Journal of Higher Learning for Today’s Servicemember Team Builder Dr. Carol A. Berry Director Defense Activity for Non-Traditional Education Support www.MAE-kmi.com April 2011 Volume 6, Issue 3 PRSRT STD U.S. POSTAGE PAID MERRIFIELD, VA PERMIT # 620 Academic Minors O Centers of Excellence O Campus Expansion Supply Chain Management O Credentialing UMUC CYBERSECURITY DEFEND YOUR COUNTRY WITH A WHOLE DIFFERENT WEAPON. Today’s new battlefield is in cyberspace. And everyone needs trained cyber warriors immediately—from our nation’s new Cyber Command to banks, utilities and defense contractors. You can be ready, with a bachelor’s or master’s degree in cybersecurity, a master’s degree in cybersecurity policy or one of three new graduate certificates from University of Maryland University College (UMUC). Our cybersecurity courses are offered online, providing in-depth study of the theory and practice of preventing cyber attacks. Military or civilian, public or private sector, UMUC can help you advance your career and defend your homeland. • Designated as a National Center of Academic Excellence in Information Assurance Education by the NSA and the DHS • Graduate certificates in Foundations of Cybersecurity, Cybersecurity Policy and Cybersecurity Technology added for 2011 • Earn undergraduate college credits for learning from work experience, military service or volunteer activities • Scholarships exclusively for servicemembers and their families, plus loans and an interest-free monthly payment plan available The Council of College and Military Educators (CCME) has awarded UMUC the 2011 Institution Award, which demonstrates dedication and leadership in providing quality voluntary off-duty education programs to the armed forces. ENROLL NOW. 877-275-UMUC military.umuc.edu/cybergoal Copyright © 2011 University of Maryland University College Military Advanced Education April 2011 Volume 6 • Issue 3 Features Cover / Q&A Minor Matters 6 Some universities believe that an academic minor can make a student a valuable asset in the workplace, and some maintain that having a minor reflects someone who is versatile and well-rounded. Is it possible to be definitive on the matter? By Kelly Matlock Awards for Excellence 9 Grants to enhance services for veteran students are earning high marks on campuses. Last year, the Department of Education awarded 15 grants, with an average value of $396,000, to fund Centers of Excellence for Veteran Student Success on college campuses. By Melanie Scarborough Carol A. Berry, Ed.D. Smart Growth 12 How can campus expansion boost enrollments and prestige while forging new partnerships and fueling economic growth? NYU wants to expand its physical plant by 40 percent, and GMU is in the final stages of completing a multi-million dollar redevelopment project. By Mark Fitzgerald From A to B 22 17 Supply chain management involves overseeing virtually the entire industrial progression, from raw materials to finished and delivered merchandise. It might not be the most glamorous position in the business world, but it very well could be the most important. By J.B. Bissell Director Defense Activity for Non-Traditional Education Support Departments 2 Editor’s Perspective 4 Program Notes 5 People 14 Class Notes 26 Money Talks 27 Calendar, Directory Credentials for the Workplace 24 Competition among job seekers has spiked. It’s an employer’s market, and those with hiring power are getting more specific about the qualifications they seek. As a result, students are enrolling in certificate programs to give them a competitive edge. By Celeste Altus University Corner 28 S. David Vaillancourt Online Director of Education Ultimate Medical Academy www.MAE-kmi.com Military Advanced Education Volume 6, Issue 3 April 2011 Journal of Higher Learning for Today’s Servicemember Editorial Editor Mark Fitzgerald markf@kmimediagroup.com Managing Editor Harrison Donnelly harrisond@kmimediagroup.com Senior Copy Editor Laura Davis laurad@kmimediagroup.com Copy Editor Kat Saunders kats@kmimediagroup.com Correspondents Celeste Altus • J.B. Bissell • Kenya McCullum Kelly Matlock • Melanie Scarborough Art & Design Art Director Anna Druzcz anna@kmimediagroup.com Senior Designer Jittima Saiwongnuan jittimas@kmimediagroup.com Graphic Designers Scott Morris scottm@kmimediagroup.com Jennifer Owers jennifero@kmimediagroup.com Eden Papineau edenp@kmimediagroup.com Kailey Waring kaileyw@kmimediagroup.com Advertising Associate Publisher Glenn R. Berlin glenn@kmimediagroup.com Account Representative Duane Ebanks duanee@kmimediagroup.com KMI Media Group Publisher Kirk Brown kirkb@kmimediagroup.com Chief Executive Officer Jack Kerrigan jack@kmimediagroup.com Chief Financial Officer Constance Kerrigan connik@kmimediagroup.com Executive Vice President David Leaf davidl@kmimediagroup.com Editor-In-Chief Jeff McKaughan jeffm@kmimediagroup.com Controller Gigi Castro gcastro@kmimediagroup.com Office Coordinator Diamond Matthews diamondm@kmimediagroup.com Operations, Circulation & Production Manager - Circulation & Operations Toye McLean toyem@kmimediagroup.com Data Specialists Sharisse Hill sharisseh@kmimediagroup.com Tuesday Johnson tuesdayj@kmimediagroup.com Sasha Scott sashas@kmimediagroup.com We live in a world where short-term answers and quick fixes have become the norm, where expedience and bottom lines take precedence over profound thinking and sustainable choices. People don’t read enough, let alone write. Attention spans are fleeting. Abbreviation has trumped clear and effective communication. Yet there is a good argument that employers need people who have the ability and willingness to read diligently, write well and listen carefully. Even reading for pleasure on a weekly basis can lead to higher levels of academic achievement, cultural engagement, voting and voluntarism, according to a report, “To Read or Not to Read,” by the National Endowment for the Arts. Mark Fitzgerald “Cold statistics confirm something that most readers know but have mostly Editor been reluctant to declare as fact,” the report notes. “Books change lives for the better.” Essay scores on the Graduate Management Admission Test fell to 4.4 out of 6 in 2010, down from 4.7 in 2007, according to the Graduate Management Admission Council. Sharon Washington, executive director of the National Writing Project, believes U.S. high schools and undergraduate programs have de-emphasized writing instruction. “The good news about texting is that at least people are writing more,” she said. Last month, the Commission on the Humanities and Social Sciences was charged with creating an actionable plan for those in government, education and philanthropy to strengthen teaching and research in the humanities and social sciences. The challenge will be to convey in concrete terms how pursuing studies in literature, language, history, philosophy, religion and the arts can translate into employability, economic advancement and, ultimately, demand. Only about 12 percent of bachelor’s degrees earned in 2009 were in the humanities, the American Academy of Arts and Sciences reported. “We are advocating on behalf of a certain way of thinking,” Edward Hirsch, president of the John Simon Guggenheim Memorial Foundation, remarked recently at the Symposium on the Future of the Humanities. “Our job is not to sell something. It’s to advocate for something that can’t be sold.” Yet at a time when executives and politicians are struggling to balance budgets and thinking seriously about cutting programs in the humanities, wouldn’t it be prudent to find some common ground and begin speaking in a language they can understand? 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It’s one more way that Blackboard is built for the real world and why its used by so many great military organizations such as: Air University, TRADOC and National Defense University. blackboard.com/gov © 2010 Blackboard Inc. E TR EA TH DEB RIE FIN G N REE DEG A ING IN A BT O Compiled by KMI Media Group staff P RO G R AM NO T ES GAO Encourages Improved Support for Veterans The U.S. Department of Veterans Affairs (VA) needs to improve the outreach and support it provides to military veterans who receive federal education benefits, the Government Accountability Office (GAO) said in a recent report. The report examined the agency’s process for making veterans aware of the Post-9/11 G.I. Bill and other veterans’ education programs and for ensuring that schools and veterans meet eligibility rules, among other things, and found room for improvement in some areas. “Although VA has resumed its audits, there are indications that it may not be able to complete all required audits in fiscal year 2011,” the report reads. “Moreover, VA does not compile and review findings from its own or other entities’ audits of schools that would, going forward, allow it to identify trends and better target its oversight of schools. GAO recommends that VA establish outcome-oriented performance measures for outreach and support activities; improve communication with school officials; and undertake a systematic review of its oversight of SAAs and schools. VA concurred with four recommendations and concurred in principle with one recommendation aimed at strengthening oversight. VA noted a number of actions already taken in this area. GAO encourages VA to address all aspects of this recommendation moving forward.” Tenure Legislation Introduced in Florida Lawmakers in Florida introduced legislation that would bar community colleges in the state from awarding tenure to faculty members. The Legislature has already approved a ban on multiyear contracts for elementary and secondary school teachers, effectively ending tenure in the state’s K-12 system. Dean Cannon, the speaker of the House, said he had heard interest from community college presidents in applying the idea to their institutions, and believed the idea had “merit.” Although many Florida community colleges now offer fouryear degrees (and some have stopped calling themselves community colleges), the legislation would apply to all 28 institutions in the Florida College System, regardless of whether they have four-year programs. Ed Mitchell, executive director of the United Faculty of Florida, a statewide faculty union affiliated with both the American Federation of Teachers and the National Education Association, said that the organization was taking the legislation “very seriously” in light of the strong anti-tenure views expressed by legislators. He said that several Democratic legislators said they were opposed to the bill, but that the Republicans have sufficient strength to pass the legislation without Democratic support. About 75 percent of full-time faculty members at Florida’s colleges currently have tenure, and about 25 percent are on track to tenure. Mitchell pointed out that tenure did not mean that faculty members do not have accountability. Tenure is awarded after reviews, he said, and procedures are set by the various colleges. “It’s not a job for life,” he recognized. “It just means that you have a continuing employment contract that requires just cause for termination.” Panel Proposes MCAT Overhaul A panel of medical educators assembled by the Association of American Medical Colleges (AAMC) has proposed an overhaul of the Medical College Admission Test (MCAT), including changes that could encourage would-be doctors to take more social science courses as undergraduates. Part of the rationale is that these courses might allow minority and disadvantaged students to have better tools to highlight their strengths. The overhaul would include removing the writing section of the test, which officials said has largely been ignored by medical school admissions committees. But even with the writing test gone, the changes would add up to a significantly longer MCAT, with the 5.5 hour exam expected to increase by 90 minutes. A number of parts on the MCAT wouldn’t change, including the centrality of sections on the biological and physical sciences. The proposal will undergo months of review by the AAMC, which runs the MCAT. At this point, the likely launch for a revamped MCAT is 2015, 25 years after the last round of changes in the test. The new MCAT would include the following four sections: Molecular, cellular and organismal properties of living systems; physical, chemical and biochemical properties of living systems; behavioral and social sciences principles; and critical analysis and reasoning skills. The first two sections are largely adapted from the current 4 | MAE 6.3 MCAT, although some of the science would be updated, and the proposal calls for more regular updates. A verbal section that has been part of the test will be transformed into the critical analysis section, and the behavioral and social sciences section will take the place of a general writing section. Steven G. Gabbe, chair of the committee that drafted the plan and senior vice president for health affairs at Ohio State University, said the proposed changes, especially the increased emphasis on the social sciences, reflected the evolving nature of medicine. “It’s very clear that in this country a large proportion of illness is related to behavior and social and cultural problems,” he said. “So we want to encourage the applicant to medical school to be thinking about those and reading about those early.” Gabbe recalled that, as an undergraduate, he took a course in “social disorganization,” and he said that the topics discussed—poverty, alcoholism and drug abuse, among others—are subjects future doctors need to understand. The message for undergraduates and their advisers is “that you do need a solid foundation in the sciences, but you need more than that,” he added. “You need to think critically and reason, and understand the differences in our society and the patients you see as a physician. We need people who are critical thinkers and people who have sensitivity and understanding of different cultures.” www.MAE-kmi.com Compiled by KMI Media Group staff p e op le has been named provost, dean of faculty, and professor of engineering at Olin College of Engineering, Massachusetts. John Jackson John Jackson, executive director of Thriving Churches International and executive pastor at Bayside Church in California, has been appointed president of William Jessup University, California. Mark Braun Mark Braun, senior vice president for academic affairs and dean of the college at Augustana College, South Dakota, has been appointed provost and dean of the college at Gustavus Adolphus College, Minnesota. Alecia A. DeCoudreaux, vice president and general counsel at Eli Lilly and Co., in Indiana, has been selected as president of Mills College, California. Vincent P. Manno, associate provost and professor of mechanical engineering at Tufts University, Massachusetts, www.MAE-kmi.com of Garden City Community College, Kansas. sion at Rhode Island School of Design, has been named president of Massachusetts College of Art and Design. Bill Greer, vice president for institutional advancement at Milligan College, Tennessee, has been promoted to president there. Patrick D. Reynolds, professor of biology and interim dean of faculty at Hamilton College, New York, has been promoted to dean of faculty on