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May 2016 Volume 11, Issue 4

www.MAE-kmi.com

Minuteman Scholarships O VITAL Program

Education and Career Transition Guide for Servicemembers and Veterans

Services Supporter

Jeff Allen Director DANTES

TransiTion Trends

Corporate Connection: SAICBrian Koziol, Product Support and Sustainment Director

Special Section:VA AccelerAted leArning ProgrAms

• Transition Trends: Making the Transition with Onward to Opportunity

• Careers in Logistics

WE CAN HELP PREPARE YOUR SERVICEMEMBERS

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An Equal Opportunity Affirmative Action Institution. Baker College is accredited by the Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org. Baker Center for Graduate Studies’ MBA program is also accredited by the International Assembly of Collegiate Business Education (IACBE). For more information about our graduation rates, the median debt of students who completed the program, and other important information, please visit our Web site at www.baker.edu/gainfulemployment.

Whether the plan is to continue in the military or transition to civilian life, Baker can help your military personnel receive an online degree from anywhere in the world.

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Baker College strongly believes in the Principles of Excellence as outlined in Executive Order 13607 by being a participant of the Degree Network System (DNS), DANTES, GoArmyEd, and CCAF’s AU-ABC Program. The college is a proud signer of the DOD MOU and is eligible to receive Federal military and Veteran education benefits.

To help your servicemembers see how online classes work, watch our multimedia demo at bakercollegeonline.com/demo.

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Cover / Q&AFeatures

Jeff Allen Director

Defense Activity for Non-Traditional Educational Support (DANTES)

Departments University Corner2 editor’s PersPectiVe3 ProgrAm notes14 clAss notes25 ccme grAPeVine26 moneY tAlKs27 resoUrce center

JAmes croninVice President of Stateside Military OperationsUniversity of Maryland University College

May 2016Volume 11, Issue 4MILITARY ADVANCED EDUCATION & TRANsITION

The leading higher education resource for our nation’s servicemembers

Targeted circulation reaches education services officers and content focuses on current trends in higher education and highlights pressing issues for military students.

28

16

12fUnding the dreAmThe Army Reserve Minuteman scholarship program gives students a lucrative way to serve their country and capitalize on scholarship assistance.By Jamal B. Beck

19trAnsforming VitAl cAreVA partners with colleges to provide a veteran-centric approach to veteran care. Through the Veterans Integration to Academic Leadership (VITAL) initiative, the VHA provides innovative veteran-centric support directly to student veterans on a growing number of college campuses.By JeSSica thiede, pSyd, JameS lickel, ph.d., Shannon mccaSlin ph.d., and kai chitaphong, lcSW

22AccelerAting oPPortUnitiesAccelerated Learning Programs developed by VA give veterans a competitive edge. Accelerated learning is a non-traditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner potential in an expeditious way, and generate measurable increases in skills and knowledge.By RoSye cloud

6

corPorAte connectionSAICBrian KoziolProduct Support and Sustainment Director

7chAin of commAndCareers in Logistics are a natural career progression for many veterans, capitalizing on their military experience in supply chain management and acquisition.By Kasey Chisholm

10mAKing the trAnsition with… onwArd to oPPortUnitYO2O brings civilian career training to eligible servicemembers up to six months prior to their transition date and any active duty military spouse, regardless of where their partner is in their military career. O2O combines industry-validated curricula, strong partnerships, and comprehensive career coaching and placement services to match program candidates with civilian job opportunities.

TransiTion Trends MAE&T Supplement

“It is never too early to begin planning and working on

education and career goals.

The earlier a member

engages with Service-level

education counseling, the more

time they will have to take advantage of the programs designed to help them

achieve their goals.”

— Jeff Allen

Graduation season is here! Student veterans and their families spend years working towards it, so when the big day finally rolls round, the sense of excitement in the air makes perfect sense.

This month, many student veterans will be making an important transition; graduating and joining the ranks of accomplished SVA alumni across the world.

Each year, SVA Chapter members naturally take to social media to capture their final days as students and their excitement on gradua-tion day. SVA invites you to join in the online graduation conversation by posting about it on Facebook, Twitter, and Instagram, and tagging your posts with SVA’s official 2016 commencement season hashtag: #GIBillGrad.

SVA will be featuring success stories all month long to celebrate this important milestone for those graduating, and to inspire the next generation.

As SVA mentioned in a recent email: “Graduation is a huge milestone in life which, while exciting, can be a bit daunting. For new graduates, you may be moving to a new city or starting a new job. No matter where you end up, in the transition from college to alumni, SVA is here to help. Remember, you are a student vet for life, and we encourage you to be an active one.”

SVA is also welcoming a number of new SVA chapters into the fold. These additions bring the total number of chapters to 1,368.

• Arizona State University – Fulton Schools of Engineering in Tempe, Arizona• Washington State Community College in Marietta, Ohio• Trevecca Nazarene University in Nashville, Tennessee• Northwest Vista College in San Antonio, Texas• King University in Bristol, Tennessee• Lee University in Cleveland, Tennessee• High Point University in High Point, North Carolina• Southern Nazarene University in Tulsa, Oklahoma• Northern Michigan University in Marquette, Michigan• Oklahoma Christian University in Edmond, Oklahoma• Medgar Evers College in Brooklyn, New York• Southwestern University in Georgetown, Texas• Olympic College in Bremerton, Washington• Red Rocks Community College in Lakewood, Colorado• Pacific Lutheran University in Tacoma, Washington• University of Colorado Law School in Boulder, Colorado• Southern Technical College in Tampa, Florida• Delaware County Community College in Media, Pennsylvania• Cumberland County College in Vineland New Jersey• Portland Community College Southeast in Portland, Oregon• Gonzaga University in Spokane, Washington• South Puget Sound Community College in Olympia, Washington• Wenatchee Valley College in Wenatchee, Washington• Fisher College in Boston, Massachusetts

EDITOR’s PERsPECTIVE

Education and Career Transition Guide for Servicemembers and

Veteranseditorial

Editorkelly g. Fodel [email protected]

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www.MAE-kmi.com MAE&T 11.4 | 3

compiled by kmi media group staffPROGRAM NOTEs

Veterans First ActWith support from key veterans organizations and government account-

ability groups, U.S. Senator Johnny Isakson, R-Ga., chairman of the Senate Committee on Veterans’ Affairs, urged his Senate colleagues to support the Veterans First Act, a bipartisan bill to change the culture at the Department of Veterans Affairs (VA) through accountability reform as well as enhanced veterans’ health care and benefits.

“Every time we turn around, there are reports of no accountability at the VA,” said Isakson in remarks delivered on the Senate floor. “Our committee decided it is our job to see to it that our veterans get what they deserve. That is, a VA that delivers on the promise of good health care, good benefits and the appreciation of a grateful country for the sacrifice each of them made.”

Isakson continued, “The important thing to understand is that we are finally putting our veterans first. We are telling the VA: ‘We appreciate the good job you do, but we want to make sure you are doing it 100 percent of the time, not just 85 or 90 or 95 percent of the time.’ We want to make sure they are putting our veterans first. We want to make sure that somebody who makes a mental health call to a veterans hospital doesn’t get a busy signal or a wrong number. We want to make sure that when somebody makes an appointment and then shows up, there is somebody there to meet them for that appoint-ment. We want to make sure that the services veterans earned, fought for, and in many cases sacrificed for, are available to them.”

Highlights of the Veterans First Act include accountability reform to make it easier for the VA secretary to remove bad actors at all levels of the depart-ment, the expansion of the VA’s Program of Comprehensive Assistance for Family Caregivers, the strengthening of the Veterans Choice Program and the establishment of a pilot program to address the delays and massive backlog in VA’s disability claims appeals process.

The Veterans First Act has won the support of several veterans groups and government accountability groups, such as:

• TheAmericanLegion:“There is much to like in this bill. Since the wait time manipulations and other irregularities were exposed in 2014, The American Legion has demanded accountability. This legislation will shorten the grievance process, make it easier to dismiss VA officials that breach the trust of the veterans that they are supposed to serve and allow VA to offer competitive pay and incentives to attract talented physicians and other professionals. We hope that Congress will pass and the president will sign this bill quickly.” -National Commander of The American Legion Dale Barnett

• ParalyzedVeteransofAmerica:“The Comprehensive Family Caregiver Program administered by the Department of Veterans Affairs to veterans of all generations is one of our highest legislative priorities. …The bill reflects several other high priorities for the organization, including a strong focus on accountability within the ranks of the VA, and maintaining current protections for veterans in the claims and appeals process.” - Sherman Gillums, Paralyzed Veterans’ acting executive director

• VeteransofForeignWars(VFW):“The VFW is encouraged that the Senate Veterans’ Affairs Committee has made progress on the Veterans First Act, and while there are key omissions, we do call upon the full Senate to quickly pass it so that the House and Senate can compromise on a final bill. …The VFW looks forward to working with the committees to pass this much-needed bill, as well as finding a way forward to implement appeals reform that improves the process and reduces the current backlog of pending appeals.”

• DisabledAmericanVeterans(DAV):“We applaud Senate Veterans’ Affairs Committee Chairman Johnny Isakson (GA) and Ranking Member Richard Blumenthal (CT) for reaching bipartisan agreement on a Senate omnibus veterans bill, the ‘Veterans First Act,’ that contains many DAV priorities to strengthen and expand federal programs benefits supporting the men and women who served. This omnibus legislation would extend comprehensive caregiver support to veterans of all eras, increase veterans’ options for long term care through medical foster homes, enhance VA’s efforts to recruit, retain the best and brightest medical professionals, reform claims and appeals processing by creating a fully developed appeals program and make dozens of other positive changes to improve the lives of those who wore the uniform.” – Garry J. Augustine, Washington Executive Director, DAV

• NationalAssociationofStateApprovingAgencies(NASAA): “NASAA supports the Veterans First Act because we strongly believe that its provisions provide important safeguards, which will serve to protect our veterans, while helping to reduce obstacles to veterans success in education and training that will lead to meaningful employment.”

