECF) is the single most important thing you can do to make sure you’re on track for forgiveness. You should submit this ASAP. In order to ensure you’re on the right track for forgiveness, it is important that you submit an Employment Certification Form (ECF) as soon as you start your first public service job, annually from that point on, and any time you switch employers.

We use this is form to help verify you’re on the right track and to inform you about anything you should do to adjust to maximize the amount forgiven in the future.

Since borrowers who are interested in PSLF should be on incomedriven repayment plans, we recommend submitting your annual ECF at the same time you recertify your income-based payments.

2. Making mistakes on your Employment Certification Form Your ECF could be rejected if you make mistakes. Here are some common mistakes we see: Missing information: Two of the most common missing items are the employer’s address and Employer Identification Number (EIN).

You can find your employer’s EIN on your Wage and Tax Statement (W-2). Don’t submit your ECF without all the required fields filled in.

Inconsistent information: This occurs when you provide information on a new ECF that is inconsistent with info from a previous ECF. Most commonly, we see inconsistent employment begin dates.

Correction errors: If corrections are made on the form, initials must be provided next to the change.

If you’re correcting the borrower sections (Section 1 or 2), we need your initials.

If you’re correcting the employer sections (Section 3 or 4), we need the employer’s initials.

Tip: The ECF requires a signature from an “authorized official” 6 |

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at your employer. This is typically someone in your human resources office. Ask your employer who your organization has authorized to certify employment if you’re uncertain.

3. Not consolidating your FFEL, Perkins, and parent PLUS loans There are different types of federal student loans, but only Direct Loans qualify for PSLF. If you borrowed before 2011, or if you have Perkins or parent PLUS loans, you may need to consolidate your loans in order to qualify for PSLF. To check which types of loans you have, log in to StudentAid.gov/ login. If you see a loan type that doesn’t include the word “Direct,” you’ll need to consolidate it to get PSLF for that loan.

To fill out the consolidation application, go to StudentLoans.gov.

4. Not enrolling in an income-driven repayment plan.

You can get PSLF only if you enroll in and make payments under one of the income-driven repayment plans. While payments made under the 10-Year Standard Repayment Plan also qualify for PSLF, you will have fully paid off your loan within 10 years (i.e., before you can qualify for forgiveness) if you pay under that plan. Therefore, an income-driven plan is your best option. Not only will it help you qualify for PSLF, but most people enrolled in income-driven repayment plans see a reduction in their monthly payment amount— win-win! You can apply for an income-driven repayment plan on StudentLoans.gov.

Temporary Expanded Public Service Loan Forgiveness: You may have a second chance to get Public Service Loan Forgiveness (PSLF) if your application was denied because you were on the wrong repayment plan. With the passage of the Consolidated Appropriations Act, 2018, Congress set aside a $350 million fund to offer PSLF to borrowers who were denied for being on the wrong student loan repayment plan. This is a one-time-only expansion that will only be available until the funds run out, so it’s important to take action early. For complete eligibility requirement and to learn how to apply, visit StudentAid.gov/tepslf.

5. Missing your income-driven repayment recertification date In order to remain eligible for income-driven payments, you must recertify each year. If you don’t, your payment will likely go up—possibly significantly. Recertify every year at the same time on StudentLoans.gov. This is a good time to submit an updated ECF too. www.MAE-kmi.com

6. Staying on a deferment or forbearance When you are in deferment or forbearance, you don’t get credit toward the 120 payments you need to qualify for PSLF. Every month you stay on deferment or forbearance, you’re pushing back your forgiveness date. Here are some tips to help you avoid this mistake: If you want PSLF, you should be on an income-driven repayment plan. Your payment amount under these plans should be affordable because it is calculated based on your income. If it’s not affordable, and especially if you are on the Income-Based Repayment Plan, contact your servicer to see if you qualify for a different income-driven plan that will lower your monthly payment even further. Or, if you’ve had a drop in income since you last had your payment calculated, you can recertify your current income-driven repayment plan early.

You can waive periods of deferment—for example, if you’re working full-time for a qualifying employer while in graduate school, you could consider waiving any in-school deferment that is applied to your loans so you can start making qualifying payments. Contact your servicer to waive a deferment.

7. Missing payments You shouldn’t miss loan payments, but it’s especially important if you’re working toward PSLF. Your payment won’t qualify if it’s more than 15 days late.

8. Not being strategic with early or extra payments You cannot receive forgiveness any sooner than 10 years—even if you pay early or extra every month. For PSLF, you must make 120 separate monthly payments—and you can receive credit for only one payment per month, no matter how much you pay. If you

consistently pay more than you have to, it will reduce the amount forgiven once you reach the 120 payments necessary.

However, one instance where we’ve seen borrowers interested in making additional payments while working toward PSLF is when they receive an employer-provided student loan repayment benefit.

If your employer does provide these benefits and you’re working toward PSLF, consider inquiring whether the payment can be broken out monthly, as opposed to being paid as a lump sum. That way, it covers multiple scheduled monthly payments and not just one.

The easiest way to avoid these mistakes is to submit your ECF early and often and to keep in touch with FedLoan Servicing, our PSLF servicer. They are available to help you every step of the way.

BONUS: Answers to some PSLF FAQs: Private loans do not qualify for PSLF. Qualifying employment is about who your employer is, not the job you do for your employer. For example, if you are a government contractor, but your employer is a for-profit company, your employment would not qualify.

Payments don’t have to be consecutive—you can leave public service and come back and still qualify without starting over.

Any amount forgiven under the PSLF program is not taxable.

You can calculate your projected forgiveness amount using our repayment calculator.

Nicole Callahan is a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.

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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2/26/18 4:43 PM

MAE Summer Issue 13.3 | 7

Degrees in Healthcare

Camo to College and Beyond:

Transitioning Military to Nurses at Davenport University Written by Dr. Karen Daley, VBSN Project Director and Dean of the College of Health Professions; Rachel Whitney (Field), VBSN Research Associate; Dana Hill, VBSN Advisor; and Rebecca Ventura, Interim VBSN Nursing Coordinator and Faculty Now, more than any other time in the history of our nation, healthcare industry is facing a severe shortage of nurses that, left unabated, could threaten the quality of healthcare for generations to come. At the same time, the nation has been experiencing an influx of military service members returning from deployments.

With the passage of the Post-9/11 GI Bill in 2010 and, most recently, the Forever GI Bill in 2017, veterans and their dependents have more opportunities to further their education by seeking degrees at institutes of higher learning. This trend is expected to increase significantly, with the largest number of veterans in history expected to enroll over the next several years.

In 2013, Davenport University* received funding from HRSA** to create a veteran-to-nursing pathway designed to increase enrollment, progression, and graduation of veterans from Bachelor of Science Degree in Nursing (BSN) programs. The HRSA veteran-tonursing pathway aimed to facilitate transition of veterans into the field of professional nursing, while building upon skills, knowledge, and training acquired during their military service to increase employment opportunities. The goals of the HRSA grant initiative were as follows (in accordance with the original HRSA Request for Proposal): • Reduce barriers that prevent veterans from transitioning into nursing careers.