a permanent basis. Barbara K. Mistick Karan L. Watson, interim provost and vice president for academic affairs at Texas A&M University’s main campus, has been named to the job on a permanent basis. Peter K. Dorhout, vice provost for graduate affairs and assistant vice president for research at Colorado State University-Fort Collins, has been chosen as provost and vice president for academic affairs at Colorado State University-Pueblo. J. Anthony (Tony) Fernandez, interim president of Lewis-Clark State College, Idaho, has been appointed on a permanent basis. Linda Kristjanson, deputy vice chancellor for research and development at Curtin University, Australia, has been named vice chancellor and president at Swinburne University of Technology, Australia. Herbert Swender, president of Frank Phillips College, Texas, has been appointed president Barbara K. Mistick, president of the Carnegie Library of Pittsburgh, Pennsylvania, has been selected as president of Wilson College, Pennsylvania. Christopher M. Duncan, dean of the McAnulty College and Graduate School of Liberal Arts at Duquesne University, Pennsylvania, has been named provost at Wittenberg University, Ohio. Paul Ferguson, provost and vice chancellor for academic affairs and a professor of pharmacology and toxicology at Southern Illinois University, Edwardsville, has been appointed president of the University of Maine at Orono. Michael Fiorentino Jr., executive vice president and provost of Fitchburg State University, Massachusetts, has been chosen as president of Lock Haven University of Pennsylvania. Dawn Barrett, dean of the architecture and design divi- Ron Jones, dean of the College of the Arts of the University of South Florida, has been appointed president of Memphis College of Art, Tennessee. Barbara Morris, dean of the College of Arts and Sciences at the University of Redlands, California, has been selected as provost and vice president of academic affairs at Fort Lewis College, Colorado. Michael McDonough, dean of liberal arts at Monroe Community College, New York, has been promoted to provost there. Dennis Trotter Dennis Trotter, vice president for college advancement at Pitzer College, California, has been chosen as president of Hastings College, Nebraska. MAE 6.3 | 5 d ran g e h in t ment? s r o ce min van c i d a m de reer atlock aca a c e r a nd lly M m dent ant rkets a By Ke orrespon iagroup.co t r C o ed p a im MAE kk@km m im loc How me of job mat sche 6 | MAE 6.3 www.MAE-kmi.com Obtaining a bachelor’s degree usually requires a student to declare a major and complete additional coursework consisting of both general education requirements and elective courses. With a wide range of electives to choose from, some students opt to pursue a secondary field of study, completing a certain amount of coursework within an additional discipline that amounts to a minor. Some universities contend that an academic minor can make a student a valuable asset in the workplace, and some maintain that having a minor reflects someone who is versatile and well-rounded. But is it possible to be definitive on the matter and know whether a minor really adds to a graduate’s perceived value and range of interests and competency? Indeed, many professors and academic advisors would admit that the value of a minor is difficult to quantify. Opposing views in the world of academia and contrasting educational philosophies among thousands of universities invariably lead to confusion over the true worth of the pursuit. However, one thing is clear: taking the time to plan and craft an educational portfolio that is unique and persuasive will pay off. Wide Scope A vast majority of colleges and universities offer minors, but the scope of these offerings varies and may depend on resources. Lewis University, a private institution with around 4,000 undergraduates, offers 10 minors, whereas the University of Washington, a public university with over 30,000 undergraduates, offers over 100. Minors are offered both in traditional broad disciplines—business, economics, history, etc.—and as specialized areas of focus, such as the Computer Crime and Forensics minor at Norwich University, and the Information Technology and Social Responsibility minor at the City University of New York. Purdue University offers students an education that is interdisciplinary in nature, combining two or more areas of study into one degree program. The university’s interdisciplinary program includes a minor in biotechnology, made possible through the participation of its technology, science, agriculture and pharmacy schools. Some institutions don’t offer minors at all, such as Yale University. Although the university’s committee on majors revisited the idea of offering minors in 2010, it chose not to institute them, and even considered several alternative systems of study, including certification programs. When minors are offered, students have a manageable way to specialize in dual disciplines, as opposed to pursuing a double major. A minor generally requires half the amount of coursework required for a major, which still allows for a generous amount of elective courses. For example, the University of Washington requires 60 credits for a history major and half of that for a minor. In some cases, the workload required for a minor is even less, closer to onethird the amount for a major, as is the case for the paleobiology minor, which requires 30 credits. Compare this to the biology major, which requires 90. With 180 credit hours to fulfill at UW, a student can easily minor in one or even two areas, and the university allows a student to obtain up to three minors. 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Ashford University • 400 North Bluff Blvd. • Clinton, Iowa 52732 1 1 AU 0 0 0 8 • AC -0 2 5 5 www.MAE-kmi.com MAE 6.3 | 7 Assessing Worth Retired Colonel Marvin J. Harris, USAF, the director of public relations for the Military Officers Association of America (MOAA), believes the value of a minor depends on a student’s reason for obtaining one. “In my opinion, it is probably valuable only if you have a purpose for doing so,” he said. Harris earned a dual-discipline degree in undergrad, yet chose to double major in business economics and history. “I could qualify for a double major with just one or two more courses,” explained Harris. “They related to each other and it made sense [for me] to do that.” Susan Gass, associate director of the Newnan LSA Academic Advising Center at the University of Michigan, agreed that the value of a minor should be determined on a case-by-case basis. Gass said she encourages students to critically assess whether a minor is right for them, based on educational and career goals. “It depends what the minor is, what the goals of the student are and what the major is, whether a minor is really necessary or not,” she pointed out. For instance, it’s often necessary for students who choose to become secondary education teachers; they typically major in their teaching subject area—perhaps history or chemistry or English—and minor in education. Other times, the minor is not necessary but is highly encouraged in order to add depth to a broadly applicable major, such as business. In this case, a minor noted on a resume can serve to define what the applicant’s specific interests are when it comes to business. On the other hand, a minor in business is suggested by a number of academic departments at universities nationwide, as knowledge of business is useful in most fields. Gass also highlighted the ability of some minors to stand out as skill sets, particularly to employers. “If a student has a minor in applied statistics,” she explained, “any employer can look at that and say ‘OK, this person has this skill set.’ The same thing goes for if they have a language minor.” Jim Holbrook, clinical professor of law at the University of Utah, suggested that servicemembers who aim to stay in a military profession could find a minor in defense-related foreign languages beneficial, such as Arabic, Chinese, Korean, Pashto, Persian, Russian and Turkish. So some skill sets, such as those in foreign language, applied statistics, mathematics and computer science, are generally impressive and have direct real-world applications. Keep Your Focus Captain Paul Worley, an infantry company commander and 2004 graduate of Bowling Green State University, pursued a major in history and a minor in political science based on personal interest in both areas. “Political science goes hand-in-hand with history,” he said. Worley will join the civilian world in July and attend graduate school for public policy. He believes his minor in political science will inform his political aspirations and goal to “help civilian government function.” For Worley, obtaining a minor was in line with what his peers did. “Just about everybody in my history department had a minor,” he said. Earning a minor may also be the result of an abandoned major, as students often decide to pursue another core area of study. And what if an institution decides to discontinue a major? “I already had a few classes under my belt, and was working towards an international relations degree, when the school nixed the major,” explained Scott Dyer, who earned his bachelor’s degree in 2006 from Old Dominion University. “The closest thing that it transferred to was the International 8 | MAE 6.3 Studies minor.” Despite the setback, Dyer found it easy to graduate in four years with a major and a minor that he “was passionate about.” The top priority of many veterans is to get a degree that will help them secure a job in the civilian world. As a result, some educators feel that a minor is unnecessary weight added to a heavy load. According to General Paul Bollenbacher, assistant professor of military science at Seton Hall University, the attainment of a degree should be the sole focus of a servicemember. “Personally, I think servicemembers need to just focus on a degree, without all the bells and whistles,” he said. “They still have responsibilities, whether to their unit or families. The ones that are motivated and skilled enough will get a minor if it serves them, and if the return on investment is there.” Bollenbacher’s assessment of the challenges that many servicemembers face while pursuing a degree applies to Dan Meyer, a junior at North Dakota State University, who is pursuing a degree in criminal justice while balancing a commitment to the Marine Corps Reserve. In November, Meyer will be deployed for the third time this year. “I won’t graduate next year because I’m going to Afghanistan,” he said. “Every deployment takes me away from school. It’s frustrating, especially getting older.” Colonel Harris also believes servicemembers should not overextend their focus and risk abandoning a degree. “One thing that you want to be careful of is that you don’t try to do both at the detriment to your main focus,” he cautioned. Think for Yourself An ever-popular minor for those undergraduates attending a liberal arts university is a minor in philosophy. The University of North Carolina at Chapel Hill touts the pursuit of a philosophy minor as a discipline that teaches students how to think, not what to think, stating on its website that it “cultivates students’ abilities to recognize problems and grasp arguments; to read texts critically; to engage in discussion; and to write papers involving interpretation, argument, and library research.” Eastern Oregon University’s philosophy, politics and economics program explores social problems and policies while nurturing critical thinking in ethics and morality. “The strength of the program is that it looks at policy analysis not just as the economist thinks of it (efficiency) and not just as the political scientist thinks of it (political efficacy), but that it also includes the normative (ought, or moral/ ethical) dimensions that can be more rigorously addressed through philosophy,” the program’s website explains. Just as the need for critical thinking applies to a future career, it also applies to a servicemember’s pursuit of an undergraduate degree. There is not one right way to complete an education; there are various pathways, through various institutions, which all, to different extents, do things differently. Fortunately, servicemembers are not alone. Academic advisers, veteran support services, counselors, professionals in desired industries, military peers and superiors can all help them make sense of the potential value of a minor. Having an end goal in mind will also them determine how best to stack and leverage their educational portfolio. O For more information, contact MAE Editor Mark Fitzgerald at markf@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com. www.MAE-kmi.com By Melanie Scarborough MAE Correspondent scarboroughm@kmimediagroup.com Grants funding programs to enhance services for veteran students earn high marks on campuses. Since the Post-9/11 GI Bill took effect in 2009, many colleges and universities have seen an increase in veteran enrollment. Veteran-friendly schools often have a wide range of services to accommodate vets, yet may lack the means to make such assistance easily accessible. Addressing that problem, the Department of Education last year awarded 15 grants, with an average value of $396,000, to fund Centers of Excellence (CoE) for Veteran Student Success on as many college campuses. “The common thread through all these programs is they are designed to provide coordination that often does not exist on the campuses,” explained Cassandra Courtney, program officer at the Department of Education. “One of the requirements is that there be a single point of contact—an individual designated to work with a student support team on the campus,” including personnel from admissions, financial aid, career advising and disability offices. “The legislators who put this into place felt that a lot of campuses have all these services, but veterans trying to access them are going from pillar to post,” added Courtney. “So each campus that receives funding will plan its own way to make sure that the lines of communication are significantly enhanced over what the situation is now.” In deciding which colleges would be awarded grants from the 277 eligible applicants, reviewers gave substantial weight to programs that could be self-sustaining after the three-year grant period ends. Another criterion was that the schools establish quantitative measures of success. “Applicants had to show how they were going to keep track of student enrollment, retention, graduation rates,” Courtney said. Reviewers also looked for and evaluated specific target goals. “For example, Citrus College intends [to see] a decrease in the percentage of veteran students on probation or dismissal from 19 to 11 percent.” Student Advisers Among the ways Citrus College in Los Angeles plans to achieve that goal is by offering refresher workshops—particularly in math—to help veteran students prepare for college assessment exams. Dean of Students Martha McDonald uncovered the need while conducting focus groups before writing the grant. “[Veteran students] spoke specifically about math because it’s one of those subjects that, if you don’t use it and are away from it, it