• GovernmentAccountabilityProject: “The Government Accountability Project supports today’s introduction of key whistleblower protections for U.S. Department of Veterans Affairs employees within the Veterans First Act. Introduced by Senate Veterans Affairs Committee Chairman Johnny Isakson and Ranking Member Richard Blumenthal, the rights are a major breakthrough in the struggle for VA whistleblowers to gain credible protections when defending the integrity of the agency mission and disclosing quality of care concerns. Further, the Act would provide a system to hold employees accountable for their actions when they retaliate against those exposing waste, fraud, or abuse.”

However, the bill does have its critics, including SVA and the Iraq and Afghanistan Veterans of America (IAVA). Why? The bill generates about $3.4 billion in revenue by reducing the growth in student veterans’ housing allow-ance in coming years.

The move brings the veterans benefit in line with Defense Department housing stipends, a move lawmakers initially planned last year but deferred until now. Students would not see a reduction in their housing payouts but would see their rate of growth shrink, until the stipend covers 95 percent of the average area housing cost. Student Veterans of America estimates the reductions will amount to an average loss of more than $800 when fully implemented in coming years.

In a statement, IAVA said this amounts to a cut of BI Bill benefits, and represent “an historic breach of trust between Congress and veterans.”

“As Congress quietly passed another bill cutting veterans education benefits, veterans are stuck having to beg for the benefits we earned,” said IAVA Chief of Staff Allison Jaslow. “Despite creating dialogue with Members of Congress and our members sending 29,000 messages to Congress, Sen. Isakson (R-Ga.), Sen. Blumenthal (D-Conn.) and their colleagues have ignored the veteran community. In a bill that is meant to add much needed accountability to the VA, both the full House and the SVAC have opted to do their business under the cover of anonymity. We fought hard eight years ago to get the Post-9/11 GI Bill passed and we will not quit fighting until Congress protects the benefits being earned on the battlefield as we speak.”

www.MAE-kmi.com4 | MAE&T 11.4

compiled by kmi media group staffPROGRAM NOTEs

National Defense Authorization ActIn mid-May, the Senate Armed Services Committee’s personnel panel

cleared the National Defense Authorization Act with a 1.6 percent pay raise for troops. That was half a percent lower than the pay raise included in the House version.

Additionally, the Act included big news related to military healthcare benefits. Personnel committee chairman Sen. Lindsay Graham, R-S.C., said that the bill included “the most comprehensive look at military health care that I’ve ever been involved in.”

Resume WorkshopsSVA is partneringwithGoogle tohost

another year of resume workshops formore than 400 veterans at 17 eventsnationwide.

Whether you have a resume or needto start from scratch, every veteran thatattendsaworkshopispairedwithaGoogleemployeeforaone-on-oneresumecritiqueand coaching session, attends a paneldiscussionwithGoogleveteransandhiringprofessionals,enjoysafreelunch,andgoesonatouroftheGoogleoffice.

“TheresumeworkshopatGooglewasthebestI’vebeentosinceseparatingfromthe Army in 2009,” said Joe Quiggle, astudentattheUniversityofSanFrancisco.“TheGooglerswhograciouslyvolunteeredtheirtimewerephenomenal.”

Due to limited space, veterans inter-estedinattendingmustregistertoattend.Eachworkshopbeginspromptlyat9:00AMandconcludesaround3:00PM.Thedresscodeisbusinesscasual.Registeronlineathttp://www.studentveterans.org/programs.The events will be held on the followingdates:

• Chicago,IL-Wednesday,June1,2016• SanFrancisco,CA-Monday,June6,

2016• Atlanta,GA-Monday,June6,2016• AnnArbor,MI-Wednesday,June8,

2016• Boulder,CO-Monday,June13,2016• MountainView,CA-Tuesday,June14,

2016

• LosAngeles,CA-Tuesday,June14,2016

• Cambridge,MA-Tuesday,June14,2016

• Irvine,CA-Wednesday,June15,2016• Seattle,WA-Wednesday,June15,2016• Washington,DC-Thursday,June16,

2016• MoncksCorner,SC-Thursday,June

16,2016• Austin,TX-Tuesday,June21,2016• Pittsburgh,PA-Tuesday,June21,2016• PryorCreek,OK-Monday,June27,

2016• NewYork,NY-Tuesday,June28,2016• MountainView,CA-Wednesday,June

29,2016

Four Navy College Offices (NCOs) will remain open until October 2017, with all others shutting down by this October. It’s a slight delay of Navy’s plan to close all 20 U.S. offices.

With the closure of the NCOs, sailors will transition to an online and hotline-based system to apply for education benefits.

The Navy will keep four CONUS Navy College Offices open for an additional year in the fleet concentration areas of Norfolk, Va., San Diego, Calif, Jacksonville, Fla, and Kitsap, Wash., to help with the transition. They will be open until Sep. 30, 2017.

“We believe this transition period is key to ensuring the changes and improvements (such as website enhancements and increased hours to the virtual education center) we are making to further enhance our customer service to our Sailors,” Lt. Cmdr. Kate Meadows, spokeswoman for Naval Education and Training Command, told MAE&T. “We remain committed to providing Sailors with opportunities to earn degrees and certificates. Tuition assistance will not be affected.”

None of the 11 overseas Navy College Offices are slated for closure.

In a new notice in the Federal Register in early May, VA announced that pursuing advanced education under the Post 9/11 GI Bill will get more help covering tuition and fees. Starting Aug. 1, tuition benefits will go up 4.2 percent for the 2016-2017 academic year—the same rate of increase as last year.

The notice says the maximum annual benefit for tuition and fees may not exceed the in-state costs at public schools; $21,970.46 at private and foreign schools; $12,554.54 at vocational schools; and $10,671.35 at correspondence schools.

More Help With Tuition and Fees

Only Four NCOs to Remain in 2017

www.MAE-kmi.com6 | MAE&T 11.4 | Transition Trends

TransiTion Trends

CORPORATE CONNECTION Military Advanced Education & Transition

TransiTion Trends

SAICBrian KoziolProduct Support and Sustainment Director

What advice would you offer servicemembers and veterans looking to make the transition to a civilian career?

Having made the transition for myself and my family from the Army, I can offer a few tips for a successful

transition. Always plan ahead and start transition planning early. I recommend planning and preparation at about a year from your separation date. Remember, your family is in transition too. Explore many career possibilities; don’t limit yourself. Begin your networking process through multiple channels like Linke-dIn and military associations like Military Officers Association of America, the Association of the United States Army, Marine for Life, Veterans of Foreign Wars, American Legion, others.

Lastly, civilianize your military experience. Don’t assume civilians understand the correlation between your military expe-rience and the civilian job requirements. Once you get that first civilian job, you will use many of the same skills you used to be successful in the military, but you will also learn a great deal from your non-military colleagues.

What do you think is the biggest challenge veterans face in making their transition to civilian employment?

I believe the greatest challenge is adjusting to civilian life. I encourage veterans to become involved in activi-

ties that can assist with learning and transition, ask questions, be enthusiastic, volunteer for the tough assignments, and solve problems.

How can companies better assist veterans in their transition?

At SAIC, we support many non-profit organizations that give back to veterans transitioning from military

life, like The Mission Continues, Operation Homefront, USO-Metro, and more. I would like to see more companies support these great organizations and others like it.

Why does your company believe veterans are a valuable investment?

SAIC recognizes that in addition to excellent work ethic and in demand technical skills, veterans can successfully navigate the government work environ-

ment. SAIC’s values and culture has a strong correlation with our military customers. We are similar in that we believe in empow-

erment, integrity, and mission understanding. We understand the value and unique skills that veterans bring to our organiza-tion, and that their values align with ours. Veterans are leaders and problem solvers. Our collective skills bring inventiveness and expertise to quickly get to smarter and more innovative solutions for our customers. Veterans also bring a level of pas-sion and commitment to supporting the team.

Many companies recognize the value of veterans entering the corporate workforce. What makes your company distinct in the support it offers to

veteran employees?

At SAIC, we have the Military Alliance Group (MAG), which is one of two SAIC Employee Resource Groups

that provides a forum for military veterans and advocates. The purpose of MAG is to leverage the valuable resources brought to SAIC by those who have served in the U.S. Armed Forces. We also have many non-veteran members whose family or friends have served and they are equally as passionate about supporting veterans in the community through involvement and outreach. The MAG provides a forum for understanding and supporting the professional growth of its members and for enhancing the knowledge base of the company to help SAIC deliver solutions to our customers.

MAG also aspires to become a resource that will help members transition, develop, and advance in their careers at SAIC through internal and external networking, programs, and activities.

What percentage of your employees are veterans?

Roughly 21 percent of SAIC employees are protected veterans.

What do you believe makes your company particularly veteran-inclusive and supportive?

I think a combination of factors make SAIC a veteran-inclusive culture. Approximately 66 percent of SAIC’s employees support the Department of Defense. More

than 20 percent of our workforce has protected veteran status. So, by combining these two elements, much of SAIC’s work is related to the military services and our veteran employees are continuing that sense of service to help protect our nation. They are still answering the call of duty, but now in a different capacity. O

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www.MAE-kmi.com Transition Trends | MAE&T 11.4 | 7

TransiTion Trends

In any industry responsible for moving and storing products, logistics becomes a key component to success. Whether manufacturing, trucking, railroads, ocean shipping, airlines, tourism, healthcare, retail, or others, logistics profes-sionals are a necessity to a smooth, well-functioning process. It is no surprise, then, that the projected job growth for logis-ticians is estimated at 22 percent between 2012 and 2020 according to the US Bureau of Labor statistics. Freda Powell-Bell, Program Chair of Acquisition and Supply Chain Man-agement at University of Maryland University College noted, “Logistics, including international logistics, has become more complex with challenges in global logistics operations, new advances in technology and the current need to provide safe and secure methods for distributing goods and services world-wide.”

