Education and Career Transition Guide for Servicemembers and Veterans
Special Section: VA Accelerated Learning Programs
Services Supporter Jeff Allen Director DANTES
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May 2016
Volume 11, Issue 4
Transition Trends Corporate Connection: SAIC Brian Koziol, Product Support and Sustainment Director • Transition Trends: Making the Transition with Onward to Opportunity • Careers in Logistics
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MILITARY ADVANCED EDUCATION & Transition Features
Cover / Q&A MAE&T Supplement
Transition Trends
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Chain of Command Careers in Logistics are a natural career progression for many veterans, capitalizing on their military experience in supply chain management and acquisition. By Kasey Chisholm
Corporate Connection SAIC Brian Koziol Product Support and Sustainment Director
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Funding the Dream The Army Reserve Minuteman scholarship program gives students a lucrative way to serve their country and capitalize on scholarship assistance. By Jamal B. Beck
Departments 2 Editor’s Perspective 3 PROGRAM Notes 14 Class Notes 25 CCME GRAPEVINE 26 MONEY TALKS 27 RESOURCE CENTER
May 2016 Volume 11, Issue 4
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Making the Transition with… Onward to Opportunity O2O brings civilian career training to eligible servicemembers up to six months prior to their transition date and any active duty military spouse, regardless of where their partner is in their military career. O2O combines industry-validated curricula, strong partnerships, and comprehensive career coaching and placement services to match program candidates with civilian job opportunities.
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VA partners with colleges to provide a veteran-centric approach to veteran care. Through the Veterans Integration to Academic Leadership (VITAL) initiative, the VHA provides innovative veteran-centric support directly to student veterans on a growing number of college campuses. By Jessica Thiede, PsyD, James Lickel, Ph.D., Shannon McCaslin Ph.D., and Kai Chitaphong, LCSW
Accelerated Learning Programs developed by VA give veterans a competitive edge. Accelerated learning is a nontraditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner potential in an expeditious way, and generate measurable increases in skills and knowledge. By Rosye Cloud
Transforming VITAL Care
16 Jeff Allen
Director Defense Activity for Non-Traditional Educational Support (DANTES)
Accelerating Opportunities
University Corner James Cronin Vice President of Stateside Military Operations University of Maryland University College
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The leading higher education resource for our nation’s servicemembers Targeted circulation reaches education services officers and content focuses on current trends in higher education and highlights pressing issues for military students.
“It is never too early to begin planning and working on education and career goals. The earlier a member engages with Service-level education counseling, the more time they will have to take advantage of the programs designed to help them achieve their goals.” — Jeff Allen
EDITOR’S PERSPECTIVE
Military Advanced Education & Transition Volume 11, Issue 4 • May 2016
Education and Career Transition Guide for Servicemembers and Veterans Editorial Editor
Kelly G. Fodel kellyf@kmimediagroup.com Copy Editor
Jonathan Magin jonathanm@kmimediagroup.com Correspondents
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Graduation season is here! Student veterans and their families spend years working towards it, so when the big day finally rolls round, the sense of excitement in the air makes perfect sense. This month, many student veterans will be making an important transition; graduating and joining the ranks of accomplished SVA alumni across the world. Each year, SVA Chapter members naturally take to social media to capture their final days as students and their excitement on graduation day. SVA invites you to join in the online graduation conversation Kelly G. Fodel by posting about it on Facebook, Twitter, and Instagram, and tagging Editor your posts with SVA’s official 2016 commencement season hashtag: #GIBillGrad. SVA will be featuring success stories all month long to celebrate this important milestone for those graduating, and to inspire the next generation. As SVA mentioned in a recent email: “Graduation is a huge milestone in life which, while exciting, can be a bit daunting. For new graduates, you may be moving to a new city or starting a new job. No matter where you end up, in the transition from college to alumni, SVA is here to help. Remember, you are a student vet for life, and we encourage you to be an active one.” SVA is also welcoming a number of new SVA chapters into the fold. These additions bring the total number of chapters to 1,368. • • • • • • • • • • • • • • • • • • • • • • • •
Arizona State University – Fulton Schools of Engineering in Tempe, Arizona Washington State Community College in Marietta, Ohio Trevecca Nazarene University in Nashville, Tennessee Northwest Vista College in San Antonio, Texas King University in Bristol, Tennessee Lee University in Cleveland, Tennessee High Point University in High Point, North Carolina Southern Nazarene University in Tulsa, Oklahoma Northern Michigan University in Marquette, Michigan Oklahoma Christian University in Edmond, Oklahoma Medgar Evers College in Brooklyn, New York Southwestern University in Georgetown, Texas Olympic College in Bremerton, Washington Red Rocks Community College in Lakewood, Colorado Pacific Lutheran University in Tacoma, Washington University of Colorado Law School in Boulder, Colorado Southern Technical College in Tampa, Florida Delaware County Community College in Media, Pennsylvania Cumberland County College in Vineland New Jersey Portland Community College Southeast in Portland, Oregon Gonzaga University in Spokane, Washington South Puget Sound Community College in Olympia, Washington Wenatchee Valley College in Wenatchee, Washington Fisher College in Boston, Massachusetts
PROGRAM NOTES
Compiled by KMI Media Group staff
Veterans First Act With support from key veterans organizations and government accountability groups, U.S. Senator Johnny Isakson, R-Ga., chairman of the Senate Committee on Veterans’ Affairs, urged his Senate colleagues to support the Veterans First Act, a bipartisan bill to change the culture at the Department of Veterans Affairs (VA) through accountability reform as well as enhanced veterans’ health care and benefits. “Every time we turn around, there are reports of no accountability at the VA,” said Isakson in remarks delivered on the Senate floor. “Our committee decided it is our job to see to it that our veterans get what they deserve. That is, a VA that delivers on the promise of good health care, good benefits and the appreciation of a grateful country for the sacrifice each of them made.” Isakson continued, “The important thing to understand is that we are finally putting our veterans first. We are telling the VA: ‘We appreciate the good job you do, but we want to make sure you are doing it 100 percent of the time, not just 85 or 90 or 95 percent of the time.’ We want to make sure they are putting our veterans first. We want to make sure that somebody who makes a mental health call to a veterans hospital doesn’t get a busy signal or a wrong number. We want to make sure that when somebody makes an appointment and then shows up, there is somebody there to meet them for that appointment. We want to make sure that the services veterans earned, fought for, and in many cases sacrificed for, are available to them.” Highlights of the Veterans First Act include accountability reform to make it easier for the VA secretary to remove bad actors at all levels of the department, the expansion of the VA’s Program of Comprehensive Assistance for Family Caregivers, the strengthening of the Veterans Choice Program and the establishment of a pilot program to address the delays and massive backlog in VA’s disability claims appeals process. The Veterans First Act has won the support of several veterans groups and government accountability groups, such as:
• Disabled American Veterans (DAV): “We applaud Senate Veterans’ Affairs Committee Chairman Johnny Isakson (GA) and Ranking Member Richard Blumenthal (CT) for reaching bipartisan agreement on a Senate omnibus veterans bill, the ‘Veterans First Act,’ that contains many DAV priorities to strengthen and expand federal programs benefits supporting the men and women who served. This omnibus legislation would extend comprehensive caregiver support to veterans of all eras, increase veterans’ options for long term care through medical foster homes, enhance VA’s efforts to recruit, retain the best and brightest medical professionals, reform claims and appeals processing by creating a fully developed appeals program and make dozens of other positive changes to improve the lives of those who wore the uniform.” – Garry J. Augustine, Washington Executive Director, DAV • National Association of State Approving Agencies (NASAA): “NASAA supports the Veterans First Act because we strongly believe that its provisions provide important safeguards, which will serve to protect our veterans, while helping to reduce obstacles to veterans success in education and training that will lead to meaningful employment.” • Government Accountability Project: “The Government Accountability Project supports today’s introduction of key whistleblower protections for U.S. Department of Veterans Affairs employees within the Veterans First Act. Introduced by Senate Veterans Affairs Committee Chairman Johnny Isakson and Ranking Member Richard Blumenthal, the rights are a major breakthrough in the struggle for VA whistleblowers to gain credible protections when defending the integrity of the agency mission and disclosing quality of care concerns. Further, the Act would provide a system to hold employees accountable for their actions when they retaliate against those exposing waste, fraud, or abuse.”
• The American Legion: “There is much to like in this bill. Since the wait time manipulations and other irregularities were exposed in 2014, The American Legion has demanded accountability. This legislation will shorten the grievance process, make it easier to dismiss VA officials that breach the trust of the veterans that they are supposed to serve and allow VA to offer competitive pay and incentives to attract talented physicians and other professionals. We hope that Congress will pass and the president will sign this bill quickly.” -National Commander of The American Legion Dale Barnett • Paralyzed Veterans of America: “The Comprehensive Family Caregiver Program administered by the Department of Veterans Affairs to veterans of all generations is one of our highest legislative priorities. …The bill reflects several other high priorities for the organization, including a strong focus on accountability within the ranks of the VA, and maintaining current protections for veterans in the claims and appeals process.” - Sherman Gillums, Paralyzed Veterans’ acting executive director • Veterans of Foreign Wars (VFW): “The VFW is encouraged that the Senate Veterans’ Affairs Committee has made progress on the Veterans First Act, and while there are key omissions, we do call upon the full Senate to quickly pass it so that the House and Senate can compromise on a final bill. …The VFW looks forward to working with the committees to pass this much-needed bill, as well as finding a way forward to implement appeals reform that improves the process and reduces the current backlog of pending appeals.”
However, the bill does have its critics, including SVA and the Iraq and Afghanistan Veterans of America (IAVA). Why? The bill generates about $3.4 billion in revenue by reducing the growth in student veterans’ housing allowance in coming years. The move brings the veterans benefit in line with Defense Department housing stipends, a move lawmakers initially planned last year but deferred until now. Students would not see a reduction in their housing payouts but would see their rate of growth shrink, until the stipend covers 95 percent of the average area housing cost. Student Veterans of America estimates the reductions will amount to an average loss of more than $800 when fully implemented in coming years. In a statement, IAVA said this amounts to a cut of BI Bill benefits, and represent “an historic breach of trust between Congress and veterans.” “As Congress quietly passed another bill cutting veterans education benefits, veterans are stuck having to beg for the benefits we earned,” said IAVA Chief of Staff Allison Jaslow. “Despite creating dialogue with Members of Congress and our members sending 29,000 messages to Congress, Sen. Isakson (R-Ga.), Sen. Blumenthal (D-Conn.) and their colleagues have ignored the veteran community. In a bill that is meant to add much needed accountability to the VA, both the full House and the SVAC have opted to do their business under the cover of anonymity. We fought hard eight years ago to get the Post-9/11 GI Bill passed and we will not quit fighting until Congress protects the benefits being earned on the battlefield as we speak.”