• Develop BSN career ladder programs targeted to the unique needs of veterans.

• Explore innovative educational models to award academic credit for prior health career experience/training or other relevant military training.

• I mprove employment opportunities for veterans through high demand careers training.

• Address the growing national demand for BSN prepared Registered Nurses.

• Ensure that upon graduation, veterans have the training to provide high quality care that is culturally and linguistically aligned, when transitioning from their military role to the civilian healthcare arena.

When the first cohort of Veteran’s Bachelor’s of Science in Nursing (VBSN) students began at Davenport in fall 2014, little was known about how to support veteran students in high stress programs like nursing. While first transitioning out of the military and into civilian life, many veterans feel a loss of identity.

Instead of the highly structured military culture to which they are accustomed, some veterans find themselves unsure of how to

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assimilate into the civilian world, how to translate their military training into a career, and how to balance the demands of residual military stresses, family, and work life. For those with military medical training, nursing can be a logical next step toward a civilian career, utilizing skills and education they have gained while serving. However, some veterans step into a BSN program expecting it to be similar to their previous training experiences, when in fact civilian nursing care is very different from medical care delivered in a military setting. Thus, as a university, the challenge becomes not only supporting veterans, who are transitioning into both a civilian lifestyle and into a higher education environment, but also supporting students who are transitioning from Medics and Corpsman to bachelor’s prepared nurses.

After five years of the program and as part of a group of 31 institutions offering the VBSN pathway, best practices have been identified that increase the likelihood of student veteran success on campus. At Davenport University, the VBSN pathway is supported by nursing faculty, an advisor and an admissions recruiter who have served in the military themselves. Other team members, including the project director and research associate, brought to their roles an intimate personal knowledge of military culture. At Davenport, we have found that military-to-military interactions greatly enhance communication with military students. In light of this, we established a Battle Buddy System in which higher-level students mentor new students, creating camaraderie and ultimately increasing retention rates. This program has encouraged students to support one another in both their educational and personal lives, establishing the trust and accountability that often develops between military members and is crucial to the success of a team. Additionally, Davenport offers a customized orientation specifically for VBSN students and a dedicated team to help them navigate the complexities of the university. In addition, the curriculum and admission rubrics were revised to meet veteranspecific criteria.

On the student life side, the VBSN staff established a Zen Den Day to promote relaxation during finals week, offering free massages, visits from therapy dogs, and food (how to get a college student to show up? Free snacks!). In 2017, the team organized a weeklong ritual of Veteran’s day recognitions which included free admission for veterans and their families to a home football game, speakers with veteran-centered messages, and an art exhibit cultivated by a local artist centered on his grandfather’s experience in the Vietnam War. Arguably the most significant accomplishment, however, is Davenport’s ability to accelerate veterans through the nursing curriculum. We developed an advanced standing model that grants credit for military experience. Unlike other universities, our model is not necessarily a course-to-course transfer model-- instead, it

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allows students to test out of some early courses and waives some of the basic nursing requirements based on each student’s individual military medical training and experience. Key to the success of this model is Davenport’s partnership with Medical Education and Training Center (METC) in San Antonio, Texas. Students reported a high level of satisfaction with the credit evaluation process, also critical to our recruiting efforts.

Surprisingly, despite all of our efforts to train nursing faculty and staff on military culture and the challenges that veterans may face when transitioning into an academic setting, 2015 survey results suggested that our VBSN students still felt disrespected at times by faculty, staff, and their fellow non-military students. After some further research, we found that our civilian faculty, staff, and students lacked a true understanding of what student veterans may experience. With the help of our Student Veterans Association (SVA) and our own VBSN students, a ten station experiential learning opportunity was created with the intent to provide an educational insight into the lives of military students. The primary goal of the Military Simulation is to create an immersive cultural experience for participants. While the full impact of military service on a veteran cannot possibly be fully represented, each station is designed to highlight a different experience commonly reported by returning veterans in a university setting. Participants must swear in to their chosen military branch after which they are sent to “boot camp” staffed by uniformed military personnel. Participants then read and discuss actual experiences described by Davenport’s veteran students, as well as comparing the realities of civilian vs. military life. Following this, participants will examine common misperceptions surrounding veterans balanced with positive encouragement for service members. A simulated Veterans Affairs office allows participants to navigate the often-frustrating process of obtaining their GI Bill benefits while simultaneously applying for university admission. Hands-on activities bring to life the often emotional journey of homecoming, the act of balancing academia with personal and military obligations, and the tension of entering a classroom where microaggressions can often prevail. At the conclusion of the simulation, participants will graduate with a new perspective and an increased awareness of the personal strength required of student veterans. Piloted in April of 2017, this simulation has profoundly impacted the participants’ ability to empathize with military students.

Out of the military simulation, questions were raised by faculty about how best to support, recognize, and connect with their military students. Faculty had gained a new awareness of what they might have been doing wrong, but they were unsure of how to do it “right”. From there, a university-wide Green Zone training initiative was born. This training is designed to help faculty create classrooms and relationships that could be “Green Zones”, or safe spaces for military students to learn. Online, self-paced training modules combine videos, interactive activities, quizzes, and resources to help faculty understand military culture. In addition, practical suggestions help faculty to promote student veteran success in their classrooms, and conversation starters help them to connect with students who may need additional support. Key ideas in the training include building military cultural intelligence, creating universally designed spaces and curriculums, and encouraging

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military students to self-advocate for their educational needs by proactively initiating communication with their instructors. The Green Zone training will roll out this August, 2018 with future plans to expand the training for staff, students, and, eventually, community healthcare professionals.

Ultimately, the Davenport University VBSN team found that, despite our multiple awards for being veteran friendly (#10 America’s Top Military-Friendly Colleges in Nation, Pro-Patria Award, Michigan Veteran-Friendly School “Gold-level” Status, #25 in Nation for Best for Vets: Online & Non-traditional Schools), successful implementation of the VBSN initiative required a culture change encompassing the entire University! In order to truly be a welcoming campus, each person working alongside a military student had to shift their perspective away from common misconceptions, striving for an authentic, non-judgmental, and supportive interactions.