For those with military experience, a degree in logistics makes perfect sense. “Almost all students with a military background have had some experience with logistics and understand how important logistics is to supporting any operation - whether that be during peace or war times,” shared Aman Gupta, Department Chair of Logistics and Supply Chain Management, Embry-Riddle Aeronautical Uni-versity – Worldwide. He continued, “The military has always led the way in new innovations within logistics and continues to look for ways to improve the supply chain.” For military veterans, a degree in logistics can be a lucrative next step.

Embry-Riddle Aeronautical University - Worldwide

Embry-Riddle Aeronauti-cal University-Worldwide’s Department of Logistics and Supply Chain Management offers associate, bachelors, and master’s degrees in logistics and supply chain management. While earning these degrees, students will study technology, process, and people solutions for warehousing, distribution, and transportation opera-tions; inventory management methods that optimize the supply chain; purchasing and procurement policies and pro-cedures; metrics for tracking and analyzing supply chain per-formance; and best practices, regulations, and professional ethics. The Bachelor of Science program is compatible with one or more minors including Air Cargo Management, Airport Management, Aviation Management, Human Resources, Management, Management Information Systems, Marketing, Project Management, and Technical Management. Gupta explained that with a degree in logistics and supply chain

By Kasey ChisholmMAE&T Correspondent

Chain of Command

Careers in Logistics are a natural career progression for many veterans.

Aman GuptaEmbry-Riddle Aeronautical

University - Worldwide


CAREERs IN LOGIsTICs

management, students can go on to careers including “transportation manager, project manager, inventory man-ager, distribution center manager, planner, buyer, purchasing manager, fulfillment manager, acquisition manager, delivery manager, operations research analyst/manager, management consultant, supply chain consultants” and more. Students seeking further training could pursue professional certifica-tions increasing their earning potential such as Certified Supply Chain Professional (CSCP); Certified Professional Logistics (CPL) certification program; and Certified Profes-sional in Supply Management (CPSM). The prospects for graduates is excellent, Gupta noted, detailing that “accord-ing to the Institute for Supply Management’s 2015 survey, respondents with a bachelor’s degree earned an average of $94,416 with the average annual compensation for supply management professionals coming in at was $101,944.”

Currently. 171 active duty or veteran students are enrolled in the Bachelor of Science in Logistics and Supply Chain Management. The Master’s program has 463 military enroll-ments. “In general, students with military experience are very disciplined and driven in the classroom. They bring a level of maturity and experience that really enhance the learn-ing environment,” described Gupta. He noted that military experience can often be a competitive edge for graduates entering the field. Embry-Riddle is proud to serve its military students, and thus offers various supports. A military and veteran student services team assists with VA and DOD benefits, and Embry-Riddle matches the DOD’s TA per credit hour maximum of $250 for both military members and their dependents. Other tuition discounts are also available for service members pursuing their graduate degrees.

University of Maryland University College

University of Maryland University College offers a certificate program and a master’s degree Acquisition and Supply Chain Manage-ment. Powell-Bell described the curriculum as providing “a foundation for under-standing the overall end-to-end acquisition process by applying methods, modeling tools and techniques, the-ory and practical application that will walk the student through the steps for implementing strategic and efficient supply chains and analyzing logisti-cal processes and procedures.” Graduates of the master’s program can go on to earn their Certification in Transpor-tation and Logistics (CTL) from the American Society of Transportation and Logistics by passing six examinations. Career prospects for UMUC logistics graduates include, but are not limited to, Logistician, Supply Chain and Acquisi-tions, Manager/Specialist, Chief Operations Officer, Distri-bution Manager, Logistics, and Inventory and Operations

Manager/Specialist. Students are well prepared for the day to day challenges of their careers, in which “Logistics pro-fessionals are responsible for designing and analyzing the systems used in distributing goods and services,” Powell Bell explained. She continued “They are tasked with constructing the most streamlined method of product distribution possible while improving efficiency, reducing profits and producing higher profits.” Logistics professionals are problem solvers, navigating technology, budgets, scheduling, and unforeseen circumstances.

Powell-Bell believes that military experience can prepare a student for a successful career in logistics. Military per-sonnel plan, develop, and direct logistical operations daily. The degree program at UMUC can benefit graduates “within their current military units or once they leave the military, as civilians in various organizations including those that focus on humanitarian assistance and disaster relief.” In addition, Powell-Bell shared that “Several of the courses in the program have been approved for Defense Acquisition University certificate equivalency” preparing them for addi-tional certifications that can be used to advance their careers. UMUC is one of 94 schools to participate in the VA’s Veterans Success on Campus program, supporting military students to meet with success. An online Veterans Resource Center offers assistance to military students and their families with transitioning to civilian life. Mentors and other services are also available.

The University of Texas at Dallas

The University of Texas at Dallas offers an Executive Master of Science in Supply Chain Management. Divakar Rajamani, Program Direc-tor of the Exec MS SCM/MBA in the Jindal School of Management, explained that “The program focuses on educating executives and industry-sponsored employees in the disciplines of product lifecycle and supply chain management by combining theory and practice.” A Master of Science in Supply Chain Management is also offered as a 36 credit hour STEM program that can be completed in 18-24 months. The focus in this program is “on the management of business activities from product development, sourcing, production and logistics to managing the resources and related capa-bilities the organization needs to accomplish its strategic objectives,” stated Rajamani. Whether in an analytical or managerial role, graduates can expect to be prepared for a wide variety of career prospects including product manager, sourcing manager, logistics manager, inventory manager, warehouse manager, operations manager, supply chain man-ager, general manager and business partner. Students can also pursue certifications prior to graduation, including the

Freda Powell-BellUniversity of Maryland

University College

Divakar RajamaniThe University of

Texas at Dallas


TransiTion Trends

For more information, contact MAE&T Editor Kelly Fodel at [email protected] or search our online archives

for related stories at www.mae-kmi.com.

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SAS Certificate in Data Mining and Business Intelligence, Certificate of Logistics and Transportation (CTL), and partici-pating in CPIM Prep Courses to prepare for the APICS exam.

“Having military experience is a great benefit for a career in logistics,” Rajamani offered. “Being able to multitask, dis-cover efficiencies, and solve problems are key traits to being successful in the logistics field.” UT Dallas offers career fairs, events, and assistance specifically for veteran students. They are one of six universities in a partnership with the United States’ Army Logistics Management College. In addition, students, staff, and faculty are welcome to take Green Zone training which is intended to help shape a military friendly campus. With these benefits, it is no surprise that UT Dallas is home to many military students as well as veteran faculty and staff.

University of Nebraska-Lincoln

The College of Business Administration at Univer-sity of Nebraska – Lincoln offers a supply chain man-agement graduate certificate to empower professionals to address the needs of the ever-evolving global market-place by sharpening their analytical skills and strength-ening their ability to forecast trends to make decisions. The certificate can be earned in its own right, or as a part of the UNL online MBA program, as well as in part of a business minor with other UNL gradu-ate programs. The certificate program at UNL is flexible and suited for full time students as well as business professionals. The certificate is 12 credit hours and offered entirely online.

While the first four courses are set, the final three courses are customizable by student preference from a choice of Advanced Enterprise Systems, Planning and Controlling Sup-ply Chain Systems, Advanced Topics in Lean Supply Chain Management and Managing Logistics in the Supply Chain. By earning the certificate, students learn about current issues and solutions to management problems in planning and forecasting, purchasing, distribution and customer service aspects of supply chain management.

“This graduate certificate program is ideal for business professionals who want to be able to make better business decisions based on understanding the data available to them,” said Donde Plowman, James Jr. and Susan Stuart Endowed Dean of the College of Business Administration. “Students in this program will have a competitive edge in this high-demand field.”

UNL recognizes that military service can be an excel-lent preparation for a career in logistics. Not only does the technical experience gained in the military prepare service members for this career path, but also their ability to deal with a stressful, fast-paced environment can help them be suc-cessful. UNL’s online MBA program has been ranked 2nd in the nation for military veterans by US News & World Report. Financially, UNL waives application fees for active duty and veteran military students, as well as grants a 15 percent online course tuition discount. Officer training can sometimes be granted graduate credit. A VA representative is available to help military students through the collegiate process. The flexibility of online programs, short eight week terms, and a deployment policy make UNL truly military-supportive. O

Donde PlowmanUniversity of Nebraska-Lincoln


TransiTion Trends

In the next five years, over one million military members and their families will transition to civilian life. For many, finding employment will be the most challenging part of their transi-tion. The Onward to Opportunity (O2O) program—a public-private partnership formed in 2015 between the Schultz Family Foundation and the Institute for Veterans and Military Families (IVMF) at Syracuse University, in collaboration with the United States Department of Defense—has the potential to funda-mentally shift how the private sector engages and supports our servicemembers and their families as they navigate the transition to civilian employment.

O2O brings civilian career training to eligible servicemem-bers up to six months prior to their transition date and any active duty military spouse, regardless of where their partner is in their military career. O2O combines industry-validated cur-ricula, strong partnerships, and comprehensive career coach-ing and placement services to match program candidates with civilian job opportunities.

According to Howard Schultz, Starbucks Chairman and CEO, and founder of the Schultz Family Foundation, “Our servicemembers are dedicated and resilient leaders who have answered their country’s call to serve. Every business in America should recognize the value that these men and women bring to our companies and communities: integrity, discipline, service, leadership, and a sense of mission. In most cases, all they need is the boost of job-specific training to excel in the workplace. We are thrilled to bring Starbucks and other corporate leaders to the table to tap into this impressive reservoir of military talent.”

The program was launched in September 2015 on two military installations: Joint Base Lewis-McChord (JBLM) in

the state of Washington and Camp Pendleton in California. Joint Base San Antonio launched its first O2O cohort in April, with Tri-Base Jacksonville (Fla.) and Fort Gordon (Ga.) slated to start classes this summer. O2O plans to expand to nine additional locations by June 2017. The O2O team is currently working with leaders in the Department of Defense and across the service branches to identify the list of optimal future sites for the program as well as an ideal rollout time frame.