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MAE&T 11.4 | 3
PROGRAM NOTES
Compiled by KMI Media Group staff
Resume Workshops SVA is partnering with Google to host another year of resume workshops for more than 400 veterans at 17 events nationwide. Whether you have a resume or need to start from scratch, every veteran that attends a workshop is paired with a Google employee for a one-on-one resume critique and coaching session, attends a panel discussion with Google veterans and hiring professionals, enjoys a free lunch, and goes on a tour of the Google office. “The resume workshop at Google was the best I’ve been to since separating from the Army in 2009,” said Joe Quiggle, a student at the University of San Francisco. “The Googlers who graciously volunteered their time were phenomenal.”
Due to limited space, veterans interested in attending must register to attend. Each workshop begins promptly at 9:00 AM and concludes around 3:00 PM. The dress code is business casual. Register online at http://www.studentveterans.org/programs. The events will be held on the following dates: • Chicago, IL - Wednesday, June 1, 2016 • San Francisco, CA - Monday, June 6, 2016 • Atlanta, GA - Monday, June 6, 2016 • Ann Arbor, MI - Wednesday, June 8, 2016 • Boulder, CO - Monday, June 13, 2016 • Mountain View, CA - Tuesday, June 14, 2016
• Los Angeles, CA - Tuesday, June 14, 2016 • Cambridge, MA - Tuesday, June 14, 2016 • Irvine, CA - Wednesday, June 15, 2016 • Seattle, WA - Wednesday, June 15, 2016 • Washington, DC - Thursday, June 16, 2016 • Moncks Corner, SC - Thursday, June 16, 2016 • Austin, TX - Tuesday, June 21, 2016 • Pittsburgh, PA - Tuesday, June 21, 2016 • Pryor Creek, OK - Monday, June 27, 2016 • New York, NY - Tuesday, June 28, 2016 • Mountain View, CA - Wednesday, June 29, 2016
National Defense Authorization Act In mid-May, the Senate Armed Services Committee’s personnel panel cleared the National Defense Authorization Act with a 1.6 percent pay raise for troops. That was half a percent lower than the pay raise included in the House version.
Additionally, the Act included big news related to military healthcare benefits. Personnel committee chairman Sen. Lindsay Graham, R-S.C., said that the bill included “the most comprehensive look at military health care that I’ve ever been involved in.”
Only Four NCOs to Remain in 2017 More Help With Tuition and Fees In a new notice in the Federal Register in early May, VA announced that pursuing advanced education under the Post 9/11 GI Bill will get more help covering tuition and fees. Starting Aug. 1, tuition benefits will go up 4.2 percent for the 2016-2017 academic year—the same rate of increase as last year. The notice says the maximum annual benefit for tuition and fees may not exceed the in-state costs at public schools; $21,970.46 at private and foreign schools; $12,554.54 at vocational schools; and $10,671.35 at correspondence schools.
4 | MAE&T 11.4
Four Navy College Offices (NCOs) will remain open until October 2017, with all others shutting down by this October. It’s a slight delay of Navy’s plan to close all 20 U.S. offices. With the closure of the NCOs, sailors will transition to an online and hotline-based system to apply for education benefits. The Navy will keep four CONUS Navy College Offices open for an additional year in the fleet concentration areas of Norfolk, Va., San Diego, Calif, Jacksonville, Fla, and Kitsap, Wash., to help with the transition. They will be open until Sep. 30, 2017. “We believe this transition period is key to ensuring the changes and improvements (such as website enhancements and increased hours to the virtual education center) we are making to further enhance our customer service to our Sailors,” Lt. Cmdr. Kate Meadows, spokeswoman for Naval Education and Training Command, told MAE&T. “We remain committed to providing Sailors with opportunities to earn degrees and certificates. Tuition assistance will not be affected.” None of the 11 overseas Navy College Offices are slated for closure. www.MAE-kmi.com
Transition Trends
CORPORATE CONNECTION
Military Advanced Education & Transition
SAIC
Brian Koziol
Product Support and Sustainment Director
Q: A:
What advice would you offer servicemembers and veterans looking to make the transition to a civilian career?
Having made the transition for myself and my family from the Army, I can offer a few tips for a successful transition. Always plan ahead and start transition planning early. I recommend planning and preparation at about a year from your separation date. Remember, your family is in transition too. Explore many career possibilities; don’t limit yourself. Begin your networking process through multiple channels like LinkedIn and military associations like Military Officers Association of America, the Association of the United States Army, Marine for Life, Veterans of Foreign Wars, American Legion, others. Lastly, civilianize your military experience. Don’t assume civilians understand the correlation between your military experience and the civilian job requirements. Once you get that first civilian job, you will use many of the same skills you used to be successful in the military, but you will also learn a great deal from your non-military colleagues.
Q: A:
What do you think is the biggest challenge veterans face in making their transition to civilian employment?
I believe the greatest challenge is adjusting to civilian life. I encourage veterans to become involved in activities that can assist with learning and transition, ask questions, be enthusiastic, volunteer for the tough assignments, and solve problems.
Q: A:
How can companies better assist veterans in their transition?
At SAIC, we support many non-profit organizations that give back to veterans transitioning from military life, like The Mission Continues, Operation Homefront, USOMetro, and more. I would like to see more companies support these great organizations and others like it.
Q: A:
Why does your company believe veterans are a valuable investment?
SAIC recognizes that in addition to excellent work ethic and in demand technical skills, veterans can successfully navigate the government work environment. SAIC’s values and culture has a strong correlation with our military customers. We are similar in that we believe in empow6 | MAE&T 11.4 | Transition Trends
erment, integrity, and mission understanding. We understand the value and unique skills that veterans bring to our organization, and that their values align with ours. Veterans are leaders and problem solvers. Our collective skills bring inventiveness and expertise to quickly get to smarter and more innovative solutions for our customers. Veterans also bring a level of passion and commitment to supporting the team.
Q:
Many companies recognize the value of veterans entering the corporate workforce. What makes your company distinct in the support it offers to veteran employees?
A:
At SAIC, we have the Military Alliance Group (MAG), which is one of two SAIC Employee Resource Groups that provides a forum for military veterans and advocates. The purpose of MAG is to leverage the valuable resources brought to SAIC by those who have served in the U.S. Armed Forces. We also have many non-veteran members whose family or friends have served and they are equally as passionate about supporting veterans in the community through involvement and outreach. The MAG provides a forum for understanding and supporting the professional growth of its members and for enhancing the knowledge base of the company to help SAIC deliver solutions to our customers. MAG also aspires to become a resource that will help members transition, develop, and advance in their careers at SAIC through internal and external networking, programs, and activities.
Q: A: Q: A:
What percentage of your employees are veterans? Roughly 21 percent of SAIC employees are protected veterans. What do you believe makes your company particularly veteran-inclusive and supportive?
I think a combination of factors make SAIC a veteraninclusive culture. Approximately 66 percent of SAIC’s employees support the Department of Defense. More than 20 percent of our workforce has protected veteran status. So, by combining these two elements, much of SAIC’s work is related to the military services and our veteran employees are continuing that sense of service to help protect our nation. They are still answering the call of duty, but now in a different capacity. O www.MAE-kmi.com
Transition Trends
Chain of Command Careers in Logistics are a natural career progression for many veterans. By Kasey Chisholm MAE&T Correspondent In any industry responsible for moving and storing products, logistics becomes a key component to success. Whether manufacturing, trucking, railroads, ocean shipping, airlines, tourism, healthcare, retail, or others, logistics professionals are a necessity to a smooth, well-functioning process. It is no surprise, then, that the projected job growth for logisticians is estimated at 22 percent between 2012 and 2020 according to the US Bureau of Labor statistics. Freda PowellBell, Program Chair of Acquisition and Supply Chain Management at University of Maryland University College noted, “Logistics, including international logistics, has become more complex with challenges in global logistics operations, new advances in technology and the current need to provide safe and secure methods for distributing goods and services world-wide.” For those with military experience, a degree in logistics makes perfect sense. “Almost all students with a military background have had some experience with logistics and understand how important logistics is to supporting any operation - whether that be during peace or war times,” shared Aman Gupta, Department Chair of Logistics and Supply Chain Management, Embry-Riddle Aeronautical University – Worldwide. He continued, “The military has always led the way in new innovations within logistics and continues to look for ways to improve the supply chain.” For military veterans, a degree in logistics can be a lucrative next step. www.MAE-kmi.com
Embry-Riddle Aeronautical University - Worldwide Embry-Riddle Aeronautical University-Worldwide’s Department of Logistics and Supply Chain Management offers associate, bachelors, and master’s degrees in logistics and supply chain management. While earning these degrees, students will study technology, process, Aman Gupta and people solutions for Embry-Riddle Aeronautical warehousing, distribution, University - Worldwide and transportation operations; inventory management methods that optimize the supply chain; purchasing and procurement policies and procedures; metrics for tracking and analyzing supply chain performance; and best practices, regulations, and professional ethics. The Bachelor of Science program is compatible with one or more minors including Air Cargo Management, Airport Management, Aviation Management, Human Resources, Management, Management Information Systems, Marketing, Project Management, and Technical Management. Gupta explained that with a degree in logistics and supply chain Transition Trends | MAE&T 11.4 | 7
Careers in LOGISTICS management, students can go on to careers including “transportation manager, project manager, inventory manager, distribution center manager, planner, buyer, purchasing manager, fulfillment manager, acquisition manager, delivery manager, operations research analyst/manager, management consultant, supply chain consultants” and more. Students seeking further training could pursue professional certifications increasing their earning potential such as Certified Supply Chain Professional (CSCP); Certified Professional Logistics (CPL) certification program; and Certified Professional in Supply Management (CPSM). The prospects for graduates is excellent, Gupta noted, detailing that “according to the Institute for Supply Management’s 2015 survey, respondents with a bachelor’s degree earned an average of $94,416 with the average annual compensation for supply management professionals coming in at was $101,944.” Currently. 171 active duty or veteran students are enrolled in the Bachelor of Science in Logistics and Supply Chain Management. The Master’s program has 463 military enrollments. “In general, students with military experience are very disciplined and driven in the classroom. They bring a level of maturity and experience that really enhance the learning environment,” described Gupta. He noted that military experience can often be a competitive edge for graduates entering the field. Embry-Riddle is proud to serve its military students, and thus offers various supports. A military and veteran student services team assists with VA and DOD benefits, and Embry-Riddle matches the DOD’s TA per credit hour maximum of $250 for both military members and their dependents. Other tuition discounts are also available for service members pursuing their graduate degrees.