Current literature is exploding with research practices and recommendations to support military student success. I challenge all potential students, all universities and military education specialists to encourage military services members to venture onto higher education campuses! It is well documented that military students exhibit leadership, resilience, teamwork, loyalty and are excellent employees after graduation. As the Dean of the College of Health Professions, watching our veterans cross the stage at graduation, dawning their red, white and blue cords and destined for high-paying jobs and quality careers brought tears to my eyes as an educator. In addition to its graduation ceremonies, Davenport holds a pinning ceremony at which military faculty honor each VBSN student with a specially designed pathway coin, officially signaling their successful transition from military medical to bachelor’s prepared nurse. *Established in 1866 to provide returning veterans of the Civil War with the skill sets to enter the world of business, Davenport University is a private, non-profit university (accredited by the Higher Learning Commission) with a long history of helping veterans to transition to civilian and college life. The University’s main Lettinga campus is in Grand Rapids, MI, with eight additional locations throughout the state as well as online. Our mission is to prepare and transform students to achieve the highest level of academic performance, leading them to excel and advance in their chosen fields in the 21st century. Davenport provides high academic quality, small class sizes, conveniently located campuses, faculty with realworld experience, and more than 80 dynamic undergraduate and graduate programs addressing in-demand careers, which are housed within five colleges: Business, Technology, Health Professions, Urban Education, and Arts and Sciences. **This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UF1HP26488 and title “Veterans to BSN Program” for $1,527,068, with 0% financed with nongovernmental sources.

This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

MAE Summer Issue 13.3 | 9

Top Nursing Doctorates Ranked

by Online College Plan Nursing is the largest healthcare profession in the world, but there is a drastic shortage of millions of nurses every single year. There are just not enough graduates that are qualified to fill the available positions because nursing as a field has a Bureau of Labor Statistics projected growth of 16% by the year 2024. Nursing is a promising career; graduates that hold a Ph.D. in Nursing earn an average of $95,577 annually and Doctor of Nursing Practice can make an average of $96,807. The new ranking published by OnlineCollegePlan covers all these details and so much more as it ranks the Top 30 Online Colleges with the Best Ph.D. in Nursing.

The top ranking school, Vanderbilt University, scored 189 points out of a possible 200 according to OCP’s methodology. That methodology scored all the accredited schools in the country that offer hybrid or fully-online doctorate programs in nursing based on their Freshman

You can read it here: https://www.onlinecollegeplan.com/ best-phd-nursing/ Retention Rate and Graduation Rate.

Vanderbilt, a beautiful piece of history

10 | MAE Summer Issue 13.3

that has flourished into a highly-regarded research university in Nashville, ranked first place thanks to its Freshman Retention Rate of 97% and Graduation Rate of 92% (both well above the national average).

The nursing programs provide rigor and flexibility to students, presented both online and on-campus. The majority of the degree programs featured are accredited by the American Association of Colleges of Nursing – Commission on Collegiate Nursing Education. Hailing from all over America, each institution brings something unique to the table that makes it stand out from the rest.

One of the greatest advantages of pursuing a doctorate in nursing online is that students can typically continue working while obtaining this terminal degree. Nurses have notoriously busy schedules, and the implementation of online programs have opened up doors for them to advance academically without putting their professions on hold. Other prestigious universities that have nursing programs among the top in the nation include Johns Hopkins, George Washington University, a nd more.

The entire list of schools in descending order is as follows:

30. University of Kansas (Lawrence, KS) 29. Georgia College and State University (Milledgeville, GA) 28. Florida International University (University Park, FL) 27. University of Arkansas (Fayetteville, AR) 26. Virginia Commonwealth University (Richmond, VA) 25. Regis University (Denver, CO) 24. Seton Hall University (South Orange, NJ) 23. University of Alabama (Tuscaloosa, AL) 22. Misericordia University (Dallas, PA) 21. Simmons College (Boston, MA) 20. University of Central Florida (Orlando, FL) 19. University of Iowa (Iowa City, IA) 18. Drexel University (Philadelphia, PA) 17. Maryville University of Saint Louis (St. Louis, MO) 16. Bradley University (Peoria, IL) 15. Samford University (Homewood, AL) 14. University of New Hampshire (Durham, NH) 13. Saint Louis University (St. Louis, MO) 12. Duquesne University (Pittsburgh, PA) 11. Endicott College (Beverly, MA) 10. University of Massachusetts-Amherst (Amherst, MA) 9. Indiana University-Purdue University-Indianapolis (Indianapolis, IN) 8. Indiana University-Bloomington (Bloomington, IN) 7. Creighton University (Omaha, NE) 6. University of Pittsburgh (Pittsburgh, PA) 5. George Washington University (Washington, DC) 4. Ohio State University (Columbus, OH) 3. University of Florida (Gainesville, FL) 2. Johns Hopkins University (Baltimore, MD) 1. Vanderbilt University (Nashville, TN)

www.MAE-kmi.com

Announcing The 13th Annual Top 100 Military and Veteran Focused Colleges and Universities u

Complete and scan this form by September 15th for our November issue to: Jaycolby@kmimediagroup.com

School: Contact: Website: E-mail: Phone #: Physical Address: Total Students: Military: Bachelors or Certificates: IT and Cybersecurity Nursing Other Masters: Foreign Affairs Other

Cyber Security

Medical Administration

Criminology

Business Administration

Engineering

The Arts

Medical

BELOW: Please submit 100 words on your areas that are extraordinary for military students.

Winner listings will be published at no charge including on the Military Advanced Education Website!

For MAE Information Only (not to be published) Contact: Public Relations: Phone #: E-mail: Web Address:

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Military and Veteran Education

Q& A

Funding Our Veteran Heroes

By Wes O’Donnell Content Manager, American Military University. U.S. Army and U.S. Air Force Veteran. Speaker and Veteran Advocate.

Imagine this: You have conceived a solution to a problem that millions of Americans are having. Your education, experience and military background converge to make this the right time to “go loud” with your startup company. This is your moment in history; the day that you will look back on with pride that you made the jump and started your own business. There’s only one small problem…You don’t have any money, and startup costs are expensive.

The landscape of traditional bank business loans has changed since the financial meltdown that shook the nation from 2007 to 2009. In the aftermath of the Great Recession, new and stricter lending laws and big bank consolidations have made securing a bank loan extremely difficult for recently separated veterans looking to start a business. By approaching business lending in a completely novel way, StreetShares co-founder and Air Force veteran Mark L. Rockefeller and his friend and partner Mickey Konson, are breathing new life into the American dream. They are revolutionizing the way business financing is done, with a focus on veteran-owned small businesses.

How StreetShares Serves Veterans StreetShares takes a unique hybrid approach to investing in small business loans. The company offers the more traditional route, allowing institutions and accredited investors to invest an amount that’s tied to a specific loan and borrower.

However, Rockefeller and Konson’s more interesting approach is their “Veteran Business Bonds” program, which allows everyday Americans to invest as little as $25 and as much as $500,000 at a staggering 5% interest rate. Consider for a moment that the average interest rate in a typical bank savings account is 0.06%. StreetShares then uses the bulk of these proceeds to fund small businesses.

This practice translates into lower-risk financial transactions by cultivating the social loyalty that exists within the military community.

From a psychological standpoint, borrowers will be less likely to default on a loan when the money is coming from their community.

I recently sat down with Mark for a one-on-one interview about his startup journey and how StreetShares can help veterans get started on their dreams.