O2O works closely with industry partners to understand current labor demand and define the skills and qualities required of the ideal candidate. These findings directly impact the design and deployment of our industry-specific curricula,

making The TransiTion

Providing training and career opportunities to transitioning servicemembers and spouses.By Michael A. Bianchi

Mike Haynie, IVMF; Alexander Vicente, U.S Army, O2O graduate; Daniel Pitasky, Schultz Family Foundation at O2O Graduation at JBLM, [Image Courtesy of IVMF]

Making the Transition with… Onward to Opportunity


For more information, contact MAE&T Editor Kelly Fodel at [email protected] or search our online archives

for related stories at www.mae-kmi.com.

which is tailored to these market needs. O2O also partners with leading veteran service orga-nizations and private sector companies to iden-tify employers committed to training and hiring veterans. These employer partners are engaged throughout each phase of O2O delivery by par-ticipating in the curriculum design, interacting with participants as they progress through the program and identifying specific career paths and interview opportunities within their company that align with the skillsets of O2O graduates. O2O’s employer partners benefit by engaging transitioning military and spouse talent earlier in their recruitment pipeline that’s trained to meet their skill needs.

This program is designed to build awareness of the soft and hard skills necessary to succeed in different industries while also making the cru-cial first connection with employers in these industries that are eager to hire. Participants work one-on-one with a Veteran Transition Specialist to refine their resume, practice for inter-views and receive additional coaching on how to start a suc-cessful civilian career. For graduates of O2O who successfully complete the program’s requirements, an O2O Employment Coordinator matches and guides the graduate through the interview process with the program’s employer partners.

This career transition program brings together the long-standing curriculum development and program delivery exper-tise of the IVMF; the breadth of knowledge, reach, and specialty in business and state engagement of the U.S. Cham-ber of Commerce Foundation’s Hiring Our Heroes initiative; the honed personal touch of servicemember coaching and men-toring of Hire Heroes USA; and the philanthropic resources of the Schultz Family Foundation.

Impressed by the humility, skill and valor of O2O gradu-ates, Daniel Pitasky, Executive Director of the Schultz Family Foundation, thanked the inaugural graduates at JBLM back in December for being a part of this developing program and for the contributions they will make in their future careers. “Military bases should be hiring hubs where O2O empowers our mili-tary and their families to advance their careers post-service,” stated Pitasky.

“Cultivate your career with the same emotion and effort as you do in the fight,” added Mike Haynie, Executive Director of the IVMF, who stressed that O2O graduates need to begin thinking about themselves; citing their individual strengths, successes and accomplishments; and moving away from the promotion of team and unit, to which they have grown accus-tomed. “You are all so much more than your MOS (military occupational specialties).”

When hailing the impact of the O2O program, however, and its vision to support a job-ready transition from military service to the civilian world of work, one need look no further than the graduates themselves.

Robertson “Lee” Moreland, U.S. Army (JBLM) stated, “My first reaction to O2O was that it was too good to be true but O2O is opening doors for me. As a graduate, with industry

credentials in hand, I have expanded my technical capabili-ties and am now in a better position to lead and impact in the business environment, just like I have in the military. I am proud to be amongst the first cohort of graduates, blazing the trail for future participants.”

U.S. Marine Corps (Camp Pendleton) military spouse Folami Fitzgerald, added, “I feel very blessed to be among the first graduates of the O2O program. I can’t thank the IVMF at Syracuse University, and the Schultz Family Foundation enough. This opportunity to learn a practical skill, earn a cer-tification to accompany my real-world job experience, while connecting with employers who are actively seeking us…is incredible. O2O makes me want to be a success story in the financial sector because the program is amazing and deserves as much.”

Haynie pointed out that O2O’s ‘pipeline’ approach to work-force skills training allows transitioning servicemembers to receive training aligned with present and future demand in the labor market, supporting a ‘job-ready’ transition from military service to the civilian world of work. This approach is best sup-ported by Colonel James D. McDonough, Jr. (U.S. Army, Ret.), IVMF’s Managing Director of Program and Services: “We are truly attempting to change the trajectory of transition… taking a simple idea, connecting folks who want to separate from military service and move into civilian jobs before they actually separate, and building the mechanism to make it happen. It’s the idea and dream of many others but the IVMF, the Schultz Family Foundation and our public-private partners are getting it done.”

To learn more about the O2O program, visit http://onward2opportunity.com. O

Michael A. Bianchi is the Senior Director, Education and Training, Institute for Veterans and Military Families (IVMF).

O2O graduate Folami Fitzgerald, U.S. Marine Corps Spouse (pictured with husband Sergeant Jovan Fitzgerald) at O2O Graduation at Camp Pendleton. [image Courtesy of IVMF]

The amount of student loan debt accu-mulated by college and university stu-dents in the United States over the last decade is staggering, growing 98 percent between 2007 and 2013, representing a 12 percent increase annually. Loan balances reached $1.27 trillion at the end of March 2015, enough to fund the Department of Defense’s FY 2016 defense budget—twice.

Parents struggling to pay for tuition, room and board, and related fees resort to federal and commercial loans, government grants, and work-study programs—even tapping their hard-earned retirement sav-ings, in some cases. Some of these pro-grams are available to students and parents at low or no cost, while others incur debts repayable over decades. According to the Department of Education, 13.4 percent of borrowers whose loans entered repayment between Oct. 1, 2008 and Sept. 30, 2009 had defaulted within three years, jeopar-dizing credit scores, employment pros-pects, home purchases, and other aspects of the American Dream.

There are alternatives to raiding one’s 401K to pay for English 101, books, and

meal cards. Active duty, reserve, and retired military members are quite famil-iar with the education benefits afforded by the Veterans Benefits Administration’s various forms of the GI Bill. However, aspiring undergraduates who have not served in the military must be related to these veterans to enjoy any amount of these benefits.

Young men and women who want to avoid a significant tuition bill, yet step forward to serve their country can apply for the U.S. Army Reserve’s Minuteman Scholarship—a lesser-known program that pays full (uncapped) tuition and fees or $10,000 toward room and board at any college or university served by an Army Reserve Officer’s Training Corps (ROTC) program. The Minuteman Scholarship was developed to enhance the Army Reserve’s ability to recruit highly qualified ROTC cadets. The Army Reserve is allotted 120 scholarships each year; yet only 34 of them were awarded during last year’s campaign!

The scholarship’s benefits add up very quickly. For example, a cadet attending

the University of Southern California, a private college, may use the scholarship to pay full tuition and fees of over $50,000 per year. After the program’s book allow-ance, monthly stipend of $300-$500, and monthly pay as a Simultaneous Member-ship Program (SMP) participant, total pay-ments to the student over four years total over $240,000.

Cadets who are awarded a Minuteman scholarship are required to participate in the SMP. This program allows students to both join Army ROTC and gain experi-ence in the U.S. Army Reserve at the same time. Cadets participate in an Army Reserve unit’s monthly drills and 14-day annual training for which they are paid as a sergeant. After graduation and commis-sioning, Minuteman Scholarship recipi-ents are guaranteed placement in the Army Reserve and required to serve an eight-year commitment.

Army ROTC programs are available in many colleges and universities across the nation, commissioning 60 percent of the Army’s second lieutenants through 275 host programs that serve almost 3,000

The Army reserve minuTemAn scholArship progrAm.By JAmAl B. Beck

Fundingthe Dream



colleges and universities across the coun-try. Cadets graduate from their respective programs with a degree and leadership skills developed through engaging, cen-tralized leadership development train-ing opportunities. Coupled with civilian employment programs available through ROTC and the Army Reserve, Minuteman scholarships offer new college students a jump start to a successful career.

Cadet Christopher Waddington, a busi-ness management student attending the University of North Georgia, wanted to become an Army officer, but wasn’t sure how to achieve his child-hood dream. He enlisted in the Army Reserve as para-chute rigger between his junior and senior years of high school, graduated, and then began Basic Combat Training. He enrolled in an undergraduate program and Army ROTC shortly afterwards, moving one step closer to commission as a second lieutenant.

However, the recession initially affected his journey. Although he was able to pay a portion of his tuition using Tuition Assistance and the GI Bill, he no longer qualified to draw upon other financial aid programs that enabled him to afford school.

“I could no longer pay for each semes-ter and had to start finding other avenues of revenue through student loans,” said Waddington. “This became a financial burden for me and for my parents who were helping me receive additional money through federal Parent Plus loans.” The Minuteman Scholarship was an oppor-tunity to end his financial concerns and focus on his coursework.

“If I had not heard of the Minuteman Scholarship, I would have found myself in a deep financial hole upon my graduating and would have spent years struggling to free myself of the financial burden of repaying my loans,” said Waddington.

To qualify for the scholarship, students must enroll in their school’s Army ROTC program and meet scholarship require-ments. These include:

• U.S. citizenship• Enroll in ROTC• Must be a high school graduate before

1 September of the year of award

• Cumulative high school GPA of 2.5 or 2.5 college CGPA for a nominee who has already completed at least one full college term

• A minimum of 920 SAT or 19 ACT score

• Be able to commission before reaching the age of 31

• Meeting medical and physical requirements

High school students interested in the Minuteman scholarship should contact the Profes-sor of Military Science at the Army ROTC program located at the school they plan to attend. For more information about Army ROTC, including the loca-tion of the nearest program, visit www. goarmy.com/rotc. Soldiers enlisted in the Army Reserve are required

to notify their chain of command before submitting applications.