University of Maryland University College University of Maryland University College offers a certificate program and a master’s degree Acquisition and Supply Chain Management. Powell-Bell described the curriculum as providing “a foundation for understanding the overall end-toend acquisition process by Freda Powell-Bell applying methods, modeling University of Maryland tools and techniques, theUniversity College ory and practical application that will walk the student through the steps for implementing strategic and efficient supply chains and analyzing logistical processes and procedures.” Graduates of the master’s program can go on to earn their Certification in Transportation and Logistics (CTL) from the American Society of Transportation and Logistics by passing six examinations. Career prospects for UMUC logistics graduates include, but are not limited to, Logistician, Supply Chain and Acquisitions, Manager/Specialist, Chief Operations Officer, Distribution Manager, Logistics, and Inventory and Operations 8 | MAE&T 11.4 | Transition Trends
Manager/Specialist. Students are well prepared for the day to day challenges of their careers, in which “Logistics professionals are responsible for designing and analyzing the systems used in distributing goods and services,” Powell Bell explained. She continued “They are tasked with constructing the most streamlined method of product distribution possible while improving efficiency, reducing profits and producing higher profits.” Logistics professionals are problem solvers, navigating technology, budgets, scheduling, and unforeseen circumstances. Powell-Bell believes that military experience can prepare a student for a successful career in logistics. Military personnel plan, develop, and direct logistical operations daily. The degree program at UMUC can benefit graduates “within their current military units or once they leave the military, as civilians in various organizations including those that focus on humanitarian assistance and disaster relief.” In addition, Powell-Bell shared that “Several of the courses in the program have been approved for Defense Acquisition University certificate equivalency” preparing them for additional certifications that can be used to advance their careers. UMUC is one of 94 schools to participate in the VA’s Veterans Success on Campus program, supporting military students to meet with success. An online Veterans Resource Center offers assistance to military students and their families with transitioning to civilian life. Mentors and other services are also available.
The University of Texas at Dallas The University of Texas at Dallas offers an Executive Master of Science in Supply Chain Management. Divakar Rajamani, Program Director of the Exec MS SCM/ MBA in the Jindal School of Management, explained that “The program focuses on educating executives Divakar Rajamani and industry-sponsored The University of employees in the disciplines Texas at Dallas of product lifecycle and supply chain management by combining theory and practice.” A Master of Science in Supply Chain Management is also offered as a 36 credit hour STEM program that can be completed in 18-24 months. The focus in this program is “on the management of business activities from product development, sourcing, production and logistics to managing the resources and related capabilities the organization needs to accomplish its strategic objectives,” stated Rajamani. Whether in an analytical or managerial role, graduates can expect to be prepared for a wide variety of career prospects including product manager, sourcing manager, logistics manager, inventory manager, warehouse manager, operations manager, supply chain manager, general manager and business partner. Students can also pursue certifications prior to graduation, including the www.MAE-kmi.com
Transition Trends While the first four courses are set, the final three courses are customizable by student preference from a choice of Advanced Enterprise Systems, Planning and Controlling Supply Chain Systems, Advanced Topics in Lean Supply Chain Management and Managing Logistics in the Supply Chain. By earning the certificate, students learn about current issues and solutions to management problems in planning and forecasting, purchasing, distribution and customer service aspects of supply chain management. “This graduate certificate program is ideal for business professionals who want to be able to make better business decisions based on understanding the data available to them,” said Donde Plowman, James Jr. and Susan Stuart Endowed Dean of the College of Business Administration. “Students in this program will have a competitive edge in this high-demand field.” UNL recognizes that military service can be an excellent preparation for a career in logistics. Not only does the technical experience gained in the military prepare service members for this career path, but also their ability to deal with a stressful, fast-paced environment can help them be successful. UNL’s online MBA program has been ranked 2nd in the nation for military veterans by US News & World Report. Financially, UNL waives application fees for active duty and veteran military students, as well as grants a 15 percent online course tuition discount. Officer training can sometimes be granted graduate credit. A VA representative is available to help military students through the collegiate process. The flexibility of online programs, short eight week terms, and a deployment policy make UNL truly military-supportive. O
SAS Certificate in Data Mining and Business Intelligence, Certificate of Logistics and Transportation (CTL), and participating in CPIM Prep Courses to prepare for the APICS exam. “Having military experience is a great benefit for a career in logistics,” Rajamani offered. “Being able to multitask, discover efficiencies, and solve problems are key traits to being successful in the logistics field.” UT Dallas offers career fairs, events, and assistance specifically for veteran students. They are one of six universities in a partnership with the United States’ Army Logistics Management College. In addition, students, staff, and faculty are welcome to take Green Zone training which is intended to help shape a military friendly campus. With these benefits, it is no surprise that UT Dallas is home to many military students as well as veteran faculty and staff.
University of Nebraska-Lincoln The College of Business Administration at University of Nebraska – Lincoln offers a supply chain management graduate certificate to empower professionals to address the needs of the ever-evolving global marketplace by sharpening their analytical skills and strengthDonde Plowman ening their ability to forecast University of Nebraska-Lincoln trends to make decisions. The certificate can be earned in its own right, or as a part of the UNL online MBA program, as well as in part of a business minor with other UNL graduate programs. The certificate program at UNL is flexible and suited for full time students as well as business professionals. The certificate is 12 credit hours and offered entirely online.
For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
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Transition Trends | MAE&T 11.4 | 9
Transition making theTrends Transition
Making the Transition with… Onward to Opportunity Providing training and career opportunities to transitioning servicemembers and spouses. By Michael A. Bianchi
In the next five years, over one million military members and their families will transition to civilian life. For many, finding employment will be the most challenging part of their transition. The Onward to Opportunity (O2O) program—a publicprivate partnership formed in 2015 between the Schultz Family Foundation and the Institute for Veterans and Military Families (IVMF) at Syracuse University, in collaboration with the United States Department of Defense—has the potential to fundamentally shift how the private sector engages and supports our servicemembers and their families as they navigate the transition to civilian employment. O2O brings civilian career training to eligible servicemembers up to six months prior to their transition date and any active duty military spouse, regardless of where their partner is in their military career. O2O combines industry-validated curricula, strong partnerships, and comprehensive career coaching and placement services to match program candidates with civilian job opportunities. According to Howard Schultz, Starbucks Chairman and CEO, and founder of the Schultz Family Foundation, “Our servicemembers are dedicated and resilient leaders who have answered their country’s call to serve. Every business in America should recognize the value that these men and women bring to our companies and communities: integrity, discipline, service, leadership, and a sense of mission. In most cases, all they need is the boost of job-specific training to excel in the workplace. We are thrilled to bring Starbucks and other corporate leaders to the table to tap into this impressive reservoir of military talent.” The program was launched in September 2015 on two military installations: Joint Base Lewis-McChord (JBLM) in 10 | MAE&T 11.4 | Transition Trends
Mike Haynie, IVMF; Alexander Vicente, U.S Army, O2O graduate; Daniel Pitasky, Schultz Family Foundation at O2O Graduation at JBLM, [Image Courtesy of IVMF]
the state of Washington and Camp Pendleton in California. Joint Base San Antonio launched its first O2O cohort in April, with Tri-Base Jacksonville (Fla.) and Fort Gordon (Ga.) slated to start classes this summer. O2O plans to expand to nine additional locations by June 2017. The O2O team is currently working with leaders in the Department of Defense and across the service branches to identify the list of optimal future sites for the program as well as an ideal rollout time frame. O2O works closely with industry partners to understand current labor demand and define the skills and qualities required of the ideal candidate. These findings directly impact the design and deployment of our industry-specific curricula, www.MAE-kmi.com
which is tailored to these market needs. O2O also partners with leading veteran service organizations and private sector companies to identify employers committed to training and hiring veterans. These employer partners are engaged throughout each phase of O2O delivery by participating in the curriculum design, interacting with participants as they progress through the program and identifying specific career paths and interview opportunities within their company that align with the skillsets of O2O graduates. O2O’s employer partners benefit by engaging transitioning military and spouse talent earlier in their recruitment pipeline that’s trained to meet their skill needs. This program is designed to build awareness O2O graduate Folami Fitzgerald, U.S. Marine Corps Spouse (pictured with husband Sergeant Jovan Fitzgerald) at O2O of the soft and hard skills necessary to succeed Graduation at Camp Pendleton. [image Courtesy of IVMF] in different industries while also making the crucredentials in hand, I have expanded my technical capabilicial first connection with employers in these industries that ties and am now in a better position to lead and impact in the are eager to hire. Participants work one-on-one with a Veteran business environment, just like I have in the military. I am Transition Specialist to refine their resume, practice for interproud to be amongst the first cohort of graduates, blazing the views and receive additional coaching on how to start a suctrail for future participants.” cessful civilian career. For graduates of O2O who successfully U.S. Marine Corps (Camp Pendleton) military spouse complete the program’s requirements, an O2O Employment Folami Fitzgerald, added, “I feel very blessed to be among Coordinator matches and guides the graduate through the the first graduates of the O2O program. I can’t thank the IVMF interview process with the program’s employer partners. at Syracuse University, and the Schultz Family Foundation This career transition program brings together the longenough. This opportunity to learn a practical skill, earn a cerstanding curriculum development and program delivery expertification to accompany my real-world job experience, while tise of the IVMF; the breadth of knowledge, reach, and connecting with employers who are actively seeking us…is specialty in business and state engagement of the U.S. Chamincredible. O2O makes me want to be a success story in the ber of Commerce Foundation’s Hiring Our Heroes initiative; the financial sector because the program is amazing and deserves honed personal touch of servicemember coaching and menas much.” toring of Hire Heroes USA; and the philanthropic resources of Haynie pointed out that O2O’s ‘pipeline’ approach to workthe Schultz Family Foundation. force skills training allows transitioning servicemembers to Impressed by the humility, skill and valor of O2O gradureceive training aligned with present and future demand in the ates, Daniel Pitasky, Executive Director of the Schultz Family labor market, supporting a ‘job-ready’ transition from military Foundation, thanked the inaugural graduates at JBLM back in service to the civilian world of work. This approach is best supDecember for being a part of this developing program and for ported by Colonel James D. McDonough, Jr. (U.S. Army, Ret.), the contributions they will make in their future careers. “Military IVMF’s Managing Director of Program and Services: “We are bases should be hiring hubs where O2O empowers our militruly attempting to change the trajectory of transition… taking tary and their families to advance their careers post-service,” a simple idea, connecting folks who want to separate from stated Pitasky. military service and move into civilian jobs before they actually “Cultivate your career with the same emotion and effort as separate, and building the mechanism to make it happen. It’s you do in the fight,” added Mike Haynie, Executive Director the idea and dream of many others but the IVMF, the Schultz of the IVMF, who stressed that O2O graduates need to begin Family Foundation and our public-private partners are getting thinking about themselves; citing their individual strengths, it done.” successes and accomplishments; and moving away from the To learn more about the O2O program, visit http:// promotion of team and unit, to which they have grown accusonward2opportunity.com. O tomed. “You are all so much more than your MOS (military occupational specialties).” Michael A. Bianchi is the Senior Director, Education and When hailing the impact of the O2O program, however, and Training, Institute for Veterans and Military Families (IVMF). its vision to support a job-ready transition from military service to the civilian world of work, one need look no further than the graduates themselves. Robertson “Lee” Moreland, U.S. Army (JBLM) stated, “My For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives first reaction to O2O was that it was too good to be true but for related stories at www.mae-kmi.com. O2O is opening doors for me. As a graduate, with industry www.MAE-kmi.com
Transition Trends | MAE&T 11.4 | 11
Dream
Funding the
The Army Reserve Minuteman scholarship program. By Jamal B. Beck