takes some time to get up to par to place in higher-level math classes,” she said. “We had our first ‘Power www.MAE-kmi.com Math’ workshop at winter intercession. It allowed us to determine their specific needs and what schedule works better for them, so we’re going to have a bigger program this summer.” A two-year community college, Citrus also wants to expand relationships with nearby four-year colleges that are veteran-friendly, such as California State University at Fullerton—coincidentally, another CoE grant recipient. For veterans interested in transferring to Fullerton to complete their degrees, Citrus is organizing a trip to that campus so veteran students can meet personnel there. Another need McDonald identified was for veteran-centered orientation. The first one, held before the beginning of this year’s spring semester, garnered a very positive response. Of the 25 eligible students, 22 attended and the three who could not contacted McDonald to explain their absence. “I’m a veteran myself, and it’s been so rewarding to watch the progress of this program,” she said. “Just five months into the grant, everyone’s worked really hard to implement these goals.” In addition to appreciating the staff’s diligence, McDonald is impressed by the veterans’ caliber. “They are focused; they are committed; they are dedicated. They’re an amazing group of students.” Dealing with Disability At Mount Wachusett Community College (MWCC) in Gardner, Mass., Assistant Project Director Kristine Larkin is similarly moved by the veteran students, many of whom suffered disabling injuries in combat. A parcel of campus land belongs to the Northeast Veteran Training and Rehabilitation Center, which treats veterans suffering from MAE 6.3 | 9 the loss of limbs, traumatic brain injury, post-traumatic stress disorder (PTSD) and disfiguring burns. The facility’s residential quarters are home to 20 veterans and their families who are provided education at MWCC; part of the college’s CoE grant addresses their special needs. For example, the veterans center has an adaptive equipment loan program that supplies items such as ”smart pens” and microcassette recorders to veteran students whose disabilities make it difficult to take notes. Those suffering from PTSD—for whom silence can be more distracting than noise, Larkin explained—may borrow MP3 players if music helps alleviate their anxiety and depression. MWCC also works with community agencies such as the local VA, which sends speakers to campus to educate faculty and staff about PTSD and traumatic brain injury and to keep veteran students informed about their VA health benefits. The emotional support provided by the campus veterans center seems to have its own kind of curative powers. “We have one student who was basically blown up [in combat],” Larkin said. He can walk and talk and carry on a conversation, but a bone fragment lodged in his brain rendered him blind in one eye. An additional handicap, severe PTSD, caused him to fail math last semester. Yet after drawing on the help provided by the veterans center, this semester he’s an ‘A’ student. “He went from struggling with concentration, frustration and anxiety to now, when he’s a peer mentor,” Larkin said. Another veteran student suffering from PSTD was in the center recently, trying to study for a test after a week that had strained his psychological endurance. Noticing that his hands were shaking so badly he couldn’t write study notes, Larkin eased in and helped by making flash cards that he use to prepare for the upcoming exam. Realizing that veteran students may be low on funds, the center serves coffee and breakfast snacks. Camaraderie is also a staple. “We did outreach to find out what their needs were,” Larkin said. “Probably the [largest] concern of veterans was they didn’t feel like they had a safe place to go with like- minded individuals, where they could network and use each other for support. Without a veterans center, they felt like a ghost.” Given their own gathering place, “they hang with each other and help each other in every way, shape and form,” she said. Making Transitions Shoreline Community College, in Shoreline, Wash., also has discovered that camaraderie is crucial to veteran students. Before writing her winning proposal for a CoE grant, Director of the Office of Special Services Kim Thompson sat down with veteran students and asked, “What are we not seeing?” The answer: Many would feel more comfortable hearing information from a peer. “They said when you’re at a [military] unit, you find someone with your MOS and ask them all about it,” she explained. “They’re used to communicating with peers. That’s natural for their culture.” They also told her that transition is the hardest part of adjusting from the military to academic life. “They said when you are in the service, you know where you’re going to go, when you’re going to go and what you’re going to do when you get there,” Thompson said. Understandably, veterans reported feeling a bit at sea in the open-ended world of higher education. She recalled one student comparing campus life to an Easter egg hunt: You have to look for what you want. So Shoreline built its program around easing transitions from combat to campus, then from campus to community. “What we focused on is that combat, campus and community are three separate pillars, and they all need support,” Thompson said. “But most important is the need to be bridges between those pillars because that’s where students drop out.” Veteran students may become discouraged by the admissions process and never make it to campus, she said, or they come to school, can’t figure out how to navigate the system, and leave. Sometimes they may make it through those hurdles but fail to transition into a four-year school where they could complete Master this tactical maneuver and anything’s possible. Life is hands-on. Get ready for it by investing now to get the quality education you deserve with the Thomas Edison State College Military Degree Completion Program (MDCP). Military-friendly program Associate, Baccalaureate, Master’s degrees, and Certificate programs Liberal transfer credit policies Multiple course delivery options Military training and previously earned college credit, certification, and licenses may be applied toward your degree New terms begin every month! To apply online, visit military.tesc.edu. To learn more, call 1.888.442.8372 or e-mail us at militaryeducation@tesc.edu. TESC2510-21_CamoMouseAd_MilAdvanceEd.indd 1 10 | MAE 6.3 3/29/10 10:00:50 AM www.MAE-kmi.com their degree and move into a profession. “For that transitional bridge from campus to community, we put in things like resume assistance, college transfer information and hooking veterans up with community mentors,” Thompson said. “One of the pieces we’re looking at is finding veterans in the community who will give internships to veteran students. If [students] could intern within the community, they could feel connected to another veteran, get something on their resume, and decide if that job is really what they want to do.” Before winning the CoE grant, Shoreline already had some community partnerships in place, including an alliance with the Department of Veteran Affairs that puts a veteran on their campus as part of the team. “We had some things in place and were headed in the direction that the CoE was going,” Thompson said, “but we weren’t there yet because there just isn’t enough funding in the system.” Success Breeds Success In applying for funds, grant recipients were required to demonstrate how they would track measures of success. Mount Wachusett has enlisted a consultant to compile quantitative data, as well as to gather anecdotal information from veteran students during roundtable discussions. “You’re only as good as what you can measure,” Larkin said. Like the other CoE recipients who spoke with MAE, she is very pleased with her program’s progress to date and is confident it will succeed. If the Centers of Excellence do prove successful—and early indications are quite promising—much of the credit will belong to the veteran students they serve. “By the time you get veterans from the first cohort out into the community, they become mentors for new veteran students,” Thompson said. At MWCC, Larkin also is discovering the value of good buzz. “Students are talking about the center to friends, families and coworkers,” she said. “That word-of-mouth helps the center exist and continue to thrive.” The goal of the programs becoming self-sustaining seems on track as well, partly because grants were awarded only to colleges who demonstrably could achieve that end. “Once the government gave them grants, they didn’t want the program to disappear,” Courtney said. She, too, expects that CoEs will operate independently after the grant period expires. Colleges have a vested interest in ensuring that outcome: Veterans are an asset. “Assuming these folks use the money to good advantage, they will find ways to be self-sustaining,” predicted Courtney, “even in challenging economic times—because attracting veterans to campus only makes their situation better.”O For more information, contact MAE Editor Mark Fitzgerald at markf@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com. DISCIPLINE. HONOR. COURAGE. The currency of your college tuition. Northeastern University is proud to honor your service by participating in the Yellow Ribbon program. Earn your degree from the College of Professional Studies with no out-of-pocket tuition expenses or fees. • Doctoral, graduate, and undergraduate degrees and certificates • Fast-Track programs that lead to degree completion in just 12 to 18 months • On-campus and online classes designed for flexibility and convenience 11-14151_NEU_Adv Military Edu Print Ad_v09.indd 1 www.MAE-kmi.com You can start an application any time. Next classes begin May 24th, July 5th, and August 1st. Learn more by calling us at 1-800-686-1143 or visiting us online at www.northeastern.edu/militarycps. 3/4/11 10:25 AM MAE 6.3 | 11 How can campus expansion boost enrollments and prestige while forging new partnerships and fueling economic growth? By Mark Fitzgerald MAE Editor markf@kmimediagroup.com Given this sluggish economy, labor and resources are as affordable as ever. At many colleges and universities, especially those with ample endowments and large enrollments, proposals to expand facilities and add more space for students and research are progressing into contracts and works in progress. New York University wants to expand its physical plant by 40 percent over two decades, an ambition that envisions a new tower on Bleecker Street and the addition of 3 million square feet of new classrooms, dormitories and offices in the Greenwich Village area. “For New York to be a great city, we need NYU to be a great university,” John Sexton, the university’s president, told The New York Times. “We need the space to run our academic programs: to have the faculty that teach in these programs, to have the students who attend these programs, to create not only carriers of knowledge but ambassadors of New York for the future.” The demand for campus working and living space at NYU has increased over the last decade, heightening the need for new facilities. By 2031, the university expects to increase its enrollment by over 5,000, growing its student body to 46,500. The expansion plan would also create new theaters, costume shops and rehearsal studios for the Tisch School of the Arts in a building at Lafayette and 12 | MAE 6.3 GMU main campus. [Photos courtesy of Evan Cantwell] East Fourth Street. NYU is also pursuing plans to build 1 million square feet of new space for a new engineering school downtown at the Metrotech complex located at Polytechnic University. “What does it mean in the 21st century to build a great city?” said Sexton. “Let’s be the lab and thinking space for it, the center in the world for thinking about cities.” In the next three to five years, the university will merge with Polytechnic to start its own engineering school. Global Presence NYU recently announced plans to launch a research university with a lib- eral arts and science college in Shanghai, China. The campus will be the first American university with full, independent authority in China, a legal status approved by the Ministry of Education. “In the 21st century, NYU is evolving from being, in the words of its founder, Albert Gallatin, ‘in and of the city’ to being ‘in and of the world,’” said Sexton. “New York and Shanghai enjoy a natural affinity as world capitals; as vibrant, ambitious and forward-looking centers of commerce and culture; as magnets for people of talent.” The campus is being built by China in the Pudong district of Shanghai, and NYU plans to enroll the first students, about 150 undergraduates, in fall 2013. Half of the students are expected to come from China and half from the rest of the world. In September, the university established a degree-granting campus in Abu Dhabi, United Arab Emirates. “We’re comfortable that we will be able to offer an NYU education in Shanghai the way we offer it in Abu Dhabi or New York City,” added Sexton. “The idea is that in a century where more and more people as well as ideas are operating beyond national boundaries, the professoriate and the talent class will be highly mobile.” Multiple Projects George Mason University is in the final stages of completing a multimillion dollar redevelopment project that has www.MAE-kmi.com already doubled the size of its physical education building and created new arts and engineering buildings on its 677-acre main campus in Fairfax, Va. The university has also expanded a four-level parking deck that nearly quadruples parking capacity from 700 to 2,500 spots in the northeast corner of the campus, and built two new residence halls. GMU wants to eventually be able to accommodate 9,000 students on campus, about double the current capacity. The additional dorms “have a lot of benefits because they increase the ability to accommodate students, reduce traffic congestion and enhance campus life when more people are on campus,” said GMU Press Secretary Dan Walsch. The university received a $10 million private donation to help pay for its $67 million engineering facility and a $4 million gift towards its performing arts building, which has a $12 million price tag. It has also secured funding for a $9.8 million renovation for its fine arts building and a $56.6 million addition to its Fenwick Library. The arts building is slated to be completed next year and the library in 2013. GMU also has plans to expand its science and technology building, a project that will cost $53 million and is expected to be completed in 2013. “With so many projects going on at once, it’s an exciting time here at Mason,” said Tom Calhoun, the vice president of facilities. “Our overall goal is to increase our level of facilities excellence.” Strong Support During a dedication ceremony last year, GMU celebrated the opening of its new biomedical research laboratory (BRL), a $50 million, 52,000-square-foot facility located on Mason’s campus in Manassas, Va. The building, which boasts more than 20,000 square feet of lab space, was the culmination of a five-year