Wes O’Donnell: Mark, can you tell me a little bit about your military background?

Mark Rockefeller: Absolutely, Wes. I served in the Air Force for nine 12 | MAE Summer Issue 13.3

Mark Rockefeller, CEO

years as a Judge Advocate General (JAG) lawyer. I spent a lot of that time in Iraq prosecuting terrorist suspects.

Wes: With a background in law, what possessed you to get into business financing?

Mark: Before law school, I earned an MBA and an undergraduate degree in finance. But despite that, I always just felt like a born entrepreneur. I was always doing something entrepreneurial and by that, I mean solving problems.

Wes: That seems to be a running theme with entrepreneurs.

Other successful veteran entrepreneurs say they’re not in the “so and so” business; they’re in the problem-solving business Mark: Exactly. After leaving the Air Force, I did a short stint at Columbia University and then I joined the law firm Milbank, Tweed, Hadley & McCloy, where I worked on the Lehman Brothers bankruptcy.

It was during this time that I got some great insight into how Wall Street works and finance in action.

Wes: So what problem did you identify and what was your solution?

Mark: Unlike the Greatest Generation, the business environment for www.MAE-kmi.com

returning servicemembers in the 2000s was harsh. You had this entire generation of post-9/11 veterans wanting to start businesses. After the financial meltdown, banks weren’t lending at all.

In addition, the JOBS Act of 2012 represented perhaps the most significant change in securities law since the 1940s. And every time there is a change, there is an opportunity.

Editor’s Note: The Jumpstart Our Business Startups Act (JOBS Act) is a law intended to encourage the funding of small businesses in the United States by easing many of the country’s securities regulations. It passed with bipartisan support and was signed into law by President Barack Obama on April 5, 2012.

Wes: The idea of everyday Americans investing in veteranowned startups is intriguing. What is the thought process behind that?

Mark: It started with a question. If we could allow retail investors – that is, everyday people – to invest in veteran-owned businesses, could we get better behavior out of borrowers? After all, in some cases the money was coming directly from the veteran community. The answer is that our borrowers have an enhanced sense of obligation to pay back the loans. It’s different when the money is coming from your battle buddy and not a nameless, faceless bank or corporation.

Wes: Where and when did you start StreetShares?

Mark: In 2013, my friend, Mickey Konson, who led Capital One’s consumer retail bank business, and I started [the company] in my basement using our savings to get started. It was super highrisk for us because we’re not twentysomethings fresh out of the Marine Corps.

We were in our 40s, had large families and were the sole breadwinners in our households. If we failed, it was going to hurt.

I’m happy to say that today, we have dozens of employees. In January, we secured $23 million in equity funding through our Series B funding round.

Wes: How does StreetShares find talent? How do you bring people into the company that care about the company in the same way that you do?

Mark: Nearly every part of running this company has been harder than I expected; every part except the employee talent side. First, our company is in a metro area (Washington, DC) that is big enough to have a highly educated population. We consistently get far more applicants than positions available.

Wes: Yes, this makes you like a preferred employer, like Apple or Intel, where people are lined up outside trying to get in.

Mark: Precisely. And this gives us the pick of the top talent, further strengthening the company. Second, we offer something very unique to candidates, something not found everywhere. In addition to financial security, our employees can feel legitimately good about what they do here. They’re helping veteran small business specifically and Main Street USA more generally.

Mark: The advice I give to entrepreneurs is to focus on the problem, not the solution. I know a lot of future business owners that go out and invent a widget and then they struggle to find a market or customers for their widget.

Mickey Konson, COO

You must understand the problem first. In the beginning, we fell in love with our own idea and perhaps didn’t spend enough time looking at the problems in our industry. For us, that would be understanding better what kind of capital people needed and when.

Focus on your customer’s needs or the market. Don’t fall in love with your widget so much it blinds you.

Wes: Last question: What book are you reading right now?

Wes O’Donnell

Mark: Our first customers came from our own network. We weren’t well-versed in sales techniques. We approached local, veteran-owned small businesses and pitched them to try us. In the early days, we promised them that we would take all the risk.

www.MAE-kmi.com

Mark: To the extent that you can, try and start your business as a side hustle. At least until it gets big enough to where you can jump ship.

It needs to be profitable enough that you can leave your current job.

For me, I just had to make the plunge and devote my full attention to StreetShares. But I had the benefit of a partner helping out. I did burn through some of my savings in the first year.

Wes: If you had the chance to start the business over again from scratch, is there anything you would do differently?

Editor’s Note: Series letters represent levels of funding. The letters correspond to the maturity level of the business.

The funding rounds begin with a “seed capital” phase and follow with A, B and then C funding.

Wes: How have you built a successful customer base? Where did those first customers come from?

Wes: There are a lot of veterans who want to start a business, but it’s hard to walk away from a good paying job, especially if they have obligations like a family or mortgage. What advice would you give to them?

Mark: I’m reading several. Currently, I’m reading The Power of Habit: Why We Do What We Do in Life and Business by Charles Duhigg. I’m also reading The Most Productive People in History: 18 Extraordinarily Prolific Inventors, Artists, and Entrepreneurs, From Archimedes to Elon Musk by Michael Rank. I’m reading a biography of Musk as well.

Perhaps the most important book that I’m reading right now is called The 4 Disciplines of Execution: Achieving Your Wildly Important Goals by Sean Covey. This book is now required reading at StreetShares. It really talks about the importance of corporate goal setting and management systems. It’s all about establishing and maintaining focus.

MAE Summer Issue 13.3 | 13

Guard Soldiers educate tomorrow’s cyber-security experts

By Spc. Alec Dionne | 122nd Public Affairs Operations Center SEATAC, Wash. - A Soldier opens his laptop, and the attack begins.

Spc. Sunia Laulile, Alpha Company, 156th Information Operations Battalion, 56th Theater Information Operations Group, types efficiently, shutting down the opposing system. Malware is installed, the system is crippled, the mission is a success.

This was not a real world attack however, but an exercise July 6 at the International Collegiate Cyber Defense Invitational at Highline College in Des Moines, Washington.

Washington Army National Guard Soldiers from the 56th Theater Information Operations Group, Joint Force Headquarters, and Headquarters and Headquarters Compnay, 181st Brigade Support Battalion, 81st Stryker Brigade Combat Team, were invited to the exercise to help train the nation’s next generation of cybersecurity professionals.

“Our team did extremely well. They showed how the security flaws in computer systems and networks can be exploited,” said

Capt. Sameer Puri, 56th Theater Information Operations Group.

The Soldiers acted as the opposing force during the invitational, and students acted as the network’s defenders. Students were graded on how well they protected their computer systems from the Soldiers’ cyber-attacks. At the end of each iteration, the Soldiers and students came together to discuss how to better improve their response to the attacks.

This is valuable training for Guard Soldiers too.