The amount of student loan debt accumulated by college and university students in the United States over the last decade is staggering, growing 98 percent between 2007 and 2013, representing a 12 percent increase annually. Loan balances reached $1.27 trillion at the end of March 2015, enough to fund the Department of Defense’s FY 2016 defense budget—twice. Parents struggling to pay for tuition, room and board, and related fees resort to federal and commercial loans, government grants, and work-study programs—even tapping their hard-earned retirement savings, in some cases. Some of these programs are available to students and parents at low or no cost, while others incur debts repayable over decades. According to the Department of Education, 13.4 percent of borrowers whose loans entered repayment between Oct. 1, 2008 and Sept. 30, 2009 had defaulted within three years, jeopardizing credit scores, employment prospects, home purchases, and other aspects of the American Dream. There are alternatives to raiding one’s 401K to pay for English 101, books, and 12 | MAE&T 11.4
meal cards. Active duty, reserve, and retired military members are quite familiar with the education benefits afforded by the Veterans Benefits Administration’s various forms of the GI Bill. However, aspiring undergraduates who have not served in the military must be related to these veterans to enjoy any amount of these benefits. Young men and women who want to avoid a significant tuition bill, yet step forward to serve their country can apply for the U.S. Army Reserve’s Minuteman Scholarship—a lesser-known program that pays full (uncapped) tuition and fees or $10,000 toward room and board at any college or university served by an Army Reserve Officer’s Training Corps (ROTC) program. The Minuteman Scholarship was developed to enhance the Army Reserve’s ability to recruit highly qualified ROTC cadets. The Army Reserve is allotted 120 scholarships each year; yet only 34 of them were awarded during last year’s campaign! The scholarship’s benefits add up very quickly. For example, a cadet attending
the University of Southern California, a private college, may use the scholarship to pay full tuition and fees of over $50,000 per year. After the program’s book allowance, monthly stipend of $300-$500, and monthly pay as a Simultaneous Membership Program (SMP) participant, total payments to the student over four years total over $240,000. Cadets who are awarded a Minuteman scholarship are required to participate in the SMP. This program allows students to both join Army ROTC and gain experience in the U.S. Army Reserve at the same time. Cadets participate in an Army Reserve unit’s monthly drills and 14-day annual training for which they are paid as a sergeant. After graduation and commissioning, Minuteman Scholarship recipients are guaranteed placement in the Army Reserve and required to serve an eight-year commitment. Army ROTC programs are available in many colleges and universities across the nation, commissioning 60 percent of the Army’s second lieutenants through 275 host programs that serve almost 3,000 www.MAE-kmi.com
colleges and universities across the coun• Cumulative high school GPA of 2.5 or try. Cadets graduate from their respective 2.5 college CGPA for a nominee who programs with a degree and leadership has already completed at least one full skills developed through engaging, cencollege term tralized leadership development train• A minimum of 920 SAT or 19 ACT ing opportunities. Coupled with civilian score employment programs available through • Be able to commission before ROTC and the Army Reserve, Minuteman reaching the age of 31 scholarships offer new college students a • Meeting medical and physical jump start to a successful career. requirements Cadet Christopher Waddington, a business management student attending the High school students interested in University of North Georgia, the Minuteman scholarship wanted to become an Army should contact the Profesofficer, but wasn’t sure sor of Military Science at how to achieve his childthe Army ROTC program hood dream. He enlisted in located at the school they the Army Reserve as paraplan to attend. For more chute rigger between his information about Army junior and senior years of ROTC, including the locahigh school, graduated, and tion of the nearest program, then began Basic Combat visit www. goarmy.com/ Training. He enrolled in an rotc. Soldiers enlisted in the Cadet Christopher Waddington undergraduate program and Army Reserve are required Army ROTC shortly afterwards, moving to notify their chain of command before one step closer to commission as a second submitting applications. lieutenant. Army Reserve Ambassadors (ARAs) However, the recession initially may also endorse candidates for Minuteaffected his journey. Although he was man scholarships. ARAs are highly qualiable to pay a portion of his tuition using fied private citizens appointed by the Chief Tuition Assistance and the GI Bill, he of Army Reserve to build awareness of the no longer qualified to draw upon other Army Reserve’s mission among key influfinancial aid programs that enabled him encers and the general public. To find your to afford school. nearest Ambassador, visit: http://www.usar. “I could no longer pay for each semesarmy.mil/Featured/AmbassadorProgram/ ter and had to start finding other avenues FindanAmbassador.aspx of revenue through student loans,” said State support of financial aid programs Waddington. “This became a financial is decreasing, while the cost of tuition burden for me and for my parents who and other fees is rising quicker than stuwere helping me receive additional money dents and their families anticipated. The through federal Parent Plus loans.” The Army Reserve’s Minuteman Scholarship Minuteman Scholarship was an opporprogram empowers today’s students to tunity to end his financial concerns and arm themselves with the technical skills focus on his coursework. and leadership expertise they need to excel “If I had not heard of the Minuteman in tomorrow’s fast-paced global economy Scholarship, I would have found myself in without sacrificing their future financial a deep financial hole upon my graduating stability. O and would have spent years struggling to free myself of the financial burden of Jamal Beck is Deputy Chief of the repaying my loans,” said Waddington. Executive Communications Branch, To qualify for the scholarship, students Office of the Chief of Army Reserve. must enroll in their school’s Army ROTC program and meet scholarship requirements. These include: • U.S. citizenship • Enroll in ROTC • Must be a high school graduate before 1 September of the year of award www.MAE-kmi.com
For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
MAE&T 11.4 | 13
CLASS NOTES Veterans Writing Program at St. Leo Saint Leo University is launching a new, low-residency graduate program in creative writing that will offer students individualized instruction and the support to create a book-length work. The program, which confers the Master of Arts degree, is meant to be completed in two years. Students complete 36 hours of graduate study in fiction, poetry, or creative nonfiction. In an option unique to the Saint Leo program, those who are interested in writing about war experiences will select one of those genres, but instead of taking generalized writing courses within their specialty, they will enroll in courses in fiction, creative nonfiction, or poetry that reflect wartime or post-war experiences. Students will emerge with the skills to pursue a professional writing career; further graduate study in English or creative writing; a possible teaching career; or their own, individual goals, buoyed by their new expertise and confidence. Saint Leo University President William J. Lennox Jr. said the new program fits well with Saint Leo’s initiatives in artistic pursuits. “Our new creative writing program will serve two of Saint Leo’s most important constituencies. Hosting program activities furthers our development as one of Tampa Bay’s cultural hubs. Also, the optional track of study in war literature with writing by and for veterans helps reinforce our historically strong ties with the men and women of our armed services,” said Lennox. The MA program begins with a single eight-day residency, July 16 to 23, 2016, at Saint Leo’s University Campus in Central Florida. Students review their own creative styles and work methods, meet one-on-one with a faculty member who will help students design an annual work plan, go to lectures, and attend readings from accomplished writers. Semester work follows the initial residency, with most work completed online via one-on-one mentoring by a writer of national repute. Students also communicate with other students by whatever means they choose. In all, students complete four semesters of course work, attend three summer residencies, and produce a thesis that is a book-length project of their own work.
New Master of Science in Management at Wilson Wilson College in Penn. recently launched its seventh graduate program, a Master of Science in Management geared toward managers of diverse organizations in the areas of project and program management, accounting, supply chain management, logistics and Lean Six Sigma, a business management model focused on eliminating inefficiencies and improving quality. The management degree would benefit those working in a variety of employment sectors, such as business, industry, government and the military, according to Wilson Vice President for Academic Affairs Elissa Heil. “A Master of Science in Management provides someone with the advantage of having the knowledge and skills to advance their organization in leadership, operations management and efficiency,” said Heil. “We were rigorously selective in our areas of emphasis, each of which is in high demand right now with employers.” The M.S. in management is being offered online, using a dynamic videoconferencing technology called ZOOM that allows for real-time interaction between students and faculty. Students can speak to one another, engage with the instructor and share examples of their work in a virtual face-to-face classroom environment. “The use of ZOOM technology differentiates Wilson’s program from other institutions, where taking an online course can be similar to a correspondence course,” Heil said. “We’re excited to be able to offer such a rich, interactive delivery system.” Wilson will offer two courses per nine-week term, with five terms offered per year. A student taking the full load of courses could complete the master’s degree in as little as 14 months, according Heil.
Software Engineering at FPU Fresno Pacific University is launching high-tech education in a new and exciting direction. Beginning in August 2016-17, FPU will offer a major in software engineering. Fresno Pacific will be the first institution of higher learning in California’s San Joaquin Valley to educate students about how computers work and how work can use computers. FPU’s software engineering graduates will possess not only technical knowledge. They also will know how to talk to the people on the factory floor or in the corporate office, identify their computing needs and make computers obey.
14 | MAE&T 11.4
Software engineering classes will take place in a downtown Fresno building that is home to both established and developing tech-sector businesses. Bitwise Industries South Stadium also provides space for training programs. Karen Cianci, Ph.D., dean of FPU’s School of Natural Sciences, is excited about students learning in the Bitwise environment. “Hopefully, it knocks down the division between the ivory tower and the work world,” she said. “I tell students there are two things you need—knowledge in your major and a professional network,” Cianci added. “You need to meet people already working in your field. If your goal is to
be a computer entrepreneur, you’re going to meet those people in our program at Bitwise. How beautiful is that?” In December 2015, FPU faculty and administrators approved the software engineering program, which will offer both a bachelor of arts and bachelor of science. The latter will have a heavier mathematics component. Students in the new program will get experience meeting customers’ needs in their classes. The curriculum will include two semesters of projects—students will volunteer one semester for a nonprofit organization, such as a church or school, and one semester for a business to develop a needed software product.
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Compiled by KMI Media Group staff
BSCTC to offer Broadband Technology Degree The Kentucky Community and Technical College (KCTCS) Board of Regents has approved a new associate degree program in broadband technology—the first in Kentucky and just the third in the United States—for Big Sandy Community and Technical College (BSCTC). The broadband technology program will be divided into the three tracks: Broadband Technician, Broadband Telecommunications Equipment Installer and Broadband Design and Applications. “This program correlates with the collaborative efforts of Congressman Hal Rogers, SOAR (Shaping Our Appalachian Region), ONE East Kentucky, our local chambers of commerce and existing business and industry,” said BSCTC president Devin Stephenson. “The installation and maintenance of this expansive broadband network across eastern Kentucky will provide a wealth of opportunity for gainful employment. Additionally, the network will position eastern Kentucky for economic development opportunities.” The Broadband Technician track will prepare students for jobs in the installation and splicing of Hybrid Fiber Cable (HFC), as well as basic telephony installation and maintenance, outside pole
USD Offers Dental Hygiene Degree Online The University of South Dakota will soon offer its bachelor’s degree in dental hygiene online in response to changing entry-level standards for the dental hygiene profession. The South Dakota Board of Regents approved USD’s request to offer the degree through online distance delivery starting this fall. USD is the only public university in South Dakota with a dental hygiene program. Officials said online delivery will help practicing dental hygienists earn a bachelor’s degree, which is now the recommended entry-level degree within that profession. Programs of this nature are often termed “BS Degree Completion” and likely have a market for students for the next five to 10 years, as the field transitions to the standard of a bachelor’s degree from the two-year associate degree, USD officials said. Individuals targeted for this online offering will be those who have already graduated with an associate degree in dental hygiene or who are currently enrolled in an accredited program anywhere in the country. In the upper Midwest alone, programs in North Dakota, Nebraska, Iowa, Wyoming, and Minnesota grant associate degrees in dental hygiene and could offer new prospective students for the USD degree. www.MAE-kmi.com
climbing and construction safety. This will also include components of electrical construction in areas of Fiber Optic and Data Cable installations. Students who complete the Broadband Telecommunications Equipment Installer program will learn skills associated with computer hardware and software, graphical information systems, and functions and operations of public branch exchange systems. The Broadband Design and Applications track prepares students to work in the areas of GIS (Graphical Information Systems), security systems, HFC splicing and maintenance, and the basic installation, alignment, testing and troubleshooting for satellite systems and National Electric Code (NEC) for installation of communication cables and systems according to the National Fire Protection Association. BSCTC will break ground later this year on a $4.5 million Advanced Technology Center, also the first in Kentucky. This was made possible by a $2.3 grant by the Economic Development Agency and $500,000 each from the Appalachian Regional Commission and Community Development Block Grant.