building project that began in 2005 when GMU was awarded a $27.7 million grant from the National Institute of Allergy and Infectious Diseases. The university provided approximately $20.3 million in matching funds, and the Commonwealth of Virginia committed $2.5 million for land acquisition under former Virginia Governor Mark Warner. www.MAE-kmi.com “I was pleased to support this effort when I was governor to construct this nationally important laboratory here in Virginia,” said Warner, who is now the junior senator of Virginia. “The dedication of Mason’s BRL is another giant step forward in growing our biotech industry and revving-up Virginia’s economic engine.” Charles Bailey, GMU’s executive director of Mason’s National Center for Biodefense and Infectious Diseases, also recognized that this facility is quickly becoming an economic driver for Mason and the Prince William region. “The laboratory and campus have already served as magnets for the biotech industry and for out-of-state biotechnology companies interested in moving to Northern Virginia,” he said. “By bringing new research jobs GMU main campus. [Photos courtesy of Evan Cantwell] to Prince William County—such as “The community support for the Hylinfectious disease scientists and technical ton Center has been overwhelming and support personnel—as well as attracting illustrates how Mason can successfully new grants and funding, we hope that the partner with surrounding communities facility will lead to significant economic to plan and implement a project that bengrowth.” efits everyone,” said GMU President Alan Last year, the university also celebrated Merten. “The center will place emphasis the opening of its Hylton Center, a $46 milon the importance of arts in the commulion, 85,000-square-foot performing arts nity and expand the visual and performvenue located on GMU’s Manassas campus. ing arts programs at the university.” O The center, which provides a unique setting for local, national and international arts groups and performers, was made possible through GMU’s partnership with Prince For more information, contact MAE Editor Mark Fitzgerald at markf@kmimediagroup.com or William County, the City of Manassas, the search our online archives for related stories Commonwealth of Virginia and individuals at www.MAE-kmi.com. and businesses in the private sector. MAE 6.3 | 13 Virginia Tech Fined $55,000 The Department of Education fined Virginia Tech $55,000 for failing to warn the Blacksburg, Va., campus quickly enough after two students were shot in an April 16, 2007, rampage that left 32 people and the gunman dead. The failure warrants a fine “far in excess” of that, a letter notifying the university said, but $27,500 per violation was the most allowed by law. The university also was cited for failing to follow its own security policy, required by law, on crime warnings. The department cited the school for violations of the Clery Act, which requires schools that receive federal aid to issue a “timely warning” when a serious crime is committed on campus. The law is named for Jeanne Clery, a Lehigh University freshman murdered in her dorm room in 1986. Virginia Tech said in a written statement it will appeal. “Neither the Department of Education nor the Clery Act defines ‘timely,’” the statement said. “The university’s actions on April 16 were well within the standards and practices in effect at that time.” The university said that its own guidelines at the time of the shootings indicated 48 hours would be an acceptable time frame to inform the campus of a serious crime. The school’s argument is that it is being held accountable for a standard adopted after its own tragedy. Appeals Court Decision Favors University of Chicago The U.S. Court of Appeals for the Seventh Circuit has overturned a lower court’s ruling that could have forced the University of Chicago to turn over invaluable Persian antiquities to a group of people suing Iran. Chicago has the antiquities on a long-term loan and has pledged to return them to Iran, but was temporarily blocked from doing so by a suit by American victims of a terrorist attack in Israel, who sued to recover Iranian assets in the United States after winning a finding that Iran was responsible for the attack. The appeals court ruled that the plaintiffs’ approach (and the lower court’s ruling) failed to recognize the protections the United States grants to the property of foreign countries. The University of Chicago and museum groups have worried that the lower court’s ruling, if upheld, would discourage countries from allowing any objects of value to travel to the United States for any reason, potentially limiting intellectually valuable scholarship or art exhibits. “The district court’s approach to this case cannot be reconciled with the text, structure, and history of the Foreign Sovereign Immunities Act (FSIA),” noted the ruling. “Section 1609 of the Act provides that ‘the property in the United States of a foreign state shall be immune from attachment’ unless an enumerated exception applies. This section codifies the longstanding commonlaw principle that a foreign state’s property in the United States is presumed immune from attachment. This presumptive immunity, when read with other provisions of the FSIA, requires the plaintiff to identify the specific property he seeks to attach; the court cannot compel a foreign state to submit to general discovery about all its assets in the United States.” Texas Tech Eliminates Three Top Positions Texas Tech University has eliminated three top administrative positions in the student affairs division, placing many departments under the provost and chief operating officer. The university expects to save $500,000 a year without a senior vice president for enrollment management and student affairs, dean of students and associate vice president for student affairs, and associate vice president for student affairs and external relations. According to Doug Buchanan, assistant vice president for human resources at Texas Tech, the move wasn’t strictly for financial reasons. President Guy Bailey wanted a more seamless process for communication and work between the president’s and provost’s offices and the enrollment management and student affairs division, recognized Buchanan. “He had been looking at the idea of the reorganization of student affairs somewhat 14 | MAE 6.3 independent of this,” he said. “There’s kind of a confluence of things that made this the right time, or the right decision, to integrate the academic and non-academic lives of the students.” The dismantling splits up the three-division structure in what was formerly called the enrollment management and student affairs department. In that model, auxiliary services, student affairs and enrollment management were all overseen by Senior Vice President Michael Shonrock. The other two eliminated positions, which headed the department’s student affairs division, fell directly under Shonrock. There is no head of auxiliary services; the enrollment management division head will now report directly to the president. Under the new structure, auxiliaries— revenue-generating pieces like housing and recreational sports—will be absorbed by Chief Operating Officer Kyle Clark. Juan Muñoz, vice provost for institutional diversity and undergraduate education, will handle the core student affairs functions such as student life and student health and counseling services. The separation makes for “a more traditional view of what student affairs is,” Buchanan said, adding that faculty and others on the academic side are excited to be more closely tied to the rest of student life. Still, the budget was a catalyst to eliminate the administrative positions, admitted Buchanan. “It is fairly rare that in times of budget crisis and all that we go after administrative levels,” he said. “But I think it was especially important to the president to show that ... we take what we do seriously in terms of all levels.” www.MAE-kmi.com Compiled by KMI Media Group staff Antioch Prepares for New Students Antioch College continues its forward motion toward admitting new students next fall, as leaders announced that the college’s first three tenure-track faculty positions have been filled, and that the college passed its first test on the road to gaining accreditation. “This is very good news,” consultant Len Clark said, referring to the Ohio Board of Regents peer review team’s recommendation that the college be granted provisional approval as a degree-granting institution, pending the OBR chancellor’s official authorization. The review team’s approval followed a January visit to Antioch during which team members interviewed college academic and administrative leaders, along with student support staff, regarding Antioch’s proposed curriculum and current financial status. While the review team could have required substantial changes to the curriculum that would have slowed the college’s momentum, they did not do so, according to Clark, the former provost and academic dean of Earlham College. The college has announced that the first three out of the college’s six tenure track positions (in the fields of cultural anthropology, philosophy and chemistry) have been filled. The new hires will begin July 18, according to Antioch College Communications Director Gariot Louima. The other remaining tenure-track positions, which are in Spanish, literature and 3-D art, are expected to be filled by May. Duquesne Launches Online Bachelor’s and Master’s Program Duquesne University’s School of Leadership and Professional Advancement is now offering an online accelerated bachelor’s degree program that features majors in behavioral science, computer systems technology, organizational leadership and professional communication. The university is also offering online masters’ degrees that include global leadership and leadership and professional administration. “We’re delighted that this new program provides additional opportunities for transfer credits through expanded electives,” said Don Accamando, director of military education in Duquesne’s School of Leadership. A Yellow Ribbon Program participant, Duquesne is regionally accredited and offers special military tuition rates as well as opportunities to earn credits through the College Level Examination Program and the Defense Activity for Non-Traditional Education Support. www.MAE-kmi.com Park University Advances Warrior Center and Success for Veterans Through a grant from the American Council on Education (ACE) and the Walmart Foundation, Park University has been offering its Success for Veterans program at Warrior Transition Units (WTUs) across the country. To date, more than 50 veterans have successfully completed the program’s orientation course and many have gone on to become degree-seeking students with the university. Park’s Fort Irwin, Calif., Campus Center recently started the six-week long orientation course and currently has 11 veteran participants and two spouses. In 2009, Park was one of 20 higher learning institutions in the country that was awarded a portion of a total of $2 million in grants from ACE and the Walmart Foundation. The $100,000 Success for Veterans Award Grant recognizes model programs advancing access and success in higher education for veterans and their families. WTUs are comprised of both active servicemembers who are transitioning out of the military and combat veterans. In addition, spouses and caregivers are also able to participate in the program with the servicemember thanks to funds provided by the Park Warrior Center. Administered and facilitated by veterans, the Success for Veterans program starts off with a veteran’s non-credit orientation course which is free for the veteran and spouse. The program is currently offered online and at three military installations, Fort Irwin, Fort Belvoir and Fort Drum. At Fort Irwin and Fort Drum WTUs, students can participate in face-to-face classes as well as the online component. Once the orientation course is completed, the veteran can continue with Park University transition courses or attend a different school, depending on his or her goals. Park is committed to working with the veteran to find the best school for his or her needs. “This is an exciting time for our veterans at Park University,” said Stephen Terry, program manager of the Park Warrior Center and Success for Veterans program. “Making the transition from the military to college can be a stressful and anxious time for incoming veterans.” Upon completion of the orientation course and enrollment into the next transition course, the veteran is also awarded a $550 book scholarship. Terry, a combat veteran and former staff sergeant in the U.S. Army, works individually with each veteran on applying for admissions, veteran benefits, tuition assistance and financial aid. He also facilitates registration into successive courses and assists with getting transcripts from previous schools and the military. “Park University wants to make sure it is doing its part to make the transition from military to college as stress-free as possible,” he said. Funds from the Park Warrior Center have provided Americans with Disabilities Act-compliant iPads for each of the Warrior Transition Units. Each iPad contains ADA-compliant software for veterans who have been visually impaired, including a voice reader/text reader, support for playback of closedcaptioned content and other innovative universal access features. These features make the iPad easier to use for veterans who have vision impairment, are deaf or hard of hearing, or have other physical or learning disabilities. The iPads also allow Terry to conduct video conferences with the veterans and program coordinators via webcam and Skype. MAE 6.3 | 15 THE PATH TO YOUR DEGREE BEGINS WITH OUR COMMITMENT. At Kaplan University, we’re a different kind of school for a different kind of student. While we’ve developed career-focused curriculum, we’ve also developed a new way for you to get to know us. It’s called the Kaplan CommitmentSM and is part of our pledge to help you succeed. Now, new students can try Kaplan University for a 5-week period with no tuition obligation. If you decide we are right for you, meet our academic standards, and submit all required documents, you will continue on with us as a Kaplan University student.* If not, there’s no other financial obligation beyond the nonrefundable $95 application fee, which is waived for active-duty military and veteran students.