“We have more freedom of execution here,” said Laulile.

Events like these give cyber-professional Soldiers the operational freedom to practice their skills in real time. Similar to a live fire exercise. They get to break the mold and experiment with new ways to disrupt a computer network.

“Cyber Exercises like ICCDI helped to build better cyber resilience and enhances the mutual cooperation between the Washington National Guard and academia in the field of cyber security,” said Puri.

Sgt. 1st Class Samuel Anderson, Joint Force Headquarters, Washington National Guard, advises Cpt. Sameer Puri, 56th Theater Information Operations Group, during the International Collegiate Cyber Defense Invitational, July 6, 2018, at Highline Community College in Des Moines, Washington. Washington National Guard Soldiers attended the International Collegiate Cyber Defense Invitational to help educate information technology students on their responses to cyber-attacks.

Wesley G., Student

CJ-Homeland Security. Navy.

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Changes in Tuition Army Guard Assistance Program

By Sgt. 1st Class Jon Soucy | National Guard Bureau ARLINGTON, Va. – Changes to the Army National Guard’s Tuition Assistance program are set to go into effect Aug. 5, allowing Army Guard members immediate access to benefits after they complete basic and Advanced Individual Training, said Army Guard officials.

Previously, until this policy change, Soldiers had to complete AIT and then, when they came back to their units they had to wait a year before they could use the education benefits,” said Ken Hardy, chief of the Education Services Branch with the Army Guard. “Soldiers will now come home [from AIT] and they can immediately use their benefits.”

Also eliminated in the coming changes is the requirement to complete 10 years of service to use Tuition Assistance to pursue a master’s degree, said Hardy, adding those benefits will now be tied to completion of professional military education requirements.

“Now it’s tied to professional development and a particular level of school that enlisted, officers and warrant officers have to complete,” said Hardy.

For enlisted Soldiers, the Advanced Leaders Course must be completed while officers need to complete the Captains Career Course.

Warrant officers must complete the Warrant Officers Advanced Course to be eligible.

However, the military education requirements only come into play if the Army Guard member used Tuition Assistance to complete his or her bachelor’s degree.

“If a Soldier never used TA, the [professional development] requirements don’t apply,” said Hardy. [Army Guard members] are only restricted to completing that professional development level if they’ve used TA for their undergrad.”

The military education requirement holds true if Tuition Assistance was used for even a part of earning an undergraduate degree.

“So, if you used it just one time and then, say, you got a scholarship from somewhere else, you’re locked in to having to complete one of those military education courses to use it for a master’s degree,” said Hardy, who stressed that only one of those military course requirements

THE

POWER TO

LEAD

must be met.

“If I was enlisted previously and completed ALC and then, for example, took a direct commission, but I haven’t yet completed the Captains Career Course, I’m still good,” said Hardy. “Those benefits can still be used. Only one of those courses needs to be completed.”

The military education requirement was done to ensure Soldiers are on-track in their military careers while pursuing greater education opportunities, said Hardy, adding that exception to policy letters may be available for some Soldiers who haven’t met those requirements for reasons outside their control.

“You have some Soldiers who have put in for school and it’s a threeyear wait for an open seat,” said Hardy.

Those exception to policy letters are still in the works, however.

“We’re going to let it ride and see what kind of feedback we’re getting from Soldiers and how many are in that situation,” said Hardy.

“We’ve got to see how big of an issue it is first. If it’s really a big problem we may look at writing a policy to allow it and if it’s a small problem, at least allowing some exceptions to policy for these unique cases.”

Regardless if Tuition Assistance is used for an undergraduate or graduate degree, Soldiers are still limited to 16 credit hours per year, said Hardy. That credit hour limit may be expanded in the future.

“That’s our next thing we want to look at and see if we can change the 16 credit hour cap,” Hardy said.

Soldiers should check with their unit education officer on available benefits, he said, adding that individual states may offer tuition assistance plans of their own that fill those gaps or provide other benefits.

Those unit education officers can also provide greater details of the Aug. 5 changes.

The end result of the coming changes, Hardy said, is to ensure Soldiers have easier access to education opportunities and the benefits they’ve earned.

The biggest benefit [to the Soldier] is easier access,” he said. “It’s always good to have as much access to your benefits as you can possibly have with few restrictions.”

Prepare to lead positive change at UIW. You will find over 15 degrees and 12 minors tailored to active-duty military and veteran student pathways. Benefit from free textbooks, no academic fees and online or classroom courses. You will discover the power to meet your professional goals.

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MAE Summer Issue 13.3 | 15

Creating a

Bridge Between Nations Supplied by Mary Dempsey, UMUC The financial realities of growing up in a large family in Japan left Kyoko Onna unable to pursue her dream of studying at a U.S. university. But that changed after she tapped a University of Maryland University College (UMUC) language program in an unlikely venue: the U.S. military base in Okinawa.

Onna took advantage of the Bridge Program, a rigorous Englishlanguage immersion initiative taught on U.S. military bases in Japan. Armed with her new language proficiency, she enrolled in a UMUC degree program. She completed all her requirements and received her degree at the Okinawa commencement on April 15.

“I had wanted to brush up on my English skills and work in an environment where I can use them … Just speaking English isn’t enough to be competitive in the job market,” said Onna, who now works on base for the U.S. Navy. “I was [also] planning to pursue a degree program at UMUC from the beginning.”

The completion of U.S. degree programs is just one of the benefits envisioned in 1987 when the governor of Okinawa and the U.S. military partnered to launch a two-year pilot program offering English classes to 35 Japanese nationals at the Kadena Air Base in the Okinawa Prefecture. The goal was to develop Okinawa’s human resources, deepen cross-cultural understanding and foster friendly relations between Japan and the United States.

Since then, Bridge Program classes have been added across Japan at Misawa Air Base, Yokota Air Base, and bases in Yokosuka, Zama, Iwakuni and Sasebo. In addition to Japanese citizens, servicemembers’ spouses who are not native English speakers are also eligible 16 | MAE Summer Issue 13.3

for the program, which is offered annually and typically takes a year to complete.

“The Bridge Program allows UMUC to support the military and aid in its success, by supporting our host nation in Japan in [multiple] ways,” said Timothy Quezada, UMUC director of graduate and special programs in Asia. He added that the program also puts a “human face” on the U.S. presence in Japan by allowing person-toperson interactions between Japanese citizens and American servicemembers and UMUC faculty and staff.

UMUC already is active in providing educational opportunities— including degree programs—to military personnel around the world. But the decision to open bases to study programs for foreign nationals was unprecedented.

“It is a great opportunity to receive an academic English education, especially for our area, which has few universities,” said a spokesperson for the city hall in Iwakuni, which hosts a Marine Corps Air Station where the Bridge Program is offered. “Also, it helps people to improve not only language skills but to develop [other] skills that allow them to work internationally.

“People in and near our city [and] also from other prefectures join this program,” the spokesperson said. “It helps those people get jobs on the base and at other companies.”