Army Reserve Ambassadors (ARAs) may also endorse candidates for Minute-man scholarships. ARAs are highly quali-fied private citizens appointed by the Chief of Army Reserve to build awareness of the Army Reserve’s mission among key influ-encers and the general public. To find your nearest Ambassador, visit: http://www.usar.army.mil/Featured/AmbassadorProgram/FindanAmbassador.aspx

State support of financial aid programs is decreasing, while the cost of tuition and other fees is rising quicker than stu-dents and their families anticipated. The Army Reserve’s Minuteman Scholarship program empowers today’s students to arm themselves with the technical skills and leadership expertise they need to excel in tomorrow’s fast-paced global economy without sacrificing their future financial stability. O

Jamal Beck is Deputy Chief of the Executive Communications Branch, Office of the Chief of Army Reserve.

Cadet Christopher Waddington

For more information, contact MAE&T Editor Kelly Fodel at [email protected] or search our online archives for related stories at www.mae-kmi.com.


CLAss NOTEs

Fresno Pacific University islaunchinghigh-techeducationinanewand exciting direction. Beginning inAugust2016-17, FPUwill offeramajorin software engineering. Fresno Pacificwill be the first institution of higherlearning in California’s San JoaquinValley to educate students about howcomputersworkandhowworkcanusecomputers.

FPU’s software engineering gradu-ates will possess not only technicalknowledge.Theyalsowill knowhow totalk to the people on the factory floororinthecorporateoffice,identifytheircomputing needs and make computersobey.

SoftwareengineeringclasseswilltakeplaceinadowntownFresnobuildingthatis home to both established and devel-oping tech-sector businesses. BitwiseIndustries South Stadium also providesspacefortrainingprograms.

Karen Cianci, Ph.D., dean of FPU’sSchool of Natural Sciences, is excitedabout students learning in the Bitwiseenvironment.“Hopefully,itknocksdownthedivisionbetweentheivorytowerandtheworkworld,”shesaid.

“I tell students there are two thingsyou need—knowledge in your majorand a professional network,” Cianciadded.“Youneedtomeetpeoplealreadyworking in your field. If your goal is to

beacomputerentrepreneur,you’regoingtomeet thosepeople inourprogramatBitwise.Howbeautifulisthat?”

In December 2015, FPU faculty andadministrators approved the softwareengineering program, which will offerbothabachelorofartsandbachelorofscience. The latter will have a heaviermathematicscomponent.

Studentsinthenewprogramwillgetexperience meeting customers’ needs intheirclasses.Thecurriculumwillincludetwosemestersofprojects—studentswillvolunteer one semester for a nonprofitorganization,suchasachurchorschool,and one semester for a business todevelopaneededsoftwareproduct.

Wilson College in Penn. recently launched its seventh graduate program, a Master of Science in Management geared toward managers of diverse organizations in the areas of project and program management, accounting, supply chain management, logistics and Lean Six Sigma, a business management model focused on eliminating inefficiencies and improving quality.

The management degree would benefit those working in a variety of employment sectors, such as business, industry, govern-ment and the military, according to Wilson Vice President for Academic Affairs Elissa Heil.

“A Master of Science in Management provides someone with the advantage of having the knowledge and skills to advance their orga-nization in leadership, operations management and efficiency,” said Heil. “We were rigorously selective in our areas of emphasis, each of which is in high demand right now with employers.”

The M.S. in management is being offered online, using a dynamic videoconferencing technology called ZOOM that allows for real-time interaction between students and faculty. Students can speak to one another, engage with the instructor and share examples of their work in a virtual face-to-face classroom environment.

“The use of ZOOM technology differentiates Wilson’s program from other institutions, where taking an online course can be similar to a correspondence course,” Heil said. “We’re excited to be able to offer such a rich, interactive delivery system.”

Wilson will offer two courses per nine-week term, with five terms offered per year. A student taking the full load of courses could complete the master’s degree in as little as 14 months, according Heil.

Saint Leo University is launching a new, low-residency graduate program in creative writing that will offer students individualized instruction and the support to create a book-length work.

The program, which confers the Master of Arts degree, is meant to be completed in two years. Students complete 36 hours of graduate study in fiction, poetry, or creative nonfiction. In an option unique to the Saint Leo program, those who are interested in writing about war experiences will select one of those genres, but instead of taking generalized writing courses within their specialty, they will enroll in courses in fiction, creative nonfiction, or poetry that reflect wartime or post-war experiences.

Students will emerge with the skills to pursue a professional writing career; further graduate study in English or creative writing; a possible teaching career; or their own, individual goals, buoyed by their new expertise and confidence.

Saint Leo University President William J. Lennox Jr. said the new program fits well with Saint Leo’s initiatives in artistic pursuits. “Our new creative writing program will serve two of Saint Leo’s most important constituencies. Hosting program activities furthers our development as one of Tampa Bay’s cultural hubs. Also, the optional track of study in war literature with writing by and for veterans helps reinforce our historically strong ties with the men and women of our armed services,” said Lennox.

The MA program begins with a single eight-day residency, July 16 to 23, 2016, at Saint Leo’s University Campus in Central Florida. Students review their own creative styles and work methods, meet one-on-one with a faculty member who will help students design an annual work plan, go to lectures, and attend readings from accomplished writers.

Semester work follows the initial residency, with most work completed online via one-on-one mentoring by a writer of national repute. Students also communicate with other students by whatever means they choose. In all, students complete four semesters of course work, attend three summer resi-dencies, and produce a thesis that is a book-length project of their own work.

Software Engineering at FPU

Veterans Writing Program at St. Leo New Master of Science in

Management at Wilson


compiled by kmi media group staff

The University of South Dakota will soon offer its bachelor’s degree in dental hygiene online in response to changing entry-level standards for the dental hygiene profession.

The South Dakota Board of Regents approved USD’s request to offer the degree through online distance delivery starting this fall. USD is the only public university in South Dakota with a dental hygiene program. Officials said online delivery will help practicing dental hygienists earn a bachelor’s degree, which is now the recommended entry-level degree within that profession.

Programs of this nature are often termed “BS Degree Completion” and likely have a market for students for the next five to 10 years, as the field transitions to the standard of a bachelor’s degree from the two-year associate degree, USD officials said.

Individuals targeted for this online offering will be those who have already graduated with an associate degree in dental hygiene or who are currently enrolled in an accredited program anywhere in the country. In the upper Midwest alone, programs in North Dakota, Nebraska, Iowa, Wyoming, and Minnesota grant associate degrees in dental hygiene and could offer new prospective students for the USD degree.

BSCTC to offer Broadband Technology DegreeThe Kentucky Community and Technical College (KCTCS) Board

of Regents has approved a new associate degree program in broadband technology—the first in Kentucky and just the third in the United States—for Big Sandy Community and Technical College (BSCTC).

The broadband technology program will be divided into the three tracks: Broadband Technician, Broadband Telecommunications Equipment Installer and Broadband Design and Applications.

“This program correlates with the collaborative efforts of Congressman Hal Rogers, SOAR (Shaping Our Appalachian Region), ONE East Kentucky, our local chambers of commerce and existing business and industry,” said BSCTC president Devin Stephenson. “The installation and maintenance of this expansive broadband network across eastern Kentucky will provide a wealth of opportunity for gainful employment. Additionally, the network will position eastern Kentucky for economic development opportunities.”

The Broadband Technician track will prepare students for jobs in the installation and splicing of Hybrid Fiber Cable (HFC), as well as basic telephony installation and maintenance, outside pole

climbing and construction safety. This will also include components of electrical construction in areas of Fiber Optic and Data Cable installations.

Students who complete the Broadband Telecommunications Equipment Installer program will learn skills associated with computer hardware and software, graphical information systems, and functions and operations of public branch exchange systems.

The Broadband Design and Applications track prepares students to work in the areas of GIS (Graphical Information Systems), security systems, HFC splicing and maintenance, and the basic installation, alignment, testing and troubleshooting for satellite systems and National Electric Code (NEC) for installation of communication cables and systems according to the National Fire Protection Association.

BSCTC will break ground later this year on a $4.5 million Advanced Technology Center, also the first in Kentucky. This was made possible by a $2.3 grant by the Economic Development Agency and $500,000 each from the Appalachian Regional Commission and Community Development Block Grant.

New IT ProgramsMoraineParkTechnicalCollegewillsoonbeofferingtwonewinformationtech-

nology(IT)associatedegreeprograms,andbothcanbeearnedtogetherinaslittleasfivesemesters.

The twonewassociatedegreeprogramswillbe IT-WebDevelopmentandDesignSpecialist and the IT-Mobile Applications Developer. These programswill be offeredstartinginfall2016.

“There’sagrowingneedforITprofessionals,andtheseopportunitieswillprovidestudentsthenecessaryskillsneededtocompeteintheITfield.Theseprogramsweredevelopedwithlocalbusinessandindustrysupporttohelpbridgetheskillsgapinthisarea,”saidLisaPollard,MorainePark’sassociatedeanofbusinessandIT.

The IT-WebDevelopmentandDesignSpecialist programwill give students skillsto design and maintain professional, high-quality responsive websites. Coding andprogrammingtechnologieswillbecovered.Inaddition,studentswilllearnindustry-standarddevelopment software tools suchas AdobeProducts, ContentManagementSystems,FTPsoftware,andemergingopensourcetools.

The IT-Mobile Applications Developer program teaches students skills to use avariety of specialized development kits for popularmobile platforms, programmingandmarkup language fundamentalscombinedwithmobiledesign theoryandprin-ciples.Studentslearntocreatemobilecontent-drivenapplicationusedforcommercialand non-profit purposes including skills and business aspects involved in marketdeployment.

Because these two programs are similar in content, students can achieve bothassociatedegreeprogramsinfivesemesters if theychoose. Thisoptioncanprovidestudentswithadditionalskillsandenhancetheirvalueinthelabormarketforyearstocome.

To learn more about the mobile app and web development programs, visitmorainepark.edu/programs.

USD Offers Dental Hygiene Degree Online


Services SupporterLeading DANTES in providing excellent education opportunities

Q&AQ&A

Jeff Allen began his federal service career as an intern with the U.S. Air Force. He has served in a variety of education and training, personnel and force support assignments at both the installation and headquarters level. Allen has more than 30 years of experience providing leadership and management span-ning the full spectrum of the servicemember career lifecycle to include: assignments, training, equal opportunity, voluntary education, quality force, manpower resources, and quality of life programs.