† Continue on toward your educational and career goals with Kaplan University standing behind you. Learn more at www.military.kaplan.edu or call 866.583.4412. Kaplan University is regionally accredited and a member of the Servicemembers Opportunity Colleges (SOC) consortium. Reduced tuition rates available for military and veteran students and participants in the Yellow Ribbon Program. Military training and experience may be accepted toward college credit. See University Transfer Credit policy for complete details. * The start of your sixth week as a Kaplan University student will also initiate your tuition obligation to Kaplan University. Kaplan Commitment is available for all undergraduate programs. Graduate students are not eligible. † Application fee waived for active-duty military and veteran students in undergraduate programs only. Military Advanced Education magazine, Fourth Annual Guide to Military-Friendly Colleges and Universities, December 2010, volume 5, issue 10. Team Builder Q& A Advancing Goods and Services for Educational Success Carol A. Berry, Ed.D. Director Defense Activity for Non-Traditional Education Support Currently the director of the Defense Activity for Non-Traditional Education Support [DANTES], Dr. Carol A. Berry received a baccalaureate degree in biological sciences from Hofstra University in 1978, a Master of Science degree in education from Hofstra University in 1979, and a doctor of education degree from Regent University in 2006. From 1979-2003, she served as an education services specialist with the Navy’s Voluntary Education Program, where she was in charge of education programs in Keflavik, Iceland, and stateside in Virginia, specifically Norfolk and Virginia Beach. Berry is responsible for a number of process improvement projects that have become standard throughout the Navy’s Voluntary Education Program. Of significant note was the development of an Internet needs assessment survey and analysis program that has become the standard for all needs assessments in the Navy. In September of 2003, she assumed the reins as the Southeast Regional Director of Navy college programs. In this capacity, Berry oversaw the management and execution operations in Navy college offices throughout the southeast quadrant of the U.S., including those in Va., Tenn., S.C., Ga., Fla., Guantanamo Bay, Cuba, Miss., Md., District of Columbia and La. Berry received the Department of the Navy Award for meritorious civilian service in 1993 for her contributions to Navy Voluntary Education Services, while serving at NAS Norfolk. She also was awarded the Kenn Smith Award for Navy Campus Excellence–Educator of the Year, and has been recognized with numerous honors and letters of commendation for outstanding performance and innovative projects. She was recently awarded the President’s Award at the Virginia ACME 2010 and named the most notable alumna by Regent University’s School of Education. She is affiliated with the Virginia Advisory Council on Military Education, where she was a former president, and is a member of the Council of College and Military Educators; Hampton Roads Voluntary Education Advisory Group; the American Counseling Association; Military Educators and Counseling Association; National Career Development Association; and National Employment Counselors Association. Berry has also served on a number of task force projects at various levels of the DoD and Navy, including DoD Principles of Distance Learning; DANTES Education Services Advisory Panel; MIVER Program Task Force; Navy Voluntary Education–Navy College Team 2000; Navy College Program Advisory Board; Hampton Roads Voluntary Education Advisory Group [where she served as chairperson and was chair of the strategic planning and library and technology sub-committees]; and the Electronics Curriculum Advisory Committee for Tidewater Community College. www.MAE-kmi.com A regular presenter at the DoD Worldwide Conferences, Berry has written several articles in professional publications; her dissertation is titled “The Assessment of Learner Autonomy and Persistence in Adults Enrolled in Online Courses.” She has also authored numerous articles for local and base newspapers concerning various education related topics, programs and services provided through the voluntary education programs. Berry was interviewed by MAE Editor Mark Fitzgerald. Q: To begin with, can you please highlight the primary activities of DANTES, its history and current status? A: DANTES was founded in 1974 and established as a third echelon Navy command. The Navy is our executive agent, which means it provides funding and administrative support. Our program guidance and policies come from the Office of Under Secretary of Defense, Personnel & Readiness [OUSD, P&R] Military Community and Family Policy, which gets input from all of the services, including the Coast Guard, to help frame the programs we provide. We manage all of the contracts and programs that enable the services to provide education services and products to our servicemembers. When the name DANTES is mentioned, most people think of testing programs. MAE 6.3 | 17 Pe n n Stat e O n l i n e You’ve made a commitment. So have we. Penn State World Campus supports our active-duty and veteran military and is committed to helping you AAACE meet your Exc ellence in education Military and career Education goals. More than 70 online degrees and certificates Dedicated military admissions and advising teams Military grant-in-aid available Yellow Ribbon participant www.worldcampus.psu.edu/ educatingmilitary U.Ed.OUT 10-1086/10-WC-305edc/bjm 18 | MAE 6.3 While these programs are a large part of our work, they are not all we do. We also manage the Servicemembers Opportunity Colleges contract, the Military Evaluation contract with ACE and the third party assessment contract, formerly known as the Military Installation Voluntary Education Review. Troops-to-Teachers falls under DANTES, as does the DoD Worldwide Education Symposium. As part of the support we provide to OUSD, P&R, we also manage the new Memorandum of Understanding. We train new test control officers, provide refresher training to individuals who need it and provide guidance to test centers regarding the use of the various programs. We are also responsible for publishing the monthly DANTES Information Bulletin [DIB] and other publicity items to promote the various programs and services. Our warehouse crew ships thousands of education brochures, flyers, booklets and other marketing materials to hundreds of military education centers around the world every year. We also have collected a significant number of electronic materials that users can download directly from our website. We have online catalogs with fully searchable features, enabling students and counselors alike to search for programs and courses, which include our independent study catalog, external degree catalog and the catalog of nationally accredited distance learning programs. We offer counselor support programs and computer assisted guidance programs. Our webpage has links to scholarship programs and services, sources of financial assistance, and a directory of education centers. We also provide the subscription to the Online Academic Skills Course. The website boasts links to all of the services’ home pages and information, including tuition assistance programs. We are on Facebook [www.facebook. com/dantes.dod] and at some point we will be on Twitter as well. In 2009, we celebrated our 35th anniversary, but we have only just begun to serve the educational needs of the servicemembers. So where do we go next? We are embarking on new territory in many of our program areas. Many of our contracted programs are coming up for review and rework, and part of that effort has been focused on bringing the services provided by the contract into the 21st century, making them more relevant, more responsive to the changing landscape of higher education. For example, the third party assessment contract was recently posted for organizations to provide proposals. In that contract, we have included an assessment of not just the on-base schools, but also the distance education providers and institutions in the local community near the military installation. We hope this 360 review gives us a much deeper analysis and assessment of the programs servicing our military. With over 70 percent of military tuition assistance being paid for distance learning courses, it was imperative that we include them in the program assessment process. We will soon launch our Distance Learning Readiness Self-Assessment [DLRSA] on our distance learning page. The DANTESDLRSA was developed as a means to help students self-assess their readiness for distance learning. The instrument is not meant to deny individuals enrollment in a distance learning courses, but rather to inform and help students self-screen their current skills and understanding so they may make choices that lead to a successful educational experience. There are several components: the DANTES-DLRSA; related research; training PowerPoint for education center staff, and the DANTES-DLRSA counselor guide, which will provide counselors with the information they need to discuss the results with their clients. The plan is to have the instrument and the counselor information available by the end of the summer. Q: As director, what are your primary goals and expectations in regard to the path ahead for DANTES and its influence on the various services? A: We are here to serve. That said, we have a responsibility to ensure our programs are well-used, relevant, current and meet the needs of the services. To maintain our relevancy, we participate in regular meetings with the service chiefs and OUSD P&R to report out on our programs and discuss new requirements. For me, these meetings have been very educational. Getting the various perspectives from each of the services has really helped me gain a deeper understanding of the programs as they pertain to each of the service branches. As I mentioned before, many of our programs are up for review. In this review process, we are incorporating the needs of the services, while seeking ways to provide services that leverage economy of scale. Higher education has evolved in the past five or six years in so many ways—our programs have to reflect that evolution. We will also be establishing a committee made up of military educators who will provide us with an inside look at what they need www.MAE-kmi.com and how DANTES can help them. This committee will be launched later this year. Keep your eye on the DIB and Facebook for the latest on this initiative. Q: What kinds of civilian education programs have you been most encouraged by over the years? A: Over the years, some schools have emerged as premier providers of programs that meet the needs of the military adult learner. Some have been in the business for decades and others, just for a few years. The institutions that provide high quality, student-centered services to the military are important partners in the process of educating the greatest military force in the world. There are leaders in this business who have gone to the mat for their military students to ensure they get the best of the best that their institution can offer. Take the Yellow Ribbon program: The schools that participate in this program put their resources into the program to attract the military population, making their programs within reach of this very deserving population. Adults returning to school is not headline news. Adults will return to the classroom when they have a need, a desire to learn something new, or perhaps because they have to acquire new skills to be competitive in their work. Military students are a subset of that adult population and have all the challenges faced by the general adult population, but they also have to contend with operational tempo and long deployments. The explosion of distance learning programs, with and without computer mediated components, has really changed the landscape of higher eduRevision 1 Revision 3 Revision 4 cation and kicked open theRevision door of2 opportunity to all adults. The military student is no longer tied to the brick and mortar classroom; they have Creative Proofer 1: AS Proofer 1: more opportunity to get out there and get the education they desire. Creative Proofer 2: AS Proofer 2: Q: How much do you think educational service officers depend on DANTES for resources and guidance? A: I know from my field experience that I used DANTES resources and programs with my clients on a daily basis. I remember in my early days being amazed at the variety of materials I had available to help my clients pursue their educational goals. I remember being especially impressed with the testing programs and the credit recommendations for military training. With the college credit by exam programs, individuals were able earn college credit by taking an exam, an exam that was free. I wish I had that opportunity when I was in college. As a traditional student, my counselor never offered CLEP or DSST exams as an option to earn credit. If they had, I would have taken several rather than sit in a classroom for 16 weeks. The ACE Guide was one of my favorite tools, showing military personnel how much credit was recommended for their service, schools and job and it made it easy to convince them to take that first class or test. I would take the ACE guide to briefs and pick out a few individuals from the audience and just read to them the list of recommended credits from their job. Usually the amount of credit was impressive and by adding in the testing programs and a few classes, I was able to show those individuals just how close a degree really was. I have to admit I enjoyed watching their faces light up. So, do the education professionals serving the military depend on DANTES for resources? Absolutely! We are taking the availability of those resources one step further, by offering information on how to best leverage the products to improve their clients educational experience. One of the goals for the DIB has been to include articles that show how to use the products and services to their fullest. In the future, we hope to have on our webpage training packets on each of our programs that military educators can use to gain a Insertion deeper understanding of the programs and how to best use them to Date: 4/1/11 give their clients the best educational experience possible. – eCampus Client: KEISER Job Number: 231-1205-MAE-ded-mil-7x3 Advance Education Product/Pub: Q: What do you seeMilitary as some of the biggest challenges and opportuni7.375 x 3.375 ties currentlySize: facing DANTES? Production: MC Work Date: 3/7 A: Maintaining our currency and offering the services and products that the services want within the resources we are given is a big challenge. Funding is tight for everyone, so we at DANTES strive to ensure we get the most value for the funding we are entrusted with. I think the DANTES staff does a great job of managing their programs. They are very dedicated to the mission and know their programs very well. Q: Do you get the sense that servicemembers take advantage of their educational benefits as much as they should? DEDICATION To SUCCESS 100% online degree programs in exciting, in-demand fields • Military Friendly School • Military scholarship for Service Members, Veterans and Dependants • Approved for VA benefits • Yellow Ribbon Program Participant • SOC Member • One class a month • Military training considered for college credit • Associate, bachelor’s, master’s and doctoral degrees Offering Degrees in: Legal Studies u Criminal Justice u Homeland Security u Technology u Business u Health Care u Interdisciplinary Studies Call toll free to speak with an Admissions Counselor 1.888.512.8851 Admissions Hours (EST): Mon - Thurs 8am - 11pm, Fri 8am - 9pm, Sat 9am - 9pm, Sun 9am - 11pm Keiser University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award certificates and degrees at the associate, baccalaureate, masters, and doctoral levels. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Keiser University. www.KeiserSuccess.com/Military www.MAE-kmi.com MAE 6.3 | 19 A: No, not enough of them maximize the opportunities offered. The biggest challenge is getting the attention of the individuals and making the opportunity so attractive that they can’t refuse. As providing educational services becomes more virtual, the challenge will be to leverage social networking and other Internet tools to market the services and products. DANTES is on Facebook and we use that one medium to spread the word about a variety of programs and good-to-know information. We are looking at sponsoring webinars and offer other virtual options to bring our products and services to the various stakeholders who need to know: military educators, military personnel, their leadership, etc. I can tell you from experience that it doesn’t take a lot of convincing to get a servicemember to participate, but it often takes making the effort to reach out and showing them what is available. As we reach out and spread the word on the programs, we hope to see more participation in the programs, which if properly leveraged, can save the servicemember time, tuition assistance dollars and help them realize their goals. Q: Are you seeing any new trends in military education? A: Yes, there is a trend to centralize services and go virtual. The reasons for this trend are many and it isn’t all bad. The key is to have individuals in the virtual centers who are able to communicate virtually and still accomplish the counseling. Virtual counseling has many skills sets that are common with face-to-face meetings, but there are also additional skills that have to be developed. Those skills include being able to write clearly, being able to sift through the information and provide a concise response that answers the client’s real question. I can remember sessions when individuals ask about programs that they think they are interested in, but as the conversation proceeded, it would become clear that they really weren’t so sure. In those instances, just answering the questions wouldn’t have been very helpful. Instead, more effort was needed to delve into the real issues and identify the true goals. When counseling virtually, the counselor and the individual have to develop a partnership and level of trust that enables the real goals and issues to surface. Online counseling isn’t as easy as ordering a pizza using the Internet or a call center; knowing and understanding your goals and developing strategies to meet them requires a level of trust, which leads to an openness to allow those real goals to surface. Q: What do you think are some of the biggest advantages of distance learning and online education? Are there any limitations or drawbacks? A: Personally, I like distance education. I enjoy the challenge of puzzling through the content. I am a product of distance learning. I earned my Ed.D. from a school that offered the program entirely online. I loved the convenience of it. I could study when I wanted, work on coursework when it was convenient to me and my hectic work and home schedules. Of course that meant sacrifice and getting organized very quickly because I didn’t have to “face” the professor in a classroom. The classes where the professor was really engaged were the best. Those individuals knew how to teach in a virtual environment. They knew how to communicate, encourage and facilitate discussions on the class discussion boards. Like a coin, there are two sides—it worked for me. For others, the isolation of working on their own, even in a computer-mediated environment, can be lonely. Students have to have an understanding of their 20 | MAE 6.3 readiness for distance learning. They have to be able to cope with the isolation, have good time management, computer and communication skills. Excellent reading skills are critical because of the volumes of reading that might be required. Sometimes just having a place to study can make or break the experience. These skills and experiences can make or break a good distance learning experience. With more schools getting into the virtual delivery modes, it is really important the individuals know what is best for them. For some, distance learning as the first class might not be the best choice; for others, they will do quite well regardless of the delivery method. Counseling and understanding the challenges of distance learning are really important here. Q: How much do you think education factors into preparing servicemembers for the workplace? A: Often formal education provides the individual with another dimension to their resume. Most employers that seek out military personnel to work for them do so because they know that the worker comes with a level of discipline and experience that will serve them in their civilian position. For others, like individuals who want to get into specific fields of work, like nursing or engineering, the formal education is an entry requirement. So, yes, formal education certainly does factor into preparing servicemembers for their transition to civilian life. That is why it is so important for the word to be spread about all of the opportunities available by all and every means possible. Q: Can you offer them any advice on transitioning from the military into civilian and/or campus life? A: I would encourage them to take full advantage of their educational benefits while they are in the service. If nothing else, they should meet with a counselor and lay out a plan. They shouldn’t wait until the last minute; they need to get in to see that counselor early in their career so there is ample time to get them through their programs. If they find themselves at that departure point, then they should still seek out counseling so that they can have a plan and strategies to pursue when they have left the service. In the March 2011 DIB, the cover article is on goals, programs and strategies. The article lays out the counseling process and what the individual should have as a result of a session. Q: How has your background and education informed your choices and activities in your current position? A: I have been blessed with having had great mentors and great colleagues over the years that have been very generous in sharing their experiences and knowledge with me. During my career in the Navy VOLED program, I was fortunate to have been able to move up in the command structure, giving me the opportunity to develop leadership and team-building skills that have served me well so far. Over the years, I was fortunate to have great people who worked for me and for whom I worked. I firmly believe that we are a product of our experiences, the good and the bad. How we respond and the lessons we learn over a lifetime define who we are and how we see the world. DANTES is made up of very experienced, professional and knowledgeable individuals, who are a joy to work with, and it has been my pleasure to get to know them. Q: What do you see as DANTES’s most pressing tasks moving forward? www.MAE-kmi.com A: We have a number of contracts to rework over the next couple of years; these are huge projects, with huge implications. As we take on each of these, we have to consider the needs of the services, the need to leverage joint opportunities, the need to stay within available resources and to help shape the programs to meet the needs for a long time. Those are a lot of needs to address. We are reworking our website and hope to launch it sometime this summer. The rework will streamline the functionality and give us a new look and feel that will better serve our customers. We are also launching the Distance Learning Readiness Self-Assessment product this summer. We will need to clearly communicate policy changes that affect our customers, like the recent retesting policy change. There seems to be some confusion about the policy change. So we are using various methods to get the word out to ensure that our customers understand the policy. As I mentioned before, we have a finite amount of resources and we have to use those resources effectively. So when the data on testing and retesting was reviewed, it was obvious that a change in program execution and ultimately in student behavior was needed. As of December 10, 2010, DANTES will only fund one attempt on a test title in the CLEP, DSST or Excelsior College Exam batteries. This means, that if a servicemember takes the U.S. History Part I exam and does not pass it, DANTES will not fund another attempt. The servicemember may retake the exam but at his or her own expense. There are two behaviors we want to see modified and carried out. First, we want individuals to approach these exams much like they would a final exam in a comparable college course; we expect them to www.MAE-kmi.com study and prepare for the exam so that their first attempt is successful and they earn the college credit. Secondly, we want military education counselors to provide their clients with information about the exams and encourage them to prepare prior to taking the exam. Q: Any closing thoughts? A: This is a dream job. I have been here just under a year already, and I have enjoyed every minute. That doesn’t mean I didn’t enjoy my previous positions, it just means that I hope to make even more of a difference to voluntary education across the services. Working with the DANTES team has been wonderful. They are real professionals with big hearts, lots of smarts and great ideas. For each project we undertake, they come through with flying colors. Just to brag a little, we were very active with the Combined Federal Campaign this past year and won the coveted Admiral’s Cup, a trophy we are not going to relinquish easily. We divided the staff into four teams. Each team devised their own fundraising events and even planned a few with the other teams. The takeaway for everyone was doing a lot of good, raising a lot of money and having a lot of fun doing it. The bonus is they got to know each other on a different level. Our challenge for the next campaign will be how to top what we did this past year and, of course, keep that trophy. DANTES is here to stay—we offer the goods and services that the education centers and the servicemembers need to pursue their educational goals. O MAE 6.3 | 21 By J.B. Bissell MAE Correspondent bissellj@kmimediagroup.com Supply chain management might not be the most glamorous position in the business world, but it very well could be the most important. What does it take to get a good cup of coffee these days? Ask William Verdini, the chair of Arizona State University’s supply chain management department, and he’ll tell you about purchasing and logistics and how far the product has to travel. The enormity of the task might be exactly what’s most attractive to future supply chain managers. “I think the students get fascinated with that,” he said. Supply chain management is the act of overseeing virtually the entire industrial progression, from raw materials to finished and delivered merchandise. “Talking like that sort of steps on the toes of schools and colleges of business because it makes supply chain sound like it’s the whole thing,” Verdini added. “And it is.” Nevertheless, it’s still one of the last areas of study hopeful business students consider when planning their educational tracks. “We admit about 1,000 students into the undergraduate business Bachelor of Science degree program,” Verdini explained. “They’re asked to choose a major as a freshman. Of those 1,000, about 20 of them choose supply chain. Not many of them know much about it, or have even heard of it.” Late Bloomers Two years or so into the program, however, Verdini noted, there is usually a dramatic shift in interest. “By the time they’re juniors and actually taking courses in their major, we have 200.” And the trend continues into graduate studies. “For the traditional MBA program, they each get to pick a specialization,” Verdini said. “We bring in about 80 to 100 students and about half of them pick supply chain. It’s very interesting. Once folks have some business experience, they really understand the 22 | MAE 6.3 importance of, and are interested in, supply chain.” This phenomenon of actual experience leading to further interest is one of the primary reasons why this particular field might be appealing to men and women with military backgrounds. Every branch of the armed forces relies heavily on logistics—getting soldiers, equipment, vehicles and supplies from one place to another. That’s managing a supply chain in the real world. When asked if there were notable similarities between military logistics and those in the business realm, Kathleen Hedland, director of education and research for the Council of Supply Chain Management Professionals (CSCMP), said simply: “Oh, absolutely.” In fact, “we get a lot of calls from people who are currently in the military,” she said. “They’ve usually done some searching on the Web or heard word-of-mouth about CSCMP, and they contact us about the opportunities.” Career Opportunities What those men and women will find is that there are indeed a number of solid prospects. In any given company, “it’s a very important position,” said Verdini. “Throughout this recession, our students have had 100 percent placement within three months or so of graduation. That’s for both undergraduates and master’s level.” There are numerous reasons for an increased focus on supply chain. “Globalization is important,” said Hedland. “You really have to be able to understand how things are sourced, how they’re produced and how you can transport them. And there are so many regulations, so many trade agreements. All of those things are common these days.” Indeed, technology has made the world smaller, but it doesn’t necessarily make it any easier to navigate all the potential pitfalls of www.MAE-kmi.com moving goods and services from one country to another and finally to the consumer. That remains the task of the supply chain managers, as does monitoring each step of that product’s progression along the way. “Not too long ago we had bad paint in some of the toys coming from China,” recalled Verdini. “Well, the companies delivering those toys got hit hard for that. You can’t push it off on, ‘Well, it’s not our fault, it was the supplier.’ The ability to see what those second and third and further back suppliers are doing—supply chain visibility—is very important.” Perhaps the most exciting reason for the resurgence in supply chain careers, though, is that many companies are recognizing the true potential of the field and how much of a positive impact it can have on the bottom line. “The demand for those students is certainly increasing as many organizations are viewing supply chain as a critical element of their competitive strategy,” said David Closs, who heads the supply chain management department at Michigan State University. “If you look at Wal-Mart, their competitive advantage is basically an incredibly efficient supply chain. And many other organizations are using that as a considerable dimension of the way that they’re competing. Their business model emphasizes their supply chain capabilities.” Happily, occupational titles suitable to the significance of the work also are beginning to surface. “We are seeing chief supply chain officers, C-level kinds of people in those jobs,” Verdini said. “From an educator’s point of view, however, our big challenge is that companies would like our students to know about the supply chain and that broad concept, but that’s not what they hire them to do right away. Those aren’t the entry-level jobs; those are five, 10 years down the line. So we have to give students that broad view, but also get them to understand that they’re not going to manage the whole thing right away.” Educational Chain What students do have the opportunity to experience right away, however, are programs of study that have evolved to focus on the specific challenges that come with supervising the logistical elements of a business in the 21st century. The “education has changed considerably in the last decade,” said Susan Senger, chair of the business department at Saint Paul College. “The curriculum now includes more general business classes needed for students to be successful.” Saint Paul has plans to include a name change for the school’s two-year associate of applied science in business logistics management. In August, the program will be known as supply chain logistics. “The business department met with the advisory committee that consists of industry professionals,” Senger explained, and “the committee felt strongly that logistics is a component of the supply chain.” Of course, the more research one does, the more it really does seem as though everything is a component of the supply chain. “Our program provides students with a multidisciplinary and cross-functional approach to business that transcends the traditional functional boundaries and management disciplines that characterize many organizations,” said Senger. She’s not alone. Verdini and Closs both stressed the importance of learning across the curriculum and having both a solid and broad base of business knowledge. “I think the increasing challenge that people are going to see in supply chain,” said Closs, “is the fact that they’re pulled into decisions that are more cross-functional than within just the traditional supply chain arena. www.MAE-kmi.com “For example, we had a presentation to our MBA students from Proctor & Gamble about introducing Tide 2X. When P&G laid out the problem, it was a packaging problem, it was a sourcing problem, it was an educating-the-consumer problem, it was a production problem, it was a satisfying-the-customers problem. It had so many dimensions, and understanding how to solve them in an integrated manner is the key. “We’ve done a good job of getting integration within traditional supply chain functions, but I think we’re going to get called on for broader considerations than that.” One of those more far-reaching and strategic issues is what Verdini referred to as the value chain. “What you focus on is the value,” he said. “Anything that you do to a product or service that doesn’t maintain or increase the value to the customer is waste and you don’t need to be doing it. It’s a way of streamlining supply chains. It’s also very challenging.” The Managers As Hedland noted, this “is not a career you get into and find that it isn’t challenging.” This probably helps explain why so many people move in the supply chain direction once they’re exposed to it. “We typically get accountants who decide they don’t want to be accountants,” Closs said. “They come to school for that, but they decide that they don’t want to spend their time doing just the numbers. Or we will get engineers who decide they don’t want to be just engineers. They want to interface with people.” The beauty of a career in supply chain management is that you get to work with all of those things—numbers, machines and people—but you’re not stuck with just one. “It’s a blend between analytical and hands-on projects,” Closs continued. “It’s not for people who want to spend their time in a cubicle doing analysis or recording. Many supply chain activities are based on interfacing with suppliers or customers or service providers or operations people at the plants and warehouses.” And believe it or not, that’s just the beginning. “Our CEO periodically listens in on the conversations you can stream online from Wall Street, when information is being presented about publicly traded companies,” added Hedland. “He’s said that there are an increasing number of references about supply chain. “It’s different types of businesses now, too. The investment world is looking to hire people who are coming out of university and graduate supply chain programs because they want men and women who can look at the financial reports from the various companies and decide if the supply chain is efficient, or where the little potential problems might be.” In other words, there is a tremendous range of opportunities in supply chain management. Most importantly, though, according to Hedland, “In addition to the fact that the compensation is usually quite favorable, the people who I know in the field love their job. “They like what they do, and there are always opportunities for creativity, suggesting new ways of doing things, and being very engaged in a significant part of the company and in the success of it.” Like, for example, how to most efficiently transport coffee from the fields of South America to a store in Phoenix, Ariz. O For more information, contact MAE Editor Mark Fitzgerald at markf@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com. MAE 6.3 | 23 It’s an employer’s market, and those with hiring power are getting more and more specific about the qualifications they seek. By Celeste Altus MAE Correspondent altusc@kmimediagroup.com Jobs are as scarce as they are volatile— layoffs, furloughs and attrition have made even employed workers nervous about their standing. The unemployment rate for veterans who served in the military at any time since September 2001—those referred to as “Gulf War-era II” veterans—reached 11.5 percent last year, the U.S. Bureau of Labor Statistics recently reported. In response to this bad economic climate, competition among job seekers has spiked. It is an employer’s market, and those with hiring power are getting more and more specific about the qualifications they seek. They can call the terms. As a result, students are looking beyond the associate, bachelor’s and master’s degree, and enrolling in certificate programs to give them a competitive edge. Many professions, such as law and health care, have always required licensing or credentialing as a barrier to entry. Now, more industries are increasing their professional qualifications. Information technology, finance and human resources are some examples of industries that are building more requirements in to even the most basic, entry-level jobs. Standing Out There are about as many certificate and credential programs as there are industries, so when transitioning from military to civilian work, students have many choices. They range from traditional certified public 24 | MAE 6.3 accountant licensure programs to highly specialized information technology programs to more general project management programs. Justin Orgeron is a veteran who took the certification route and said he is happy he did. Orgeron, who served in the Marine Corps from 1996 to 2004, is an IT professional who looked into certification and decided it would be a smart investment. He currently works overseas as a program manager in information technology, and has earned several certifications in addition to his college degree. He is a MCP (Microsoft Certified Professional), MCDST (Microsoft Certified Desktop Support Technician), Comptia A+Comptia Security+ ITIL, Intermediate CISSP (Certified Information Systems Security Professional) and PMP (Project Management Professional). He said each of the programs varied in length. With prior knowledge and a bit of study to brush up on things forgotten, he said some certifications could be taken in as little as one afternoon, such as A+ and Security+. Others require coursework to be completed prior to sitting for the exam, and still others require months of preparation. “The CISSP and PMP both take serious study and also have requirements for real-world experience that must be met before you can sit the exams,” he said. Some of Orgeron’s certifications cost $250, and others ranged from $500-$600. He also enrolled in refresher, “boot camp” programs that cost him $2,000. “They were worth the time and money,” he said. “Some [programs] are better than others.” The boot camp classes helped students take a year of preparation and crystallize materials learned before the actual exam, he noted. “You can do without it, but I would suggest a refresh course for anyone attempting the PMP or CISSP. Living and breathing the material for a week with nothing else on your plate can make a world of difference. I attribute that to my passing the CISSP on the first try . . . many others have not been so lucky.” Higher Wages After he earned his CISSP and PMP certifications, he found that they translated almost instantly into a higher wage bracket. “They’re in demand with employers, and that equals a higher starting salary than would otherwise be offered,” he said. “If you’re looking for a job, certifications are an extremely effective way to separate your resume from the others.” In addition, many recruiters have trouble understanding and translating the more technical aspects of IT positions. Sometimes resume searches are run based on keywords, and hiring managers do more vetting of the candidates. On-the-job experience is still “the gold standard” when actually sitting an interview, Orgeron said, but certifications make extremely convenient keywords when running those searches. www.MAE-kmi.com “If you are already in a job, hard work will get you promoted in IT, but certifications are an easy way to get noticed by upper management and help them justify a promotion,” he added. “If you already have the knowledge and experience … why wouldn’t you get the certification?” Credentials are a wise investment, said Jennifer Dunleavy, president of Accuro, an executive staffing and recruitment firm in Raleigh, North Carolina. Accuro regularly works with Fortune 500 companies and places workers in high-profile technical and financial positions. “Any additional credentials one could secure in order to confirm their expertise is really important,” Dunleavy said. “Any credential that can be paired with a college degree is really going to set an individual apart from the pack.” Dunleavy frequently works with job seekers on strategies to improve their profiles and visibility with recruiters. She stressed that the certification itself has value beyond what is printed on the page. “It really does not only show the level of dedication and ethics that the individual has to their career and their own potential, but also demonstrates to an employer what dedication and work ethic they can bring to a job,” she said. doesn’t tend to hire people who have only studied concepts. It moves too fast for “armchair strategists,” he said. “We want it to be real-world. If there is no market for it, it may be a great topic, it may be a fun topic, but we don’t want to spend time on it. You want to make every minute count. We have adult learners here.” IT has been a hot industry for many years, but the September 11 attacks sent it into high gear, especially in the area of security. Benjamin said the huge increase in cybercrime has created a demand for trained professionals in information security and assurance, and digital forensics. These are two areas of concentration AMUS offers in its IT studies department. “Cyber-terrorism has become a big issue, so protecting our assets has become a top priority,” he recognized. Beyond Numbers The financial world is another area of rapid growth that it virtually limitless when it comes to professional designations. At The American College in Bryn Mawr, Pa., Professor Kevin Lynch has taken his experience in the financial services industry, along with multiple certifications, and used them to boost his career in the education sector. A Vietnam veteran, Lynch grew up in the military; his father was a Command Growing Together Sergeant Major for Army Special Forces. He served in the Army from 1968 to 1970 “Companies right now are looking for as a Sergeant E-5 and went on to earn individuals who can help them grow or help four degrees. Lynch is now their company become more pursuing his doctorate in efficient,” Dunleavy added. business and has earned “So, in our efforts, what we 15 professional credentials, are seeing is companies are some of which include a really investing in talent that CFP (certified financial can help grow a top line, or planner), ChFC (chartered grow a bottom line of the busifinancial consultant) and ness. These are going to be a CLU (certified life underlot of people with strong anawriter). lytical capacities, analysts, for His certifications also example, who can help evaluKevin Lynch served him in his career ate opportunities as well as before he was in academics. efficiencies and processes.” Before joining The American College, Lynch Information technology is arguably one worked in the financial services industry. The of the fastest-growing and fastest-moving CFP curriculum is a good example of the sectors of the labor market. Daniel Benaverage amount of work it takes students to jamin, the interim dean of the School of earn a certification. CFP designation consists Science and Technology at American Public of six different classes: Financial Planning: University System, said certifications are in Process and Environment; Fundamentals of high demand in his field. “One of the chalInsurance Planning; Income Taxation; Planlenges in the world of IT is if you are out for ning for Retirement Needs; Investments; and a month, you are obsolete,” he said. Fundamentals of Estate Planning. According to Benjamin, the IT field www.MAE-kmi.com Students also get a review for the CFP examination. People Too Human resources opportunities are growing fast and have a strong employment outlook, according to the Bureau of Labor Statistics. Experience and graduate degrees are often favored in HR candidates, but the field is using more certifications to screen employees. The HR Certification Institute in Alexandria, Va., has been awarding credentials for 33 years. They offer a professional in human resources, a senior professional in human resources, and a global professional in human resources, as well as the California certifications of two of those. “These are extremely popular certifications,” said Margaret Brown, spokeswoman for the HR Certification Institute. Currently, there are more than 108,000 certificants, in 70 countries, who have passed rigorous exams to demonstrate their mastery and application of HR practices, policies and procedures, she noted. Students of the school report back that the certifications give them credibility and help them find new work more easily than their peers. Ed Lizotte, Post University’s director of military programs and veterans affairs, said Post keeps