Japanese participants are selected for the Bridge Program by the prefectures where the military bases are located. Students have a wide range of backgrounds—from stay-at-home mothers to tour guides to those with a Ph.D. A few already work on the U.S. bases as civilian employees; English proficiency makes them eligible for more www.MAE-kmi.com

challenging jobs.

Tomoko Taylor was working at a cell phone store when she entered the Bridge Program. Today she is employed at one of the military bases in Okinawa. “All my supervisors are American, and all communications—in writing and speaking—require English,” she said.

Students point to rigorous coursework, including an emphasis on listening, writing and U.S.-style oral presentations, as a feature that distinguishes the Bridge Program from other English language classes. The support offered by faculty is also praised.

“I didn’t know the classes could be so much fun,” Taylor said.

“We had an awesome instructor.”

Recent students include a Ph.D. candidate who is required to read research papers written in English to obtain his neurobiology degree at a local university, a woman with English-speaking in-laws and a woman who lived in the United States when young and plans to return there for college.

The program benefits local communities because job opportunities are expanded when workers are multilingual. Students point to friendships that are formed.

“The opportunity to learn at an on-base university is such an attractive environment for people who are interested in studying abroad but cannot afford to,” said an official at the International Exchange Division of the Aomori Foundation, an agency of the Misawa Prefecture that collaborates with UMUC. Bridging academics and culture Bridge Program faculty look for innovative ways to advance their students’ language skills, from debate to social gatherings with Americans. Vista-based faculty member Robert Walsh paired Bridge students and military servicemembers in conversation groups one day. On another occasion, he took two students to an academic conference in Sapporo where they helped him with an English-language presentation on the Bridge Program.

“UMUC is providing an opportunity for Japanese students to use their academic English skills in a meaningful way, not just in the classroom, but in interaction with our staff and faculty and others on base. This provides an authentic context for them to practice their English skills,” Quezada said. “Some other institutions have students go to school and talk with other English-language learners … but UMUC provides a context that enriches that language experience.”

The five-course English sequence, with an optional sixth course, also gives students a taste of western-style university programming.

It is designed for students who have already studied English but do not have the proficiency required by U.S. universities.

“What I’ve been surprised by is the diversity of the students we’ve had,” Quezada said. “I thought we’d be enrolling a lot of young Japanese students and young professionals, but there’s a huge range of ages.”

Bridge Program Coordinator Jackie Cillizza said participants have ranged in age from 18 to 82 years. She said applicants may already have degrees from universities in Japan or elsewhere, or they may be high school graduates. Adding to the diversity are spouses of servicemembers. They have included individuals from Brazil, China, Colombia, Ethiopia, Georgia, Korea, Mexico, Panama, the Philippines, Russia and Ukraine.

Hinako Takahashi-Breines has taught in the Bridge Program for two years. She called her students the “best part of my job.”

“I have to remind myself of how much effort these students are www.MAE-kmi.com

putting out to be in the program,” she said. “It is also gratifying when I learn that the Bridge Program helped students to open new doors in their lives.”

Takahashi-Breines has seen some of her Bridge graduates take additional UMUC courses at the bases—in art, biology, history, math, psychology and other disciplines. They study in classrooms with servicemembers and their families, other Bridge graduates and anyone else in the community eligible to enroll in university coursework. Takahashi-Breines added that a few of her students have moved to the United States and Australia to pursue degrees.

Cillizza said students emerge with greater self-confidence and improved interpersonal skills. The initiative also advances the idea of lifelong learning, a concept not intrinsic to Japan.

“The idea of taking classes at any other point in your life is relatively new,” Cillizza explained. “By the end of the program, though, a lot of minds are changed and quite a few will take a class or two even if they are not planning on completing a degree.”

Naomi Tominaga, for example, continued after the Bridge Program to get an associate’s degree and, on April 15, 2017, received her bachelor’s degree in business administration from UMUC. She now has enrolled at a Japanese university, hoping to become a teacher.

“I am grateful to the program for the opportunity to reach far and above my goals of solely improving my language skills,” she said. “I’ve gained so much more.”

A college degree was not part of Satoko Tamaki’s plan, either, when she joined the Bridge Program. But after she completed the English coursework in 2010, she went on to get an associate’s degree from UMUC and is on track to graduate later this year with a bachelor’s degree in accounting.

Once out of the program, some Bridge students polish—or even share—their English skills through community organizations, including “friendship clubs” that promote interaction between U.S. servicemembers and local residents. Fussa, which hosts the Yokota Air Base, is one of seven cities near the base with friendship clubs.

The Bridge Program fosters “an attachment between Fussa city and the Yokota base,” said Hitoshi Shibasaki of the Fussa-Yokota Friendship and Exchange Club. “It creates opportunities for students to share the culture and history of the area.

“One of the former Bridge students became the president of the Mizuho Hokota communication club and another opened an English conversation class for local children,” Shibasaki added.

In addition to offering Japanese students a chance to study English and boost their job skills, the program takes serious its goal to serve as a “bridge” to cross-cultural experiences and friendship.

“Our students see Americans on television and get a superficial view. They are not concerned only about learning the English language, they want to learn about Americans,” Quezada explained. For that reason, Bridge Program students take part in mixers, concerts, parties and an annual welcome beach barbecue with hot dogs and hamburgers.

But for Quezada, no event is a better “bridge” than the Thanksgiving get-together.

“The Americans bring cranberries and mashed potatoes and buns and turkey and ham,” Quezada said of the off-base celebration that offers a peek at an American tradition. “The students bring the sides: rice and gyoza and soba.

“Whenever I see all those foods together, I feel like they embody the unique experience of the Bridge Program.”

MAE Summer Issue 13.3 | 17

# The Future is Now

By Jason M. Pittman and Helen G. Barker When we think of artificial intelligence (AI), we think of automation, robots, and maybe video games. Such AI helps us optimize business processes, solve complex problems more efficiently, comb through enormous data sets to find valuable information, and provides entertainment. These AI are limited, however. They give the appearance of thought, of intelligence but are not thinking, intelligent machines.

On the other hand, more advanced AI that is capable of true thinking seems to be a mere figment of science fiction imagination. But for how long?

Certainly, with the current pace of technological innovation, the prospect of thinking machines is not beyond possibility. Further, once we have thinking machines, can we trust them, and will we be able to integrate with such AI in a safe manner? We suggest that a future including intelligence machines is unfolding right now.

Along such lines, one of us (Pittman) has started a new venture at Capitol Technology University, designed to explore these very questions. The Research Institute for Synthetic Intelligence Safety and Trust has adopted the mission of creating and disseminating systematic knowledge of safe, trustworthy synthetic intelligence. To explain briefly: synthetic intelligence is a broad field that includes but is not limited to AI and machine learning. Safety in the context of AI and machine learning pertains to unintended or harmful conduct on the part of the systems. In turn, safety requires computational as well as epistemological trust both towards and by the intelligence. While such interest

may seem farfetched, fanciful even, the tide is already swinging in these directions.