New IT Programs Moraine Park Technical College will soon be offering two new information technology (IT) associate degree programs, and both can be earned together in as little as five semesters. The two new associate degree programs will be IT-Web Development and Design Specialist and the IT-Mobile Applications Developer. These programs will be offered starting in fall 2016. “There’s a growing need for IT professionals, and these opportunities will provide students the necessary skills needed to compete in the IT field. These programs were developed with local business and industry support to help bridge the skills gap in this area,” said Lisa Pollard, Moraine Park’s associate dean of business and IT. The IT-Web Development and Design Specialist program will give students skills to design and maintain professional, high-quality responsive websites. Coding and programming technologies will be covered. In addition, students will learn industrystandard development software tools such as Adobe Products, Content Management Systems, FTP software, and emerging open source tools. The IT-Mobile Applications Developer program teaches students skills to use a variety of specialized development kits for popular mobile platforms, programming and markup language fundamentals combined with mobile design theory and principles. Students learn to create mobile content-driven application used for commercial and non-profit purposes including skills and business aspects involved in market deployment. Because these two programs are similar in content, students can achieve both associate degree programs in five semesters if they choose. This option can provide students with additional skills and enhance their value in the labor market for years to come. To learn more about the mobile app and web development programs, visit morainepark.edu/programs.
MAE&T 11.4 | 15
Services Supporter
Q& A
Leading DANTES in providing excellent education opportunities
Jeff Allen Director Defense Activity for Non-Traditional Educational Support (DANTES)
Jeff Allen began his federal service career as an intern with the U.S. Air Force. He has served in a variety of education and training, personnel and force support assignments at both the installation and headquarters level. Allen has more than 30 years of experience providing leadership and management spanning the full spectrum of the servicemember career lifecycle to include: assignments, training, equal opportunity, voluntary education, quality force, manpower resources, and quality of life programs. His education consists of a master’s degree in education from Campbell University and a bachelor’s degree from East Carolina University. Allen is also a graduate of the Air Command and Staff College and Air War College, Air University, Maxwell Air Force Base, Ala., as well as the Air Force Civilian Leadership Course, Federal Executive Institute, Charlottesville, Virginia. Q: To begin, can you please highlight the primary activities of the Defense Activity for Non-Traditional Education Support, its history and current status? A: In short, the primary mission of DANTES is to help the Services deliver high quality educational support so that servicemembers can achieve their education goals. We accomplish this by delivering Defense Education Programs tailored to meet the strategic focus areas identified in the Department of Defense Voluntary Education Strategic Plan. As an organization, we work hand-in-hand with the Office of the Assistant Secretary of Defense for Readiness (Force Education) and the Services to assist military students in overcoming the challenges of pursuing their education goals while serving our nation. During every step of a servicemember’s military career, DANTES supports the Services by sponsoring education programs that foster personal and professional growth. When DANTES is mentioned, many people think of testing programs. While testing programs are a significant part of our portfolio, we manage a number of other programs as well that help servicemembers achieve their education goals, advance in their military careers and transition into the civilian workforce. DANTES was established in 1974 to provide consolidated management of voluntary education programs to help prevent the duplication of effort among the Services. Today, Defense 16 | MAE&T 11.4
Education Programs sponsored by DANTES continue to provide value and economies of scale to the Services. I would also like to point out that as Executive Agent for DANTES; the Navy has provided outstanding support for over 40 years. The DoD recently decided to rescind the Navy’s EA status and realign DANTES to the Defense Human Resource Activity effective 1 October 2017. The change will be transparent to our customers with DANTES operations remaining in Pensacola, Fla. Our focus and mission will be the same—to help the Services better deliver educational goal attainment to servicemembers. The major difference is that logistical and funding support for DANTES will be provided by the DHRA versus the Navy. Because DANTES executes the DoD’s voluntary education policy, this alignment change is a good fit for all concerned. Q: Your federal career has included time in both voluntary education and other areas. Could you offer a brief sketch of your background and experience? A: My federal service began as an Air Force intern working in the Morale, Welfare, and Recreation area where I learned how to care for servicemembers and their families and to be customer focused. I then transitioned to the Education and Training career field and worked as an Education Technician, Education Specialist, Guidance Counselor, Education Services Officer, and www.MAE-kmi.com
Air Force Major Command Chief of Education and Training. Most recently, I served as the Executive Director of Manpower, Personnel and Services for Headquarters Pacific Air Forces. Collectively, these assignment opportunities and experiences helped to prepare me for my current job as the Director of DANTES. DANTES has an outstanding team of talented professionals with a great mission and it’s an honor and privilege to be a part of this organization.
success. We are accomplishing this by enhancing our digital media suite of products (Website, monthly newsletter, Facebook, Twitter, etc.) and providing training and outreach to better inform education center personnel and servicemembers on the entire product line of Defense Education Programs available via DANTES. We are making good progress in this area and we’re excited about leveraging technology even more as we move forward.
Q: As director, what are your primary goals and focus areas for DANTES?
Q: When should servicemembers begin engaging in Defense Education Programs sponsored by DANTES?
A: As an organization, our over-arching goal is to be as effective and efficient as we can be and bring value to the DoD voluntary education enterprise. To achieve this, we are focused on collaboration, teamwork, and partnerships with the Services and key stakeholders across the higher education community to help those stakeholders meet the education needs of servicemembers and veterans. We are striving to continuously review and improve the DANTES sponsored product line of Defense Education Programs to ensure we are meeting the needs of the Services. Another key focus area is to improve strategic communications to the voluntary education community around the world by providing tools that can be used at the local level to help promote Defense Education Programs to support student
A: Defense Education Programs support servicemembers throughout every stage of their military career. However, it is recommended that they begin engaging with their local education center staff as early as possible. Even before a servicemember is eligible to receive tuition assistance, they can use Defense Education Programs to help define their education goals, improve their basic or college-level math and English skills, as well as assess their readiness and prepare for online learning. Those with a strong academic background or particular interests in general education subject areas may also benefit from demonstrating that knowledge through credit-by-examination. Bottom line—it is never too early to begin planning and working on education and career goals. The earlier a member engages with Servicelevel education counseling, the more time they will have to
Today is the day when limited turns into limitless. 4 campuses. 100+ online programs. online.nebraska.edu
“My today started when I realized my leadership skills were building blocks. After serving my country with tours in Afghanistan and Iraq, I was equipped with the fundamentals. But I knew there was room to grow and more to learn. At the University of Nebraska at Omaha, I found a highly ranked program available online that worked with me while overseas and helped develop the skills I apply in my role each day. Thanks to my advanced degree, I’m able to use my leadership and managerial expertise to tackle administrative challenges. And I’m excited to see my opportunities continue to grow today and tomorrow.” JEFF LEHMKUHL Master of Public Administration University of Nebraska at Omaha
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MAE&T 11.4 | 17
take advantage of the programs designed to help them achieve their goals. Q: Why should servicemembers be encouraged to use these programs? A: Defense Education Programs are designed to support positive student outcomes. Across the voluntary education community, we all share common goals. We all desire for servicemembers to be equipped to make informed decisions about their education and career goals that lead to the development of desired skills and the preparation for and attainment of marketable postsecondary degrees and credentials. Servicemembers should be encouraged to use the programs that will help them through this process. For example, new students who are undecided or interested in changing their major should consider the Kuder Journey guidance assessment which can recommend appropriate education and career paths. College Placement Skills Training provides customized learning paths so that students are academically prepared for college placement tests and math and english coursework. Prior learning assessment programs, such as military evaluations, provide college credit recommendations on the Joint Services Transcript. Credit-by-examination offers potential college credit for knowledge a servicemember already has and may help servicemembers complete degree requirements faster while reducing tuition costs. These are just a few of the programs that can help ensure servicemembers are equipped with the tools they need to successfully plan and navigate their educational pathways. Q: What do you see as the biggest challenges and opportunities currently facing Defense Education Programs sponsored by DANTES? A: Offering the programs and services that meet the unique needs of the Services in a dynamic and changing environment is a tremendous challenge for DANTES and one that we embrace. As the voluntary education landscape changes with evolving technologies and new capabilities, our goal is to embrace these opportunities and aim to deliver world class support to help meet the educational needs of servicemembers. From a servicemember perspective, operational tempo continues to be a significant challenge. Time constraints are considerable as servicemembers work to achieve their educational goals during their off-duty time. It’s important that the voluntary education community continue to do all that we can to help minimize the barriers that servicemembers face while they pursue their education goals. As part of the voluntary education community, DANTES plays a critical role providing necessary tools and resources to the entire voluntary education enterprise in support of servicemember pursuits. Q: Are there any new initiatives that you would like to tell us about? A: We recently executed the DoD’s first-ever virtual education fair. This pilot project supported efforts to advance the DoD Voluntary Education Strategic Plan by providing servicemembers with quality educational opportunities. This first pilot served as a successful proof of concept for virtual education fairs because 18 | MAE&T 11.4
the event provided servicemembers from all over the world with equal access to information about the Defense Education Programs that are available. We are planning a second pilot event for summer 2016 and then we’ll work with DoD leadership on the way forward for subsequent virtual education fairs. Another initiative that we are excited about is a pilot tutoring program that provides servicemembers with tutoring support at no cost, anytime, anywhere. The program provides around-theclock, online, tutoring services for active duty servicemembers, and full/part-time National Guard and Reserve component members. The program is available online at www.tutor.com/military, and provides one-to-one tutoring with educators able to help with more than 40 college subjects, including algebra, statistics, physiology, and more. The tutors provide help with all types of homework assignments and test preparation. Tutors and students communicate in a secure online classroom using text chat and by drawing on an interactive whiteboard. There are no webcams or telephones used and no personal information is shared between the tutor and student. Students can access the online service using any internet-enabled device, including smart phones and tablets. If it’s just a quick question, tutors are available ondemand, or students can schedule future tutor sessions. The DoD wants servicemembers to be successful in pursuing professional development, and this is an additional resource to help them pursue their education goals. When the pilot is complete, we will assess outcomes and advise DoD leadership on the potential for this program moving forward. Q: How do you see the future for the voluntary education program? A: The DoD is a strong proponent of education programs designed to support the professional and personal development of servicemembers. As we look to the future, I envision this strong commitment will remain and that DANTES will continue to play a critical role providing necessary tools and resources to the entire voluntary education enterprise in support of servicemember educational pursuits. I anticipate we will intensify our collective efforts to leverage technology even more in the future to provide servicemembers enhanced access to educational support tools and resources. This is an exciting era and a great time to be a part of the voluntary education community, but it’s critically important that we do all that we can to minimize the barriers that servicemembers confront while pursuing their education goals. Q: Any final thoughts or other issues you’d like to highlight? A: For more than 40 years, DANTES has assisted the DoD in developing its human capital by enhancing educational opportunities for servicemembers. As the higher education landscape continues to evolve, we stand ready to assist the Services in providing effective and efficient education solutions to meet the needs of servicemembers. It is an honor and privilege to work with the military Services, educational institution partners, higher education associations, and key stakeholders across the higher education community to deliver quality education programs to servicemembers and their families. Delivering voluntary education programs is a team effort and DANTES is honored to be a part of the team. O www.MAE-kmi.com
Transforming
VITAL Care VA Partners with colleges to provide a veteran-centric approach to veteran care. By Jessica Thiede, PsyD James Lickel, Ph.D.