His education consists of a master’s degree in education from Campbell University and a bachelor’s degree from East Carolina University. Allen is also a graduate of the Air Command and Staff College and Air War College, Air University, Maxwell Air Force Base, Ala., as well as the Air Force Civilian Leadership Course, Federal Executive Institute, Charlottesville, Virginia.

Q: To begin, can you please highlight the primary activities of the Defense Activity for Non-Traditional Education Support, its history and current status?

A: In short, the primary mission of DANTES is to help the Services deliver high quality educational support so that ser-vicemembers can achieve their education goals. We accomplish this by delivering Defense Education Programs tailored to meet the strategic focus areas identified in the Department of Defense Voluntary Education Strategic Plan. As an organization, we work hand-in-hand with the Office of the Assistant Secretary of Defense for Readiness (Force Education) and the Services to assist military students in overcoming the challenges of pursu-ing their education goals while serving our nation. During every step of a servicemember’s military career, DANTES supports the Services by sponsoring education programs that foster personal and professional growth.

When DANTES is mentioned, many people think of testing programs. While testing programs are a significant part of our portfolio, we manage a number of other programs as well that help servicemembers achieve their education goals, advance in their military careers and transition into the civilian workforce.

DANTES was established in 1974 to provide consolidated management of voluntary education programs to help prevent the duplication of effort among the Services. Today, Defense

Education Programs sponsored by DANTES continue to provide value and economies of scale to the Services.

I would also like to point out that as Executive Agent for DANTES; the Navy has provided outstanding support for over 40 years. The DoD recently decided to rescind the Navy’s EA status and realign DANTES to the Defense Human Resource Activity effective 1 October 2017. The change will be transparent to our customers with DANTES operations remaining in Pensacola, Fla. Our focus and mission will be the same—to help the Services better deliver educational goal attainment to servicemembers. The major difference is that logistical and funding support for DANTES will be provided by the DHRA versus the Navy. Because DANTES executes the DoD’s voluntary education policy, this alignment change is a good fit for all concerned.

Q: Your federal career has included time in both voluntary education and other areas. Could you offer a brief sketch of your background and experience?

A: My federal service began as an Air Force intern working in the Morale, Welfare, and Recreation area where I learned how to care for servicemembers and their families and to be customer focused. I then transitioned to the Education and Training career field and worked as an Education Technician, Education Specialist, Guidance Counselor, Education Services Officer, and

Jeff Allen Director

Defense Activity for Non-Traditional Educational Support (DANTES)


Air Force Major Command Chief of Education and Training. Most recently, I served as the Executive Director of Manpower, Personnel and Services for Headquarters Pacific Air Forces. Col-lectively, these assignment opportunities and experiences helped to prepare me for my current job as the Director of DANTES. DANTES has an outstanding team of talented professionals with a great mission and it’s an honor and privilege to be a part of this organization.

Q: As director, what are your primary goals and focus areas for DANTES?

A: As an organization, our over-arching goal is to be as effective and efficient as we can be and bring value to the DoD voluntary education enterprise. To achieve this, we are focused on col-laboration, teamwork, and partnerships with the Services and key stakeholders across the higher education community to help those stakeholders meet the education needs of servicemem-bers and veterans. We are striving to continuously review and improve the DANTES sponsored product line of Defense Education Programs to ensure we are meeting the needs of the Services.

Another key focus area is to improve strategic commu-nications to the voluntary education community around the world by providing tools that can be used at the local level to help promote Defense Education Programs to support student

success. We are accomplishing this by enhancing our digital media suite of products (Website, monthly newsletter, Facebook, Twitter, etc.) and providing training and outreach to better inform education center personnel and servicemembers on the entire product line of Defense Education Programs available via DANTES. We are making good progress in this area and we’re excited about leveraging technology even more as we move forward.

Q: When should servicemembers begin engaging in Defense Education Programs sponsored by DANTES?

A: Defense Education Programs support servicemembers throughout every stage of their military career. However, it is recommended that they begin engaging with their local educa-tion center staff as early as possible. Even before a servicemember is eligible to receive tuition assistance, they can use Defense Edu-cation Programs to help define their education goals, improve their basic or college-level math and English skills, as well as assess their readiness and prepare for online learning. Those with a strong academic background or particular interests in general education subject areas may also benefit from demonstrating that knowledge through credit-by-examination. Bottom line—it is never too early to begin planning and working on education and career goals. The earlier a member engages with Service-level education counseling, the more time they will have to

Today is the day when limited turns

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4 campuses. 100+ online programs. online.nebraska.edu

“My today started when I realized my leadership skills were building blocks. After serving my country with tours in

Afghanistan and Iraq, I was equipped with the fundamentals. But I knew there was room to grow and more to learn. At the

University of Nebraska at Omaha, I found a highly ranked program available

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Thanks to my advanced degree, I’m able to use my leadership

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JEFF LEHMKUHLMaster of Public Administration

University of Nebraska at Omaha


take advantage of the programs designed to help them achieve their goals.

Q: Why should servicemembers be encouraged to use these programs?

A: Defense Education Programs are designed to support positive student outcomes. Across the voluntary education community, we all share common goals. We all desire for servicemembers to be equipped to make informed decisions about their education and career goals that lead to the development of desired skills and the preparation for and attainment of marketable postsecondary degrees and credentials. Servicemembers should be encouraged to use the programs that will help them through this process. For example, new students who are undecided or interested in chang-ing their major should consider the Kuder Journey guidance assessment which can recommend appropriate education and career paths. College Placement Skills Training provides custom-ized learning paths so that students are academically prepared for college placement tests and math and english coursework. Prior learning assessment programs, such as military evaluations, provide college credit recommendations on the Joint Services Transcript. Credit-by-examination offers potential college credit for knowledge a servicemember already has and may help service-members complete degree requirements faster while reducing tuition costs. These are just a few of the programs that can help ensure servicemembers are equipped with the tools they need to successfully plan and navigate their educational pathways.

Q: What do you see as the biggest challenges and opportunities currently facing Defense Education Programs sponsored by DANTES?

A: Offering the programs and services that meet the unique needs of the Services in a dynamic and changing environment is a tremendous challenge for DANTES and one that we embrace. As the voluntary education landscape changes with evolving technologies and new capabilities, our goal is to embrace these opportunities and aim to deliver world class support to help meet the educational needs of servicemembers.

From a servicemember perspective, operational tempo con-tinues to be a significant challenge. Time constraints are con-siderable as servicemembers work to achieve their educational goals during their off-duty time. It’s important that the volun-tary education community continue to do all that we can to help minimize the barriers that servicemembers face while they pursue their education goals. As part of the voluntary education community, DANTES plays a critical role providing necessary tools and resources to the entire voluntary education enterprise in support of servicemember pursuits.

Q: Are there any new initiatives that you would like to tell us about?

A: We recently executed the DoD’s first-ever virtual education fair. This pilot project supported efforts to advance the DoD Vol-untary Education Strategic Plan by providing servicemembers with quality educational opportunities. This first pilot served as a successful proof of concept for virtual education fairs because

the event provided servicemembers from all over the world with equal access to information about the Defense Education Programs that are available. We are planning a second pilot event for summer 2016 and then we’ll work with DoD leadership on the way forward for subsequent virtual education fairs.

Another initiative that we are excited about is a pilot tutoring program that provides servicemembers with tutoring support at no cost, anytime, anywhere. The program provides around-the-clock, online, tutoring services for active duty servicemembers, and full/part-time National Guard and Reserve component mem-bers. The program is available online at www.tutor.com/military, and provides one-to-one tutoring with educators able to help with more than 40 college subjects, including algebra, statistics, physiology, and more. The tutors provide help with all types of homework assignments and test preparation. Tutors and students communicate in a secure online classroom using text chat and by drawing on an interactive whiteboard. There are no webcams or telephones used and no personal information is shared between the tutor and student. Students can access the online service using any internet-enabled device, including smart phones and tablets. If it’s just a quick question, tutors are available on-demand, or students can schedule future tutor sessions. The DoD wants servicemembers to be successful in pursuing professional development, and this is an additional resource to help them pursue their education goals. When the pilot is complete, we will assess outcomes and advise DoD leadership on the potential for this program moving forward.

Q: How do you see the future for the voluntary education program?

A: The DoD is a strong proponent of education programs designed to support the professional and personal development of service-members. As we look to the future, I envision this strong com-mitment will remain and that DANTES will continue to play a critical role providing necessary tools and resources to the entire voluntary education enterprise in support of servicemember educational pursuits. I anticipate we will intensify our collective efforts to leverage technology even more in the future to provide servicemembers enhanced access to educational support tools and resources. This is an exciting era and a great time to be a part of the voluntary education community, but it’s critically important that we do all that we can to minimize the barriers that servicemembers confront while pursuing their education goals.

Q: Any final thoughts or other issues you’d like to highlight?

A: For more than 40 years, DANTES has assisted the DoD in developing its human capital by enhancing educational oppor-tunities for servicemembers. As the higher education landscape continues to evolve, we stand ready to assist the Services in providing effective and efficient education solutions to meet the needs of servicemembers. It is an honor and privilege to work with the military Services, educational institution partners, higher education associations, and key stakeholders across the higher education community to deliver quality education pro-grams to servicemembers and their families. Delivering voluntary education programs is a team effort and DANTES is honored to be a part of the team. O

Since 2000, veterans have been transi-tioning from the military into academia at an increasing rate. Military veterans are a unique student population who, as a result of their military training and experience, often possess traits that contribute to future success. Maturity, goal-orientation, strong work ethic, and a sense of respon-sibility are among the characteristics that are instilled during military training and reinforced throughout a military career. However, a proportion of student veterans also report physical and psychological complaints that can be barri-ers to academic achievement. These can range from difficulties sitting due to pain, to difficulties concentrating because of post-traumatic stress symptoms. As non-traditional students who are often balancing school, work, and family responsibilities, it can be difficult for student veterans to find time for medical appointments. The Veterans Health Administration (VHA) recognized the need to provide student veterans with accessible and convenient care. Through the Veterans Integration

vA pArTners wiTh colleges To provide A veTerAn-cenTric ApproAch To veTerAn cAre.