Indeed, synthetic intelligence- particularly AI and machine learning- are engaged in a disruptive awakening as specific forms of human-equivalent intelligence enter the technology-mediated world.

Researchers and technologists uniformly agree that the 21st century will witness the development of synthetic intelligence that exceeds human intellectual capacity. This is an exciting prospect that brings with it enormous risk.

Most immediately, the priority risk is that an unsafe or untrusted synthetic intelligence presents a capacity to negatively alter our ability to collect and analyze meaningful intelligence data. The separation between real and manipulated information is becoming blurred.

Moreover, soon, the nation’s warfighters will integrate with AI which raises concerns over operator agency during human-robot pairing exercises for example. As well, we face the possibility of weaponized or hostile AI employed by bad actors. To be sure, this is a technology curve that we do not want to be behind. Yet, leaders, educators, and researchers do not yet know how such technological interactions will change us (humans) or impact the development of sentient machines.

Fortunately, these issues are exactly what the Research Institute for Synthetic Intelligence Safety and Trust is designed to help address.

Towards that goal, the Research Institute is committed to developing the necessary concepts, policies, and tools to provide assurance of safe and trustworthy synthetic intelligence. To be successful in our mission, we are developing research, educational materials, and tools to help military service members and veterans transition to working with artificial intelligence.

f i n i s h your degree complete your mission Learn how our Military and Veteran Portal can maximize your military credit.

Finish your associate, bachelor’s or master’s degree. Anytime. Anywhere.

Visit our Military and Veteran Portal (MVP) and: > Create your free, no obligation profile > Learn which credits you already have based on your JST or CCAF > Explore various degrees tailored to maximize your military credit > See how your experience translates to civilian jobs > Begin to build your free resume > Explore how to fund your education Thomas Edison State University is recognized as one of the top institutions in the country proudly serving members of the U.S. military and veterans for more than 40 years.

LEARN MORE:

military.tesu.edu (866) 446-1804 Osvaldo Rios, BS ’17 18 | MAE Summer Issue 13.3

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Leaving the Military?

Consider a Career in Education The total number of members serving in the Armed Forces was 1,334,911, as of November 2016 (Source: dmdc.osd.mil). Now, imagine that all of you will one day separate or retire from service and transition to the civilian workforce. It is never too early to begin thinking about your next career path for future success. Many of you know exactly what you want to do, but many do not. Some of you will seek careers using the skills you have honed while serving. Others will try to find other career paths. No matter what you choose – teaching is a definite option you should not overlook. Teaching can provide valuable mentorship to the next generation. It can also provide great personal satisfaction and so much more.

With your military leadership and professional skills and help from the Troops to Teachers (TTT) program, you can transition into teaching traditional, vocational and/or technical subjects. Becoming a certified teacher is just the first step too. You may likely decide you enjoy the academic environment and move on to pursue advanced careers in education. You could serve in school counseling, curriculum development, and administrative positions too.

TROOPS TO TEACHERS Teaching is one career path that many transitioning service members should consider. Why? Because you are well prepared to meet the overall needs of diverse learning environments because you have experience, skills and traits that “fit” in this career field and that will help you succeed in the classroom. Skills like: – Leadership and Management – Flexibility and Adaptability – Written and Verbal Communication – Drive and Initiative – Discipline – Integrity– Global Perspective Troops to Teachers (TTT) is the DoD/DANTES program that focuses on careers in teaching by supporting military members and veterans who choose to pursue a second career as K-12 public, charter or Bureau of Indian Affairs teachers. The program provides the following assistance to eligible participants: – Counseling – Financial support – Routes to state teacher certification – Employment facilitation – Information about state certification requirements FACT: In FY16, 8,120 service members and veterans were approved to be TTT program participants.

ELIGIBILITY Active, separated and retired members of the Army, Air Force, Navy, Marine Corps and Coast Guard, Reserve components and National Guard may apply for the TTT program. A member of the Armed Forces is eligible to participate in the program if your last period of service was characterized as “Honorable.” A member selected to participate in the program before retirement or separation from service may continue to participate after separation if your last period of service is characterized as “Honorable.” For more information on eligibility, go to www.proudtoserveagain.com/About/Eligibility PROGRAM BENEFITS Teaching is an admirable career and one that allows you, as a transitioning military member, to continue to serve in your community after serving your nation. The services TTT provides make this program an extremely valuable option when determining your next career.

Counseling, navigating state requirements and financial assistance, in the form of a stipend or a bonus, may be available if you meet education, military service and application requirements.

A stipend is a payment of up to $5,000 to cover expenses incurred by you to obtain the required educational level, certification or licensing.

Keep in mind that this may not be available to you if you are eligible for the Post-9/11 GI Bill. A bonus is a payment of up to $10,000 as an incenwww.MAE-kmi.com

tive to teach in an eligible or high need school. The maximum amount of financial assistance provided, if eligible, is $10,000. For more information, visit http://proudtoserveagain.com/Participants/FinancialAssistance TTT APPLICATION The first step to begin this life-changing mission is for you to complete and submit the Troops to Teachers online application. Before beginning the application process, you should have the following information available: – Military Service Information – Education (there is no minimal education requirement to become a member of TTT) – Teacher Certification (if applicable) or Career Technical Teaching Interest (optional) – K-12 Teaching Related Employment (if applicable) You can begin the application process by going to the TTT website, www.proudtoserveagain.com and selecting “APPLY” on the top left of the screen. Continue through the online application answering various questions about your military service and any teaching experience. You’ll be asked to submit three (3) preferred State choices for certification information and employment facilitation. Next, you will be need to identify certification/licensure and employment information, if applicable. At the end of the application, you will be prompted to upload supporting documents such as: College Transcripts, Certifications, Licenses, or Teacher contracts. You will also be required to upload applicable military service documents such as: DD-214, NGB-22, Selected Service Contract or Yearly Point Summary. Submit all documents that apply to your status. Finally, before clicking on the Submit Application tab, review each section for correct data input.

Once the application is submitted, the TTT National Office will contact you by email to confirm it was received. The email will provide information on the services you are eligible to receive, based on military service time, education and application date. The TTT National Office is available to assist you with individualized counseling to include program and state certification information. You may also contact a TTT Program Specialist by emailing TTT@navy.mil.

MORE INFORMATION The TTT website also has a variety of information to assist you with any questions before applying. FAQ’s and an interactive state map on the main page allow you to learn more about the program. State specific certification and employment information is available by selecting a state you may be interested in teaching in. Visit www.proudtoserveagain.com for all of this information.