Shannon McCaslin Ph.D. Kai Chitaphong, LCSW
Since 2000, veterans have been transitioning from the military into academia at an increasing rate. Military veterans are a unique student population who, as a result of their military training and experience, often possess traits that contribute to future success. Maturity, goal-orientation, strong work ethic, and a sense of responsibility are among the characteristics that are instilled during military training and reinforced throughout a military career. Jessica Thiede However, a proportion of student veterans also report physical and psychological complaints that can be barriers to academic achievement. These can range from difficulties sitting due to pain, to difficulties concentrating because of post-traumatic stress symptoms. As non-traditional students who are often balancing school, work, and family responsibilities, it can be difficult for student veterans to find time for medical appointments. The Veterans Health Administration (VHA) recognized the need to provide student veterans with accessible and convenient care. Through the Veterans Integration
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MAE&T  11.4 | 19
to Academic Leadership (VITAL) initiative, the VHA provides innovative veteran-centric support directly to student veterans on a growing number of college campuses.
What is VITAL? Since its inception in 2011, VITAL has expanded to 25 VA medical centers, in 16 Veterans Integrated Services Networks (VISN) and serves more than 105 colleges and universities across the country. VITAL staff members may include psychologists, clinical social workers, psychiatrists, and peer support mentors. The VITAL program is comprised primarily of four core components: on-campus clinical services, clinical care coordination, outreach, and education, training and research. Helping student veterans meet their educational goals in order to become gainfully employed, improve their quality of life, and become contributing citizens in their communities is central to the VITAL model.
Expanding Access to VHA Care Student Veterans served by VITAL come from all branches of the military and all era of service, with each branch represented similarly to ratios within the total military force. In just the first three months of fiscal year 2016 (October 2015 to December 2015), 736 additional student veterans started services with the VITAL program. Approximately 34 percent of these veterans had no previous contact with VHA, and used VITAL as a front door to VHA care. The majority (more than 81 percent) of these student veterans served during the OEF/OIF/OND era, and nearly 60 percent were between the ages of 25 and 30.
VITAL Core Components Direct Clinical Care: Clinical services offered directly to the veteran while on campus are a unique feature of the VITAL program. The provision of mental health services on campus minimizes barriers to care such as limited time, extended travel, and avoidance of hospital settings. Oncampus clinical services most commonly include a thorough clinical assessment, individual psychotherapy, and medication management. VITAL providers collaborate and consult with campus faculty 20 | MAE&T 11.4
and staff, allowing for early detection and intervention. This multi-system and interdisciplinary approach to care has assisted countless veterans and circumvented negative outcomes in their academic process. Clinical Care Coordination: Assistance with navigating the large number of resources and services available through the Veterans Affairs (VA), on the college campus, and in the community is a key piece of what the VITAL program delivers. VA is comprised of the Veterans Health Administration (VHA), Veterans Benefits Administration (VBA), and National Cemetery Administration (NCA). The difficulties navigating this large system alone can be an obstacle to accessing the care and benefits to which student veterans have earned. Additionally, each campus has a host of support services available to the general student population, and student veterans in particular. As consultants and liaisons between VA and academic institutions, VITAL staff is knowledgeable about the multitude of resources that exist. This unique relationship between VA and school campuses allows for streamlined referrals between VITAL, community, and campus services such as counselling and wellness, disability services, advising, and other valuable resources. Outreach: Over the years, VITAL has increasingly recognized outreach as an essential component in the effort to improve the health and well-being of the veteran population. As such, VITAL staff works hard to reach and engage student veterans in care. In the first quarter of fiscal year 2016, VITAL teams conducted 215 outreach events. No single outreach practice works for all initiatives or across all VITAL sites. Therefore, VITAL programs utilize a broad range of actions, from tabling at events during organized campus activities to classroom presentations. VITAL providers work to meet student veterans wherever they may be on campus. For example, while VITAL maintains strong partnerships with campus counseling and psychological service centers, VITAL coordinators are often physically located in a different location on campus. In addition to the direct clinical services that are provided to student veterans at the VITAL office on campus, the VITAL staff also actively conducts a tremendous amount of outreach to student veterans through partnerships with other
campus departments. VITAL has strong partnerships with campus Veterans Affairs Offices, Certifying Officials, Financial Aid, Academic Advisors, Wellness Centers, Women’s Centers, Multicultural Centers, Disability Services, Student Government, Campus Life, Athletic Centers, and Academic Departments. Collaboration with these on-campus organizations through department specific events has provided countless opportunities to inform veterans about services and resources. Education, Training, & Research: Understanding military culture is essential when providing health services to veterans. VITAL programs frequently receive requests from academic institutions and the community to better understand the experiences of military servicemembers. In response, VITAL has developed and delivered education materials on Military Culture and Deployment. Additionally, VITAL has developed trainings that address VA service questions and provide information about behavioral health conditions that some veterans may experience including VA System of Care, Accessing VHA Services, Post-traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and Depression. In the first quarter of fiscal year 2016, 129 training or education-focused events were performed by VITAL team members. Discussions regarding veteran-specific issues on academic campuses and within the community, dramatically improves civilian understanding, communication, and overall interactions between veterans and the larger campus community. Further, basic knowledge about values, strengths, and experiences of student veterans has enriched the learning and employment milieus, and promoted a more supportive learning environment. Researchers working on VITAL teams are making efforts to better understand the impact that the VITAL programs are having on student veteran success.
Looking Forward In the past year alone, VITAL has welcomed two new VHA medical centers who wished to start their own VITAL programs. The existing model of direct clinical services, clinical care coordination, outreach and education, and training and research is well-suited to ease the transition from military service to academic achievement. Within this framework, we continue to www.MAE-kmi.com
nurture the development of innovative approaches to support the success of student veterans. One such example includes a partnership with a VA Quality Scholar who has expertise in academic accommodations for student veterans with behavioral health conditions. Behavioral health concerns such as PTSD, depression, and anxiety can cause issues with focus, learning, organization and time management. This collaboration aims to increase the readiness of VHA, VBA, and academic support staff to effectively address behavioral health issues that have potential to negatively impact academic performance and ensure that veterans receive essential support services. It will also provide guidelines for providers to request reasonable accommodations at the veteran’s school, or place of employment. Over the past year, VITAL has increased collaboration with VBA programs, including Vocational Rehabilitation and Education (VR&E) services, and Vet Success on Campus (VSOC). VITAL coordinators work closely with these VBA programs to
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leverage the unique capabilities of VBA and VHA. In 2015, VITAL and VSOC began formal collaboration via a national consultation call that is open to all VITAL and VSOC providers throughout the nation. Though consistent with VA’s mission to create “One VA” and streamline care, such collaboration is unique between VHA and VBA at the level of the frontline provider. As a result, student veterans are increasingly able to find answers to their questions regarding their benefits and health care in a single meeting, receiving expert advice from both VBA and VHA providers. Another collaboration currently being piloted is one between the Cincinnati VITAL site and The Veterans Economic Communities Initiative (VECI), a campaign to increase employment opportunities for transitioning servicemembers. VITAL has teamed up with VECI to connect the academic network created by VITAL, with public and private organizations committed to supporting local veterans and their families. This effort is aimed
at assisting student Veterans in the transition from student to starting a career. VITAL’s success is reflected in the growing number of veterans that it serves and the collaborations forged with campus faculty and staff. VITAL is a leader within VA, increasing veteran access to care and partnering with campus and community groups to increase the support available to student veterans. By continuing to provide on campus veteran-centric services, and increasing awareness of the unique needs of student veterans among peers and academic staff, the VITAL program is well poised to assist in that transition from servicemember to successful student and beyond. O
For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
MAE&T 11.4 | 21
Accelerating
Opportunities Accelerated Learning Programs developed by VA give veterans a competitive edge. By Rosye Cloud In support of the Administration’s priority to connect America’s veterans to meaningful civilian employment, the Department of Veterans Affairs (VA) developed a pilot initiative to help inform how we can collectively close the gap between veterans’ seeking strong civilian employment outcomes via short term gap training. Since 2012, VA has been exploring the potential of innovative accelerated learning programs (ALPs) as a strategy to increase career competitive skills and employment opportunities for veterans. In 2015-2016, VA launched a small scale pilot to test and assess outcomes of ALPs in the IT sector. This pilot is currently underway and meaningful data and results of the program are very preliminary. However, in preparation for the pilot, VA engaged in landscape analysis and conducted an ALP assessment in an effort to best frame the desired goals of the pilot, inform the discussion regarding ALPs, and grow awareness of the changing landscape in IT sector.
22 | MAE&T 11.4
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Accelerated learning is a non-traditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner potential in an expeditious way, and generate measurable increases in skills and knowledge. Individuals with skills gaps can pursue such intensive or self-paced learning with a career or industry skills development focus. Programs claim to be keenly sensitive to market, employer and adult learner needs. In an effort to test the value of these programs, VA commissioned a study to better understand the marketplace of ALPs focused on the IT sector. The goal was to identify standard characteristics that can be used to categorize a program as an ALP and help determine whether it can contribute to the mission of strengthening veteran economic outcomes. Among the notable preliminary findings, the assessment identified that approximately 33 percent of the 90+ sample programs provide some level of job placement or assistance once students successfully complete the program. This number provided insight into ways we could test the strength of a program by looking at their sensitivity to the marketplace and employer demand in meeting their talent needs. It also noted that of those reviewed the majority did not have a direct tie to job placement which notes the volatility and complexity of working with ALPs.