Jessica Thiede

MAE&T 11.4 | 19 www.MAE-kmi.com

Transforming

By JessicA Thiede, psydJAmes lickel, ph.d.

shAnnon mccAslin ph.d.kAi chiTAphong, lcsw

VITAL Care


to Academic Leadership (VITAL) initiative, the VHA provides innovative veteran-cen-tric support directly to student veterans on a growing number of college campuses.

whAT is viTAl?

Since its inception in 2011, VITAL has expanded to 25 VA medical centers, in 16 Veterans Integrated Services Networks (VISN) and serves more than 105 colleges and universities across the country. VITAL staff members may include psychologists, clinical social workers, psychiatrists, and peer support mentors. The VITAL program is comprised primarily of four core compo-nents: on-campus clinical services, clinical care coordination, outreach, and educa-tion, training and research. Helping stu-dent veterans meet their educational goals in order to become gainfully employed, improve their quality of life, and become contributing citizens in their communi-ties is central to the VITAL model.

expAnding Access To vhA cAre

Student Veterans served by VITAL come from all branches of the military and all era of service, with each branch represented similarly to ratios within the total military force. In just the first three months of fiscal year 2016 (October 2015 to December 2015), 736 additional stu-dent veterans started services with the VITAL program. Approximately 34 percent of these veterans had no previous contact with VHA, and used VITAL as a front door to VHA care. The majority (more than 81 percent) of these student veterans served during the OEF/OIF/OND era, and nearly 60 percent were between the ages of 25 and 30.

viTAl core componenTs

Direct Clinical Care: Clinical services offered directly to the veteran while on campus are a unique feature of the VITAL program. The provision of mental health services on campus minimizes barriers to care such as limited time, extended travel, and avoidance of hospital settings. On-campus clinical services most commonly include a thorough clinical assessment, individual psychotherapy, and medica-tion management. VITAL providers col-laborate and consult with campus faculty

and staff, allowing for early detection and intervention. This multi-system and interdisciplinary approach to care has assisted countless veterans and cir-cumvented negative outcomes in their academic process.

Clinical Care Coordination: Assis-tance with navigating the large number of resources and services available through the Veterans Affairs (VA), on the college campus, and in the community is a key piece of what the VITAL program delivers. VA is comprised of the Veterans Health Administration (VHA), Veterans Benefits Administration (VBA), and National Cem-etery Administration (NCA). The difficul-ties navigating this large system alone can be an obstacle to accessing the care and benefits to which student veterans have earned. Additionally, each campus has a host of support services available to the general student population, and student veterans in particular. As consultants and liaisons between VA and academic institu-tions, VITAL staff is knowledgeable about the multitude of resources that exist. This unique relationship between VA and school campuses allows for streamlined referrals between VITAL, community, and campus services such as counselling and wellness, disability services, advising, and other valuable resources.

Outreach: Over the years, VITAL has increasingly recognized outreach as an essential component in the effort to improve the health and well-being of the veteran population. As such, VITAL staff works hard to reach and engage student veterans in care. In the first quarter of fiscal year 2016, VITAL teams conducted 215 outreach events. No single outreach practice works for all initiatives or across all VITAL sites. Therefore, VITAL programs utilize a broad range of actions, from tabling at events during organized cam-pus activities to classroom presentations. VITAL providers work to meet student veterans wherever they may be on campus.

For example, while VITAL maintains strong partnerships with campus coun-seling and psychological service centers, VITAL coordinators are often physically located in a different location on campus. In addition to the direct clinical services that are provided to student veterans at the VITAL office on campus, the VITAL staff also actively conducts a tremen-dous amount of outreach to student vet-erans through partnerships with other

campus departments. VITAL has strong partnerships with campus Veterans Affairs Offices, Certifying Officials, Financial Aid, Academic Advisors, Wellness Centers, Women’s Centers, Multicultural Centers, Disability Services, Student Government, Campus Life, Athletic Centers, and Aca-demic Departments. Collaboration with these on-campus organizations through department specific events has provided countless opportunities to inform veterans about services and resources.

Education, Training, & Research: Understanding military culture is essen-tial when providing health services to vet-erans. VITAL programs frequently receive requests from academic institutions and the community to better understand the experiences of military servicemembers. In response, VITAL has developed and delivered education materials on Mili-tary Culture and Deployment. Addition-ally, VITAL has developed trainings that address VA service questions and provide information about behavioral health con-ditions that some veterans may experience including VA System of Care, Access-ing VHA Services, Post-traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and Depression. In the first quarter of fiscal year 2016, 129 training or edu-cation-focused events were performed by VITAL team members. Discussions regard-ing veteran-specific issues on academic campuses and within the community, dra-matically improves civilian understanding, communication, and overall interactions between veterans and the larger cam-pus community. Further, basic knowledge about values, strengths, and experiences of student veterans has enriched the learning and employment milieus, and promoted a more supportive learning environment. Researchers working on VITAL teams are making efforts to better understand the impact that the VITAL programs are hav-ing on student veteran success.

looking ForwArd

In the past year alone, VITAL has wel-comed two new VHA medical centers who wished to start their own VITAL programs. The existing model of direct clinical ser-vices, clinical care coordination, outreach and education, and training and research is well-suited to ease the transition from military service to academic achievement. Within this framework, we continue to


nurture the development of innovative approaches to support the success of stu-dent veterans. One such example includes a partnership with a VA Quality Scholar who has expertise in academic accommo-dations for student veterans with behav-ioral health conditions. Behavioral health concerns such as PTSD, depression, and anxiety can cause issues with focus, learn-ing, organization and time management. This collaboration aims to increase the readiness of VHA, VBA, and academic support staff to effectively address behav-ioral health issues that have potential to negatively impact academic performance and ensure that veterans receive essential support services. It will also provide guide-lines for providers to request reasonable accommodations at the veteran’s school, or place of employment.

Over the past year, VITAL has increased collaboration with VBA programs, includ-ing Vocational Rehabilitation and Educa-tion (VR&E) services, and Vet Success on Campus (VSOC). VITAL coordinators work closely with these VBA programs to

leverage the unique capabilities of VBA and VHA. In 2015, VITAL and VSOC began formal collaboration via a national con-sultation call that is open to all VITAL and VSOC providers throughout the nation. Though consistent with VA’s mission to create “One VA” and streamline care, such collaboration is unique between VHA and VBA at the level of the frontline pro-vider. As a result, student veterans are increasingly able to find answers to their questions regarding their benefits and health care in a single meeting, receiv-ing expert advice from both VBA and VHA providers.

Another collaboration currently being piloted is one between the Cincinnati VITAL site and The Veterans Economic Communities Initiative (VECI), a cam-paign to increase employment opportu-nities for transitioning servicemembers. VITAL has teamed up with VECI to con-nect the academic network created by VITAL, with public and private organiza-tions committed to supporting local veter-ans and their families. This effort is aimed

at assisting student Veterans in the transi-tion from student to starting a career.

VITAL’s success is reflected in the growing number of veterans that it serves and the collaborations forged with campus faculty and staff. VITAL is a leader within VA, increasing veteran access to care and partnering with campus and community groups to increase the support available to student veterans. By continuing to pro-vide on campus veteran-centric services, and increasing awareness of the unique needs of student veterans among peers and academic staff, the VITAL program is well poised to assist in that transition from servicemember to successful student and beyond. O


In support of the Administration’s priority to connect America’s veterans to mean-

ingful civilian employment, the Department of Veterans Affairs (VA) developed a pilot

initiative to help inform how we can collectively close the gap between veterans’ seeking

strong civilian employment outcomes via short term gap training. Since 2012, VA has

been exploring the potential of innovative accelerated learning programs (ALPs) as a

strategy to increase career competitive skills and employment opportunities for veterans.

In 2015-2016, VA launched a small scale pilot to test and assess outcomes of ALPs in

the IT sector. This pilot is currently underway and meaningful data and results of the

program are very preliminary. However, in preparation for the pilot, VA engaged in land-

scape analysis and conducted an ALP assessment in an effort to best frame the desired

goals of the pilot, inform the discussion regarding ALPs, and grow awareness of the

changing landscape in IT sector.

AccelerATed leArning progrAms developed By vA give veTerAns A compeTiTive edge.By rosye cloud


AcceleratingOpportunities

Accelerated learning is a non-traditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner potential in an expeditious way, and generate measurable increases in skills and knowledge. Individuals with skills gaps can pursue such intensive or self-paced learning with a career or industry skills development focus. Programs claim to be keenly sensitive to mar-ket, employer and adult learner needs.

In an effort to test the value of these programs, VA commissioned a study to better understand the marketplace of ALPs focused on the IT sector. The goal was to identify standard characteristics that can be used to categorize a program as an ALP and help determine whether it can contribute to the mission

of strengthening veteran economic outcomes. Among the notable preliminary findings, the

assessment identified that approximately 33 percent of the 90+ sample programs provide some level of job placement or assistance once students successfully complete the program. This number

provided insight into ways we could test the strength of a program by looking at

their sensitivity to the marketplace and employer demand in meeting their talent

needs. It also noted that of those reviewed the majority did not have a direct tie to job

placement which notes the volatility and complexity of working with ALPs.

undersTAnding vAlue proposiTion oF AccelerATed leArning

Accelerated learning offers a value proposi-tion of providing veterans cutting-edge training and education, and the rapid pursuit of career tracks that secure economic legacies for themselves and their loved ones. By designing curriculum that is sensitive to the marketplace and keeps pace with the needs of employers seeking to hire talent with the skillsets identified in the training programs. Veterans and their families have often been noted as being highly deserving with the potential to benefit greatly from innovative learning mod-els. A majority of veterans lack both a formal 2- or 4-year degree and a verified credential or license. The potential of connecting veteran poten-tial, particularly in high-growth industries and in-demand occupations like IT, is discussed in most national- and veteran-centric employment circles. Accelerated learning may offer military transition-ing from service a more seamless career transition

into the civilian workforce. DoD has opened many doors via a new policy that allows for the potential of civilian skills building during the last six months of military service.

whAT is AccelerATed leArning?