Other sources of information on the TTT program include: – Facebook: TTT.DANTES – Twitter: TTT_DANTES – LinkedIn: Troops to Teachers – DANTES/DoD (company page) The Troops to Teachers Program was established to help transitioning military members and veterans begin new careers as K-12 school teachers in public, charter, and Bureau of Indian Affairs schools. Since 1993 when the program began, 20,000+ participants have been hired. In FY16 alone, 1,047 participants were hired, with 333 of them receiving a bonus. The program works! Share this information and encourage other military members to consider teaching as a second career. You will make a difference in young people’s lives and positively impact your own community.

Erin Roberts is a retired Air Force broadcast communication/ public affairs specialist with a Masters in Communication and 30+ years in the field. She hails from Cape Cod, MA, and is a travel enthusiast eager to see as much of the world as possible.

MAE Summer Issue 13.3 | 19

UNIVERSITY CORNER

Military Advanced Education & Transition

Joel DePriest, Director of Online Student Engagement ECPI University Q: To begin with, could you please provide a brief overview of your school’s history, mission and curriculum? What is your school’s background in military education?

A: As the name East Coast Polytechnic Institute suggests, ECPI University has been focused on vocational and technical education since its founding in 1966. While the University’s program offerings have evolved over time to include technology, health science, nursing, business, criminal justice, and culinary arts, the mission to equip students for careers in high-demand fields through accelerated, hands-on education remains unchanged. Serving members of the U.S. military has always held special meaning at ECPI University, as its founder, Alfred Dreyfus, was one of the many people liberated through the efforts of the U.S. soldiers who landed on the beaches of Normandy in World War II. As a University, we are committed to providing excellent education for active duty military, reservists, veterans, as well as their families.

Q: What online degree and certificate programs do you offer and how do these distance learning programs fit in with the lives of active duty and transitioning military personnel?

A: Through our unique accelerated format, we offer associate’s, bachelor’s, and master’s degrees 100% online for programs such as Electronics Engineering Technology, Mechatronics, Mechanical Engineering Technology, Cyber & Network Security, Software Development, Web Design & Development, Healthcare Administration, Radiologic Sciences, Nursing (MSN), Business Administration, Accounting, IT Management, Criminal Justice, Homeland Security, and more.

Because our programs are asynchronous, there is never a specific time or day during the five-week terms when students have to be logged into their courses, so they can complete their coursework whenever works best for their schedules. We have had scores of military students complete their degrees while stationed stateside, deployed overseas, working as reservists, or during the various stages of transition after service. Our staff and faculty are familiar with the unique challenges that military students often face, and we seek to assist and accommodate them however possible.

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

A: In keeping with our institution’s technology-centric origins, ECPI University Online is forward-thinking in the ways we use technology to create a dynamic student experience in the online classroom. We utilize 20 | MAE Summer Issue 13.3

numerous virtualization platforms, video instruction, mobile apps, and cloud-based solutions in our online classes, and we even mail physical hardware to students in certain programs to make our online courses as hands-on and possible. We are constantly seeking to innovate in our online classes by applying new technologies as they cross the horizon. These innovations, combined with our flexible online format, are part of our strategic efforts to remove barriers to education that military students have historically faced.

Q: What do you think are the key issues facing higher education today?

A: One of the critical issues facing higher education today is the pressure to align degree programs with career paths for students after they graduate.

Equipping students with high-demand skills has been a driving focus for ECPI University since its inception.

Because of our accelerated format, our students are poised to seize opportunities in the job market faster than students who are studying at a traditional pace.

Our curriculum is driven by market demands, and we regularly update our programs based on the insight of employers and industry experts. This is also why we hire faculty who have relevant work experience in their field of study—they provide unique insight for our students into their industry, and they teach them how to posture themselves for long-term career success. This is also supported by our Career Services team, who works with students to develop their career plans, whether that means remaining in the military or transitioning into a civilian career. Their services also include resume writing, interview preparation, and job searches—and are a lifetime benefit for alumni after they graduate.

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

A: We participate in financial assistance programs such as Yellow Ribbon, GI Bill ®, Tuition Assistance, MyCCA, among others. We are aligned with organizations and programs such as Navy College Program Distance Learning Partnership, Navy College Program

for Afloat College Education, Marine Corps Career College Program, ArmyEd, Air Force General Education Mobile, and we are a SOC Member School. Our ongoing commitment to the military has led to us being ranked

by Military Times as one of the Best Colleges for military and veterans for seven years running. We have also been recognized as a Military Friendly School for six years in a row by Victory Media. And U.S. News & World Report ranked us among the top online bachelor’s programs for veterans. We also have classrooms located on, or close to, select military bases so that we can provide convenient access to education for service members.

Q: What is your school doing to keep up with growing technologies and opportunities related to distance learning?

A: ECPI University Online, we like to say that we are using technology to “bridge the distance in distance education.” More than just keeping up with the everchanging landscape of technology, we are always looking for ways to leverage new technology in order to push the envelope of the online student experience.

We have incorporated things like live chat and custom mobile apps to make services, staff, and faculty more accessible to students; our instructors now deliver live weekly instruction via video conference, which is then recorded and posted inside the online classroom; and new course design software is making classes more mobile-friendly. On top of that, we are exploring possibilities with things like remote access labs, virtual and mixed reality, and much more, all to create a new kind of online classroom for our students.

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

A: One of the biggest lessons I have learned is that our students’ experience is the best metric to gauge our success as a University. It’s the standard against which we measure our ideas and proposed initiatives.

“How will this benefit our students?” is the starting point. Innovation is wonderful, but if it doesn’t help our students learn more deeply and dynamically, or if it doesn’t help them be more successful in their careers afterwards, then it misses the target. On the other hand, when students tell us that something we’re doing gave them a “lightbulb moment” in a course, or helped them overcome an obstacle to continuing their education, or when a graduate comes back to tell us how well their program equipped them for their new job, then we know that we’re on the right track. The student experience is the “big picture” that puts each staff and faculty member’s role into perspective. www.MAE-kmi.com

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MAE Summer Issue 13.3 | 21

MILITARY ADVANCED EDUCATION & TRANSITION NAMED UMUC TO ITS 2018 GUIDE TO TOP COLLEGES & UNIVERSITIES.

University of Maryland University College has been proudly educating servicemembers since 1947. Serving the military is in our DNA, which is why we have been named among the Top Colleges & Universities 2018 list by Military Advanced Education & Transition.

UMUC offers 90+ degrees, specializations and certificates, many in in-demand fields such as business, cybersecurity, IT, homeland security, healthcare and more The credibility of a respected public state university with a worldwide reputation for excellence Online and hybrid classes and 140+ locations throughout the world, including at military installations Resources for veterans, including the Vessey Veterans Resource Center, VetSuccess on Campus, dedicated advisors, a mentor program, Career Services and more Learn about our bachelor’s and master’s degrees in Criminal Justice, designed with input from employers, industry experts and scholars.

START LEARNING ONLINE TODAY

Call 800-939-UMUC

or visit UMUC.EDU

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