Understanding Value Proposition of Accelerated Learning Accelerated learning offers a value proposition of providing veterans cutting-edge training and education, and the rapid pursuit of career tracks that secure economic legacies for themselves and their loved ones. By designing curriculum that is sensitive to the marketplace and keeps pace with the needs of employers seeking to hire talent with the skillsets identified in the training programs. Veterans and their families have often been noted as being highly deserving with the potential to benefit greatly from innovative learning models. A majority of veterans lack both a formal 2- or 4-year degree and a verified credential or license. The potential of connecting veteran potential, particularly in high-growth industries and in-demand occupations like IT, is discussed in most national- and veteran-centric employment circles. Accelerated learning may offer military transitioning from service a more seamless career transition
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into the civilian workforce. DoD has opened many doors via a new policy that allows for the potential of civilian skills building during the last six months of military service.
What is Accelerated Learning? Accelerated learning is a non-traditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner potential in an expeditious way, and generate measurable increases in skills and knowledge. Aspects of accelerated learning of particular interest to VA are: • The process by which individuals who have career competitive skills gaps pursue intensive or self-paced learning in curricula with a career or industry skills development focus. • The degree of “novelty” in the program design—that is, the use of technologies, blended learning environments, and innovative curriculum—to accommodate diverse and contemporary learner preferences. • Programs that are tailored to specific employer needs and possess a mechanism to help place graduates in jobs. • The degree to which the skills taught are in high demand and forecast to grow or continue experiencing sustained demand. • Programs that are competency-based and allow people to progress based on demonstration of what they can do.
ALP Characteristics In order to define and better understand the qualities of the myriad accelerated learning programs in the U.S., VA conducted an initial assessment via an industry partner to determine what characteristics were most common across the various models of accelerated learning. We also provided broad characteristics of ALPs that were used in this initial assessment to determine whether a boot camp, apprenticeship, or other job-driven course of study meets VA’s definition of an ALP. Presenting these characteristics, and identifying current ALPs that meet them, does not indicate whether programs also meet statutory requirements for eligibility for educational and vocational rehabilitation benefits. The majority of programs assessed do not currently quality for GI Bill funding offered by the Department of Veterans Affairs.
MAE&T 11.4 | 23
Assessment Assumptions ALPs that effectively provide learners with retained, practical, specific industry- or career-related skills may offer a critical link for many veterans between their time in service and their transition to the civilian labor force. Based on veteran unemployment data and interviews with educational leaders and counselors by our industry partner conducting the assessment, the following assumptions were developed: • Often, traditional educational programs are not designed to accommodate the social, emotional, mental and physical needs of many veterans. • Veterans emerge from service with many skills that are relevant to employers but may need updating or polishing to translate competitively in certain industries. • Employers are beginning to recognize ALPs that are career skills or industry focused as valuable training and career preparation. Many national efforts are already underway to address these types of assumptions about veteran and servicemember training and educational requirements. On January 24, 2014, DoD released the Job Training, Employment Skills Training, Apprenticeships, and Internships (JTEST-Al) for Eligible Service Members, which allows military servicemembers who are within six months of separation to pursue on-the-job training as their active duty assignment, also provides an opportunity for transitioning servicemembers to build their career readiness and be competitively prepared for civilian work as veterans. The Department of Labor also leads national efforts on workforce development and training and has invested millions of dollars into programs and upskilling opportunities for veterans across the nation. They are instrumental in leading the charge for meaningful veteran employment outcomes through their skilled network of American Job Centers around the county.
The Promise of Accelerated Learning Preliminary and anecdotal findings suggest that each accelerated learning model stimulates multiple adult learning styles (visual, auditory, kinesthetic). This increases 24 | MAE&T 11.4
the chances that diverse learners in the same ALP will be able to cognitively process and store information in a lasting way. Given the diversity of veterans who may or may not have disabilities, personal obligations outside of the classroom, and formal education, accelerated learning models—blended, multi-sensory, and flexible—should offer the majority of learners a high likelihood of success. Elements of various accelerated learning models provide and accommodate the flexible, practical learning that many veterans seek in education and training programs. However, some of these elements could inadvertently deter achievement if unique veteran needs are not considered upfront in the design of accelerated programs. Additional documentation and evaluation of their effectiveness with Veterans and their families is essential to create reliable data that can inform choices about the use of benefits for ALPs.
Challenges to Viability and Scale VA offers a suite of benefits and services to provide transition assistance, preparatory career training, apprenticeships and certifications, and tuition assistance and educational services counseling via Vets. gov. Vocational rehabilitation offers significant individuation among veteran education and training plans including the ability to participate in approved alternative training and education programs. On the other hand, accelerated learning models do not often fit the traditional model of education the GI Bill was designed to support. With further evidence and review, ALPs with a demonstrated track record of positive economic outcomes for veterans and their families may inform legislative proposals or policy recommendations for new funding streams. Evidence and policy reviews to justify such proposals or recommendations have not yet occurred. The viability of accelerated learning as an alternative to traditional education for veterans and their families will be significantly impacted by the availability of education, training, and vocational rehabilitation benefits for ALPs. Cost of programs is critical as veterans and their families have to manage available economic benefits to achieve their goals. It may be appropriate for veterans and beneficiaries to be able to choose between a traditional educational path and an accelerated program with a record of success.
However, without the existence of standards and the flexibility of existing benefits, it is difficult to review success in ALPs or accurately determine viability of individual ALPs using the single metric of program cost.
Way ahead for ALPs nationally Nationally, there is a potential to build pipelines with large national and key regional employers to generate career competitive skills for veterans and get them jobs in high-growth/in-demand industries like IT by: (1) verifying thru data that ALPs that are being used as talent sourcing strategies by employers or actively work to place graduating students with relevant employers, and (2) creating data-driven investments or formal partnerships with employers committed to providing OJT and apprenticeship opportunities to veterans. Government leaders, advocates and employers will need to work together to share leading accelerated learning practices and define the economic outcomes that indicate long-term success. VA is committed to connecting veterans with up-to-date programs and information impacting their economic mobility. More data will become available from experts leading the ALP pilots over the course of 2016. It is commendable to see the interest by citizens, employers and business leaders who are actively seeking to hire veteran talent and understand the value they bring to any mission. By working together, we can help veterans reach their full potential. O
Rosye Cloud
Rosye Cloud is the Senior Advisor for Veteran Employment for the Department of Veterans Affairs.
For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
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“Opening Doors, Advancing Lives” by
Jeff Cropsey
The 2016 Council of College and Military Educators (CCME) Symposium concluded on 19 February in San Antonio. Texas. The symposium theme this year was, “Opening doors. Advancing lives. A military member’s and veteran’s pathway to education and career success.” The conference attracted about 900 attendees, up almost 30% from 2015, and was one of the most successful CCME Conferences in the last 6 years. A great deal of the credit for the success goes to the members of the CCME Board and the conference support team from Grantham University. This year several innovations were used to attract more attendees. For the first time mass e-mailings were made to all of the 22600 plus Department of Defense (DoD) Memorandum of Understanding (MoU) schools. Advertisements were also placed in several publications aimed at the higher education community and especially schools interested in serving the military and or veterans education needs. The net result was an increase of almost 200 registrations over the conference last year in Anaheim. Most significantly the conference this year attracted many first time attendees. The Tuesday morning Newcomers Breakfast almost doubled in size to over 200 individuals indicating this was their first CCME conference. Without a doubt the renewed interest in education programs for the military. Additionally with over 60 exhibitors and 40 plus sponsors CCME received strong support from the higher education community to make the conference a great success! However what really made the 2016 CCME Symposium a success was the keynote addresses, the concurrent sessions and the special events throughout the week of 15 -19 February. During the Symposium many notable speakers from the Department of Defense, the Department of Veterans Affairs and the higher education community supported our theme of supporting military and veterans through www.MAE-kmi.com
education programs. CCME remains the only national organization devoted to promoting military and veteran education and constantly works to expand those opportunities. First of all this year’s venue was perfect for the conference. The Marriott Rivercenter Hotel in San Antonio was an ideal location. All of the meetings and major events were conveniently situated on one floor. It was hard to get lost! The service and food were impeccable and with the hotel located directly by the famous San Antonio River Walk, hundreds of restaurants and cafes were an easy walk away. The hotel also provided many opportunities for networking with CCME sponsored receptions along with several receptions sponsored by CCME member institutions. Prior to and during the symposium the branches of the Armed Services sponsored workshops for their members along with the Servicemembers Opportunity College and the American Council of Education. All of these meetings were well attended and in several cases extra sessions were required to take care of all of the individuals interested in participating. CCME was extremely fortunate this year to have topnotch speakers from the Department of Veterans Affairs and the Department of Defense. Representing the DVA were the Honorable Curtis L. Coy, Deputy Under Secretary for Economic Opportunity and Mr. Robert M. Worley II, Director of Education Service. From the Department of Defense we heard from, Brigadier General Robert J. Miller, Director Education and Training, Defense Health Agency and Commandant, Medical Education and Training Campus; Ms. Dawn Bilodeau, Chief, Department of Defense Voluntary Education Programs; Brigadier General John S. Kem, Provost Army University and Deputy Commandant, Command and General Staff College, Mr. J.R. Breeding, Associate Dean of Academic Programs for the Community
College of the Air Force; and Sergeant Major of the Army, Daniel A. Dailey. In all cases these outstanding speakers challenged the higher education community o redouble their efforts to serve our military and veterans. Specifically they all called for renewed efforts to evaluate military training for appropriate college level credit and to provide programs that will support military members in their service careers and when they return to civilian life. I do not believe any attendee left the symposium without a renewed interest in serving our military and veteran students. So without a doubt the 2016 CCME Symposium in San Antonio, Texas was an unqualified success! The 2017 Symposium in Atlanta, Georgia at the Atlanta Marriott Marquis March 6-9, 2017, led by our CCME President Franc Lopez promises to be even bigger and better. O
Francisco Lopez
Note from Franc Lopez, CCME President: CCME thanks Jeff Cropsey, CCME Immediate Past President, and Vice President of Strategic Initiatives for Grantham University, for his review of the recent CCME 2016 Symposium. For more information about our organization, please visit CCMEonline.org.
For more information, contact MAE&T Editor Kelly Fodel at kellyf@kmimediagroup.com or search our online archives for related stories at www.mae-kmi.com.