in mind its military students’ larger career and academic goals when advising which professional certificates to pursue. Post offers a range of certificates, including HR and paralegal credentials. “With our military program, we have found that servicemembers like to feel a sense of accomplishment rather than just taking classes,” Lizotte said, “especially if they are deployed.” The veterans affairs department at Post has created an analysis of the school’s credential programs to determine what military students can pursue while not losing time and credits. It makes sure the credential programs are credit-bearing and not a dead end academically. “The student never loses anything when they complete a certificate with us,” Lizotte added. “Just as an associates leads to a bachelor’s degree, a certificate can be a very good stepping stone.” O For more information, contact MAE Editor Mark Fitzgerald at markf@kmimediagroup.com or search our online archives for related stories at www.MAE-kmi.com. MAE 6.3 | 25 Compiled by KMI Media Group staff Nevada Regents Reject Campus Closures to Erase Deficit The board that governs Nevada’s higher education system has rejected the possibility of shutting campuses to close the enormous budget gap the system faces over the next two years. Governor Brian Sandoval has proposed a nearly 30 percent cut in the budget for the Nevada System of Higher Education by 2013, and presidents of the system’s campuses have laid out plans that would eliminate scores of academic programs and many hundreds of jobs, cut salaries and sharply increase student tuition and fees. But by an 8-5 vote, regents dismissed the alternative of closing campuses, amid opposition to the idea from students, college officials and local business leaders. Regents debated a proposal that would merge Nevada State College into the College of Southern Nevada, Desert Research Institute into the Universities of Nevada, Las Vegas and Reno, and the three northern community colleges into one entity. The proposal came after regents asked the chancellor’s office to analyze how much money could be saved by mergers. The total savings was estimated at $15 million per year. “I don’t know why we’re reversing course today when the budget numbers haven’t changed,” Board Chairman James Dean Leavitt said, noting that he did not want to remove any options from the table when the size of the cut is still unknown. Governor Brian Sandoval has proposed cutting state support to higher education by 16 percent next year and by 29 percent in 2013. State support would go from $558 million this year to $466 million next year to $395 million in 2013. Sandoval has proposed salary cuts and tuition and fee increases as ways to make up the losses. NECB, NIWH Look Out for Military Spouses The New England College of Business (NECB) will offer reductions in tuition on associate degrees in business administration for all spouses of active duty servicemembers. The discount will bring the entire tuition cost of the degree to $4,000. Under the new military spouse scholarship guidelines, Military Spouse Career Advancement Accounts (MyCAA) benefits can cover 100 percent of the tuition cost. The original MyCAA program, which provides education funding for spouses of active duty DoD servicemembers, started in 2009 with 136,000 applications and over 98,000 spouses receiving funding. On October 25, 2010, the new MyCAA program began accepting applicants under guidelines that are more 26 | MAE 6.3 restrictive, limiting the program to associate degrees and certificates. The amount of the funding has also been reduced from $6,000 down to $4,000 and limited to spouses of military members who are E1-E5, W1-W2 and O1-O2. NECB responded to the new restrictions by offering a program to all spouses that would open the opportunity to earn an associate degree with no out-of-pocket tuition expense. The program was targeted to end in January, but due to the positive response and New England College of Business’ commitment to the military community, it has been extended until May 26 to allow spouses more time for MyCAA funding approval. In related news, the National Institute of Whole Health (NIWH) is opening its military scholarship program to all spouses of active duty military personnel. The scholarship can be used towards any one of NIWH’s educational programs. Originally intended only for MyCAA eligible spouses, the program has been expanded to accommodate increased need for educational opportunities. “Since announcing the scholarship a few months ago, we have been inundated with calls by military spouses who want to participate, but do not qualify for MyCAA benefits,” said Dr. Georgianna Donadio, program director for NIWH. “The original intention behind the scholarship program was to assist in providing demystified whole health information for the people who need it most. Given the response we’ve had over the past months, it is clear to us that this need exists for a much wider military spouse audience.” Millions of U.S. military spouses can now partake in NIWH’s $1,250 scholarship. This automatic scholarship can be applied to NIWH certification programs—the Whole Health Educator, Whole Health for Nurses, Whole Health Nutrition Educator and Whole Health Coaching certifications. For health, allied health and education professionals, the programs enable military spouses to enrich their existing education with knowledge of “the whole picture of health” for career advancement. Spouses are able to train to care for the whole person, addressing not just the physical aspect of health, but also the emotional, nutritional, environmental and spiritual. Participants can also elect to enroll in NIWH’s whole health certificate of study programs and receive a scholarship equal to 25 percent off the standard tuition. The NIWH Family Health Advocate Certificate of Study, Whole Health and Wellness Certificate of Study and the Health and Wellness Coaching Certificate of Study are open to all non-credentialed students for personal health enrichment. These programs were designed to assist military families in supporting their own members’ personal health needs, addressing many of the health concerns affecting active military soldiers today, including post-traumatic stress conditions and brain injuries. All courses are video-based and can be streamed online from anywhere in the world, an option that is particularly useful for military families that frequently move. www.MAE-kmi.com Mae CALEND A R & DI REC TO RY 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. Advertisers Index Ashford University............................................................................. 7 www.military.ashford.edu/mae Blackboard........................................................................................ 3 www.blackboard.com/gov Everest University Online................................................................ C4 www.everestmilitary-online.com Kaplan University ........................................................................ 16 www.military.kaplan.edu Keiser University. . ............................................................................ 19 www.keisersuccess.com/military Northeastern University.................................................................. 11 www.northeastern.edu/militarycps Penn State University Outreach...................................................... 18 www.worldcampus.psu.edu/educatingmilitary Thomas Edison State College........................................................... 10 http://military.tesc.edu Ultimate Medical Academy. . ....................................................... 21, 27 www.ultimatemedical.edu/mae University of Maryland University College . . .................................... C2 http://military.umuc.edu/cybergoal University of Phoenix...................................................................... C3 www.phoenix.edu/military Calendar May 1-4, 2011 USDLA 5th Annual Conference St. Louis, Mo. www.usdla.org/2011_ national_conference/ July 24-28, 2011 2011 AACC Annual Meeting Atlanta, Ga. www.aacc.org/ events/2011am/pages /default.aspx May 22-25, 2011 ASTD 2011 International Conference & Exposition Orlando, Fla. www.astdconference.org August 3-5 2011 Distance Learning Conference Madison, Wis. www.uwex.edu/disted/ conference/index.cfm Next Issue May 2011 Volume 6, Issue 4 Cover and In-Depth Interview with: Monty Mathis ESO Coast Guard Features • PTSD Support The number of veterans seeking help for post-traumatic stress disorder has risen dramatically in recent years. What resources and systems of support are available at colleges and universities for students with PTSD? What kinds of therapies have seen success? • Communications MAE looks at several schools offering programs in communications and considers the trajectory of this discipline for military students as well as the job outlook for related professions. • Internships Amid this slow economy, companies are increasingly offering internships as a way to save money and bolster efficiencies. MAE considers the appeal of a variety of opportunities and how students can leverage them to land permanent jobs and launch careers. Special Section Tuition Assistance Are servicemembers taking advantage of tuition assistance as much as they can? MAE looks at nuances of implementation, incentives, patterns of success and big picture impacts as well as opportunities for improvement and challenges moving forward. Ad Deadline: May 10, 2011 www.MAE-kmi.com MAE 6.3 | 27 University Corner Military Advanced Education S. David Vaillancourt Online Director of Education Ultimate Medical Academy instructional tools to meet the needs of each student. Q: Can you please provide a snapshot of the college’s history, curriculum and mission statement? A: Over the last 15 years, Ultimate Medical Academy has trained thousands of students for careers in the allied health field. Our operation was founded in Florida where we have three campuses, including a growing online school. We are a community committed to the belief that higher education has the power to transform lives. Health care training is all we do, and we measure our success by how well our students are prepared for and obtain jobs in this growing industry. Ultimate Medical Academy serves its students by providing a quality education in a friendly, encouraging and professional environment. Every day, UMA faculty and staff strive to build this atmosphere by providing the fundamentals, support and materials necessary for our students to achieve success both within and beyond our doors. It is a sincere pleasure to be a part of this dedicated and highly-skilled team at Ultimate Medical Academy. Since my honorable discharge from the U.S. Army in 1986, I have devoted my life to advancing all levels of education. From teaching the sciences in the K-12 public school arena to completing the doctor of education in instructional technology and distance education, my career in education continues to build on the foundational life knowledge and skills taught in the regular Army. My tour with the 25th Infantry Division at Schofield Barracks provided me with insights I continue to use today in the development of educational offerings designed to meet the growing needs of today’s military personnel. Q: What sets UMA apart from other schools? 28 | MAE 6.3 Q: What have been some of the biggest lessons you’ve learned since assuming your post? A: We have a special focus in health care training. It is our special assignment. Health care continues to be a growing industry in today’s climate. UMA has enjoyed strong growth and popularity based on our commitment to education, job placement and, most of all, the efforts of our dedicated students and faculty. We take a personal interest in student success and encourage students to work closely with our instructors and staff, along with their fellow students, to form a strong network that will enrich the student’s school experience and support you along the way. Q: What are some of UMA’s most popular programs that are offered to military spouses? A: Our associate degree programs in health sciences [pharmacy technician and medical administrative assistant tracks] and medical billing and coding. A: In the military, you always drive yourself for continuous improvement in the effectiveness of your team. Relating to my experience at Schofield, I’ve found that UMA is no different in its core value for students, instructors or staff. Continually refining educational efficiency and achievement is critical for anyone who is serious about adult education in today’s world. Ultimate Medical Academy is serious about delivering a high quality education to the dedicated student we serve. Q: Looking ahead, how will the college realize its core objectives and aspirations? A: We will continue to focus on career placement and outcomes of our students. This is and always has been extremely important to the success of our school. We understand health care and will continue to ensure we provide a quality online experience to our students. Q: What is UMA doing to keep up with growing technologies and opportunities related to distance learning? Q: Is there anything else you’d like to add? A: We are very active in investing in emerging technologies. I am personally leading an effort to implement engagement metrics and academic analytics to ensure we offer a robust online experience to our military students. Other enhancements include interactive, scenario-based simulations, individualized student desktops available online for 24/7 access from any computer with Internet access, high-tech laboratory simulations over the Internet and personalized A: When professionals are giving advice to the people they serve, the customer who is in critical need of a solid and straightforward answer may ask, “If it were your family member, what would you do?” I am very pleased to say that my oldest daughter recently completed a diploma program at UMA as a patient care technician. She is eagerly looking forward to pursuing her associate’s degree online next fall. UMA’s dedication to its students is something I know I can depend on. O www.MAE-kmi.com Questions About Financing College? At Ease. The new Everest Military Scholarship can cut tuition by up to 50% for all active duty personnel and their spouses! If you’re thinking about starting college but have questions about the costs, call Everest University Online. Our student finance planners are experts on the education benefits available to you. ■ ■ ■ Accounting Applied Management Business Computer Information Science Criminal Investigations Criminal Justice ■ ■ ■ Call today for more information! 888-404-5942 www.everestmilitary-online.com 4780 (10-1209) ■ ■ ■ And now, our expanded Military Scholarship for active duty personnel provides up to a 50% reduction on your tuition, giving you even more financial support.* That means you could be enrolling in one of our career-education degree programs sooner than you think! Homeland Security Medical Insurance Billing and Coding Paralegal * Military scholarships and additional financial aid are available for those who qualify. Talk to an Everest military admissions representative for complete details.