MAE&T 11.4 | 25
MONEY TALKS
Compiled by KMI Media Group staff
American Legion Legacy Scholarship
AT&T Doubles Vet Hiring Goals
The American Legion’s Legacy Scholarship Fund has helped children of servicemembers killed on active duty since 9/11 pay for the rising cost of higher education. Now, children of post-9/11 veterans with a VA disability rating of 50 percent or higher are also eligible to apply to the scholarship, which will award up to $20,000 in aid per applicant each year. “The American Legion will continue to ensure that the children of the men and women who made the ultimate sacrifice during the war on terrorism will receive the assistance they need in obtaining the best education possible,” said American Legion National Commander Dale Barnett. “The children of the fallen will remain a priority with the Legacy Scholarship. However, we are expanding the qualification criteria because it is critically important that we meet the needs of children of veterans who live with the aftermath of war every day.” Since the Legacy Scholarship’s inception following the Sept. 11 attacks, more than $440,000 has been awarded to help children of the fallen with the expense of graduate or post-graduate tuition, books, room and board, meal plans, transportation and other supplies needed to achieve a higher education. “The American Legion Riders have worked hard to raise funds over the years for the Legacy Scholarship,” Barnett said. “I want to personally thank them for the work they have done to raise awareness and funds for this important scholarship. And also thank them for their support as the criteria for the scholarship has been updated to help more young men and women. This program would not be nearly as successful without the dedication of our American Legion Riders.” With the increase in aid awarded, the Legacy Scholarship is now a needs-based one. The grant amount each scholarship recipient will receive will be based on his or her financial need after all federal and state aid is exhausted. Recipients will have a year to use the grant and may reapply to the scholarship up to six times. And the number of scholarships awarded and the amount of financial aid granted to each awardee (this includes returning applicants) will be determined on donations to the scholarship fund and one’s financial needs. New and returning Legacy Scholarship applicants can apply online at www.legion.org/scholarships/ legacy.
Doubling its military hiring commitment, AT&T has announced it plans to hire an additional 10,000 veterans for a total of 20,000 by 2020. This commitment was announced at a White House Joining Forces event, along with more than 50 other companies dedicated to hiring and training veterans and military spouses. These companies recognize the immeasurable value of veterans’ skills and how well their expertise translates to business practices—and collectively pledged to hire 100,000 veterans over the next 5 years. The hiring commitment from AT&T was one of the largest announced. In 2013, AT&T announced it would hire 10,000 veterans within the next 5 years, which was met at the end of 2015, well ahead of schedule. AT&T is doubling that commitment and pledged to hire an additional 10,000 veterans by 2020. “Military experience is great preparation for a successful career at AT&T. Veterans’ leadership, integrity and commitment to service make them outstanding employees,” said Randall Stephenson, chairman and chief executive officer, AT&T. “We’re proud to have added 10,000 of these men and women to our team since 2013, and we look forward to hiring another 10,000 by 2020.” AT&T actively focuses on recruiting veterans into career paths because the experience and skills gained through military service are an invaluable contribution to the workforce. “While in the service, I often wondered if the selfdiscipline, teamwork and skills I was gaining would help me find a fulfilling career,” says JoHanna Martinez, military talent attraction manager, AT&T Talent Acquisition, and a veteran of the U.S. Marine Corps. “15 years later, I now know that those skills have been the foundation to every success in my career. Because those values are part of the AT&T culture too.”
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Loan Rates Drop According to Money magazine, interest rates on new federal student loans will drop to their lowest level in a decade next year. The rate on undergraduate Stafford loans will drop from 4.29 percent to 3.76 percent for the 2016-17 academic year. The rate for graduate Stafford loans will be 5.31 percent, a drop from 5.84 percent this year. The rate on PLUS loans, which allow parents to take out loans to pay for their children’s college education, also dropped — from 6.84 percent to 6.31 percent. Student-loan interest rates are tied to the high yield of the 10-year Treasury note. This year’s auction, which was held on Wednesday, set that yield at 1.71 percent. www.MAE-kmi.com
The advertisers index is provided as a service to our readers. KMI cannot be held responsible for discrepancies due to last-minute changes or alterations.
MAE&T RESOURCE CENTER Advertisers Index
Calendar
Baker College................................................................................................................... C2 www.bakercollegeonline.com Stratford University......................................................................................................... 13 www.stratford.edu/vets UMUC................................................................................................................................ C4 http://military.umuc.edu/mae University of Nebraska.................................................................................................... 17 www.online.nebraska.edu
October 6-8, 2015 2016 MBA Veterans Career Conference Chicago, Ill. http://mbaveterans.com March 6-9, 2017 2017 CCME Professional Development Symposium Atlanta, Ga. www.ccmeonline.org
Transition Trends
University of the Incarnate Word...................................................................................... 9 www.military.uiw.edu
June 2016 Volume 11, Issue 5
In the Next Issue of:
Cover and In-Depth Interview with
Dawn Bilodeau
DoD Education Chief Special Section:
Admissions Counselor Roundtable Transition Trends:
Features: • Online and Traditional MBAs • AC2AR Program
Corporate Connection Degrees/Careers in Aviation
To Advertise, Contact: Conni Kerrigan Tel: 301.670.5700 | E-mail: connik@kmimediagroup.com
Ad Material Deadline: June 10, 2016 www.MAE-kmi.com
MAE&T 11.4 | 27
UNIVERSITY CORNER
Military Advanced Education & Transition
James Cronin Vice President of Stateside Military Operations University of Maryland University College Q: Please provide us a brief overview of your school’s history, mission and curriculum? A: University of Maryland University College (UMUC) is a public institution and a member of the University System of Maryland. UMUC was established in 1947 with a mission to serve working adults, including veterans returning from World War II. UMUC has evolved into an internationally-recognized leader in higher-education for adults, military servicemembers, veterans and their families. Of the university’s 84,000 students, more than 50,000 are military-connected students. Our curriculum builds on their military experience and training. We offer degree and certificate programs in some of today’s most in-demand fields – Business and Management, Cybersecurity, Data Analytics, Homeland Security and Emergency Management, Information Technology, Health Services Management, Human Resource Management and more. Q: What makes your school unique in the benefits and programs you offer to military servicemembers? A: UMUC understands the unique challenges and experiences of our military-connected students. Our programs and benefits are designed to build on their military experience and training, and help our students get the quality education they desire as conveniently and affordably as possible. UMUC offers up to 90 transfer credits for military training and experience, as well as prior college coursework, enabling our students to get their degree faster and save money. We offer unparalleled student services focused on our military-connected students, and have over 100 dedicated military and veterans’ advisors assisting students in navigating DoD TA or VA educational benefits, and other payment options such as grants and scholarships.
our founding in 1947, serving the military and veteran students is in our DNA. We go where they go and currently have more than 140 classroom and service locations worldwide, including most major military installations. UMUC offers a combination of classroom, online and on-line/on-site “hybrid” instruction at many locations; for student-veterans using Post-9/11 benefits, UMUC “hybrid” classes meet VA requirements for full monthly housing-allowance payments. We are also a full participant in the VA Post-9/11 Yellow Ribbon program. UMUC also offers its undergraduate military tuition rate to all active-duty military servicemembers, National Guardsmen, Reservists, and their spouses and children. Q: What is your school doing to keep up with the growing technologies and opportunities related to distance learning? A: In 2015, UMUC was recognized for our large-scale effort to eliminate publisher textbooks and use Open Educational Resources in almost all undergraduate courses. This saves our military-connected students millions of dollars each year. We’re also leveraging data analytics to improve the support services offered to distance education students. Through data we can identify students needing tailored support in the form of tutoring, mentoring and writing assistance, and we can provide these services real-time, virtually or through face-to-face advising.
Q: How has your school positioned itself to serve military students?
Q: What are some of your school’s main goals in meeting the future challenges of online education for the military?
A: UMUC is the No. 1 four-year public university for students using GI Bill® benefits, and No. 2 overall for TA usage. Since we began serving military students and veterans from
A: At UMUC, our Office of Military Operations strives to make a difference one military student at a time. We see connectivity as a challenge that is frequently missed with distance
28 | MAE&T 11.4
education, but not connectivity in terms of internet connection. It can be difficult for online students to build meaningful relationships with students, staff and faculty; these relationships often determine the success of a student’s transition experience. Our goal is to provide a seamless transition experience from the military, to the classroom, and to their civilian career. By creating an extensive military-connected network, we connect students with their fellow classmates, staff who can support their transition, and industry professionals looking to hire veterans in career fields tied to their academic major. 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: All of UMUC’s 90+ programs are offered completely online, or through one of our “hybrid” options at military instillations throughout the United States and around the world. UMUC’s degree options fit the lives of active duty and transitioning military by offering academic programs from an accredited and recognized state university, while providing the flexibility to study at any time and place. For a transitioning servicemembers, they can align their academic schedule and format with their transition plan. Whether moving to a new location, starting a new career or becoming a full-time student, UMUC programs can be tailored to our students’ busy lives while supporting a successful transition. Q: Any closing thoughts? A: The transition process is very important, especially given that more than 200,000 servicemembers are transitioned out of the military each year. Don’t treat the process like just another PCS move. It is much more important than that! Plan ahead and start early—at least a year or two prior to your scheduled ETS date. Transitioning out of the military isn’t an event; it is a process involving more than just attending a one-week TAP course. O www.MAE-kmi.com
Military Advanced Education & Transition 2016 Editorial Calendar ISSUE
COVER Q&A
SPECIAL SECTION
FEATURES
TRANSITION TRENDS
CLOSING DATE
The CCME Issue
FEB 2016 (11.1)
MAR/APR 2016 (11.2/3)
MAY 2016 (11.4)
Jeff Cropsey CCME President
Joseph C. Sharpe, Jr. Director, Veterans Employment & Education Division American Legion
Jeff Allen Director DANTES
Student Scholarship
CCME Trending Topics
Degrees in Nursing
Spotlights
Hiring Vets
Corporate Connection
Training Faculty in Veteran Concerns
Prepping for Degrees in Human Resources
PU
BL
H IS
HE
D
E SH
D
CCME Highlights Degrees/ Careers in Criminal Justice Corporate Connection
Public Private Partnerships
Certification Programs
Student Veterans of America
Degrees/ Careers in Logistics
Minuteman Scholarships
Corporate Connection
PU
P
B
S LI
L UB
I
The MBA Issue
JUNE 2016 (11.5)
Dawn Bilodeau DoD Education Chief
Online MBA Admissions Roundtable
Traditional MBA AC2AR Program
Degrees/ Careers in Aviation Corporate Connection
6/10
The Distance Learning Issue
JULY/AUG 2016 (11.6)
SEP 2016 (11.7)
OCT 2016 (11.8)
Leah Matthews Executive Director, Distance Education Accrediting Commission (DEAC)
Service2School Trends in Online/Distance Learning
Roundtable: Online Schools Accelerated Online Degrees
Amy Moorash Deputy Director and Chief Advising/Apprenticeship Programs Armed Forces Continuing Education System
VoTech Programs and Degrees
Gary Harrah President NAIMES
Academic Resource Centers
Marine COOL Program
Degrees in Homeland Security Corporate Connection
Nanodegrees
Degrees/Careers in Information Technology
Community College of the Air Force
Corporate Connection
E-Books STEM Careers Joining Forces
Degrees/ Careers in Healthcare Corporate Connection
7/13
8/29
9/30
The Jobs & Recruitment Issue
NOV 2016 (11.9)
Eric Eversole Director US Chamber of Commerce
Apprenticeships Community Colleges
Veteran Employment: How Schools Can Help
Degrees in Law Corporate Roundtable
10/28
MAE’s Guide to Colleges & Universities
DEC 2016 (11.10)
Robert M. Worley Director Education Services Department of Veterans Affairs
MAE&T’s 2017 Guide to Colleges and Universities
Roundtable: Admissions Counselors Foreign Language Degrees
Degrees in Education Corporate Connection
12/2
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