Accelerated learning is a non-traditional form of education that engages multiple learning styles to increase learning effectiveness, tap learner poten-tial in an expeditious way, and generate measur-able increases in skills and knowledge. Aspects of accelerated learning of particular interest to VA are:

• The process by which individuals who have career competitive skills gaps pursue intensive or self-paced learning in curricula with a career or industry skills development focus.

• The degree of “novelty” in the program design—that is, the use of technologies, blended learning environments, and innovative curriculum—to accommodate diverse and contemporary learner preferences.

• Programs that are tailored to specific employer needs and possess a mechanism to help place graduates in jobs.

• The degree to which the skills taught are in high demand and forecast to grow or continue experiencing sustained demand.

• Programs that are competency-based and allow people to progress based on demonstration of what they can do.

Alp chArAcTerisTics

In order to define and better understand the qualities of the myriad accelerated learning pro-grams in the U.S., VA conducted an initial assess-ment via an industry partner to determine what characteristics were most common across the vari-ous models of accelerated learning. We also provided broad characteristics of ALPs that were used in this initial assessment to determine whether a boot camp, apprenticeship, or other job-driven course of study meets VA’s definition of an ALP. Presenting these characteristics, and identifying current ALPs that meet them, does not indicate whether programs also meet statutory requirements for eligibility for educational and vocational rehabilitation benefits. The majority of programs assessed do not currently quality for GI Bill funding offered by the Department of Veterans Affairs.

MAE&T 11.4 | 23 www.MAE-kmi.com


AssessmenT AssumpTions

ALPs that effectively provide learners with retained, practical, specific industry- or career-related skills may offer a critical link for many veterans between their time in ser-vice and their transition to the civilian labor force. Based on veteran unemployment data and interviews with educational leaders and counselors by our industry partner conduct-ing the assessment, the following assump-tions were developed:

• Often, traditional educational programs are not designed to accommodate the social, emotional, mental and physical needs of many veterans.

• Veterans emerge from service with many skills that are relevant to employers but may need updating or polishing to translate competitively in certain industries.

• Employers are beginning to recognize ALPs that are career skills or industry focused as valuable training and career preparation.

Many national efforts are already under-way to address these types of assumptions about veteran and servicemember training and educational requirements. On January 24, 2014, DoD released the Job Training, Employment Skills Training, Apprentice-ships, and Internships (JTEST-Al) for Eligi-ble Service Members, which allows military servicemembers who are within six months of separation to pursue on-the-job train-ing as their active duty assignment, also provides an opportunity for transitioning servicemembers to build their career readi-ness and be competitively prepared for civil-ian work as veterans. The Department of Labor also leads national efforts on work-force development and training and has invested millions of dollars into programs and upskilling opportunities for veterans across the nation. They are instrumental in leading the charge for meaningful veteran employment outcomes through their skilled network of American Job Centers around the county.

The promise oF AccelerATed leArning

Preliminary and anecdotal findings sug-gest that each accelerated learning model stimulates multiple adult learning styles (visual, auditory, kinesthetic). This increases

the chances that diverse learners in the same ALP will be able to cognitively process and store information in a lasting way. Given the diversity of veterans who may or may not have disabilities, personal obligations outside of the classroom, and formal educa-tion, accelerated learning models—blended, multi-sensory, and flexible—should offer the majority of learners a high likelihood of success.

Elements of various accelerated learning models provide and accommodate the flex-ible, practical learning that many veterans seek in education and training programs. However, some of these elements could inadvertently deter achievement if unique veteran needs are not considered upfront in the design of accelerated programs. Addi-tional documentation and evaluation of their effectiveness with Veterans and their families is essential to create reliable data that can inform choices about the use of benefits for ALPs.

chAllenges To viABiliTy And scAle

VA offers a suite of benefits and services to provide transition assistance, prepara-tory career training, apprenticeships and certifications, and tuition assistance and educational services counseling via Vets.gov. Vocational rehabilitation offers signifi-cant individuation among veteran education and training plans including the ability to participate in approved alternative training and education programs. On the other hand, accelerated learning models do not often fit the traditional model of education the GI Bill was designed to support. With further evidence and review, ALPs with a demon-strated track record of positive economic outcomes for veterans and their families may inform legislative proposals or policy recommendations for new funding streams. Evidence and policy reviews to justify such proposals or recommendations have not yet occurred.

The viability of accelerated learning as an alternative to traditional education for veter-ans and their families will be significantly impacted by the availability of education, training, and vocational rehabilitation ben-efits for ALPs. Cost of programs is critical as veterans and their families have to manage available economic benefits to achieve their goals. It may be appropriate for veterans and beneficiaries to be able to choose between a traditional educational path and an accel-erated program with a record of success.

However, without the existence of standards and the flexibility of existing benefits, it is difficult to review success in ALPs or accu-rately determine viability of individual ALPs using the single metric of program cost.

wAy AheAd For Alps nATionAlly

Nationally, there is a potential to build pipelines with large national and key regional employers to generate career com-petitive skills for veterans and get them jobs in high-growth/in-demand industries like IT by: (1) verifying thru data that ALPs that are being used as talent sourcing strategies by employers or actively work to place grad-uating students with relevant employers, and (2) creating data-driven investments or formal partnerships with employers com-mitted to providing OJT and apprenticeship opportunities to veterans. Government lead-ers, advocates and employers will need to work together to share leading accelerated learning practices and define the economic outcomes that indicate long-term success.

VA is committed to connecting veterans with up-to-date programs and information impacting their economic mobility. More data will become available from experts leading the ALP pilots over the course of 2016. It is commendable to see the interest by citizens, employers and business leaders who are actively seeking to hire veteran tal-ent and understand the value they bring to any mission. By working together, we can help veterans reach their full potential. O

Rosye Cloud is the Senior Advisor for Veteran Employment for the Department of Veterans Affairs.


Rosye Cloud


The 2016 Council of College and Mili-tary Educators (CCME) Symposium con-cluded on 19 February in San Antonio. Texas. The symposium theme this year was, “Opening doors. Advancing lives. A military member’s and veteran’s pathway to education and career success.” The conference attracted about 900 attendees, up almost 30% from 2015, and was one of the most successful CCME Conferences in the last 6 years. A great deal of the credit for the success goes to the members of the CCME Board and the conference support team from Grantham University.

This year several innovations were used to attract more attendees. For the first time mass e-mailings were made to all of the 22600 plus Department of Defense (DoD) Memorandum of Under-standing (MoU) schools. Advertisements were also placed in several publications aimed at the higher education community and especially schools interested in serv-ing the military and or veterans education needs. The net result was an increase of almost 200 registrations over the confer-ence last year in Anaheim. Most signifi-cantly the conference this year attracted many first time attendees. The Tuesday morning Newcomers Breakfast almost doubled in size to over 200 individu-als indicating this was their first CCME conference. Without a doubt the renewed interest in education programs for the military. Additionally with over 60 exhibi-tors and 40 plus sponsors CCME received strong support from the higher education community to make the conference a great success!

However what really made the 2016 CCME Symposium a success was the key-note addresses, the concurrent sessions and the special events throughout the week of 15 -19 February. During the Sym-posium many notable speakers from the Department of Defense, the Department of Veterans Affairs and the higher educa-tion community supported our theme of supporting military and veterans through

education programs. CCME remains the only national organization devoted to promoting military and veteran education and constantly works to expand those opportunities.

First of all this year’s venue was per-fect for the conference. The Marriott Rivercenter Hotel in San Antonio was an ideal location. All of the meetings and major events were conveniently situated on one floor. It was hard to get lost! The service and food were impeccable and with the hotel located directly by the famous San Antonio River Walk, hundreds of restaurants and cafes were an easy walk away. The hotel also provided many opportunities for networking with CCME sponsored receptions along with several receptions sponsored by CCME member institutions.

Prior to and during the symposium the branches of the Armed Services spon-sored workshops for their members along with the Servicemembers Opportunity College and the American Council of Education. All of these meetings were well attended and in several cases extra ses-sions were required to take care of all of the individuals interested in participating.

CCME was extremely fortunate this year to have topnotch speakers from the Department of Veterans Affairs and the Department of Defense. Representing the DVA were the Honorable Curtis L. Coy, Deputy Under Secretary for Eco-nomic Opportunity and Mr. Robert M. Worley II, Director of Education Ser-vice. From the Department of Defense we heard from, Brigadier General Robert J. Miller, Director Education and Training, Defense Health Agency and Commandant, Medical Education and Training Campus; Ms. Dawn Bilodeau, Chief, Department of Defense Voluntary Education Programs; Brigadier General John S. Kem, Provost Army University and Deputy Comman-dant, Command and General Staff Col-lege, Mr. J.R. Breeding, Associate Dean of Academic Programs for the Community

College of the Air Force; and Sergeant Major of the Army, Daniel A. Dailey. In all cases these outstanding speakers chal-lenged the higher education community o redouble their efforts to serve our military and veterans. Specifically they all called for renewed efforts to evaluate mili-tary training for appropriate college level credit and to provide programs that will support military members in their service careers and when they return to civilian life. I do not believe any attendee left the symposium without a renewed interest in serving our military and veteran students.

So without a doubt the 2016 CCME Symposium in San Antonio, Texas was an unqualified success! The 2017 Sym-posium in Atlanta, Georgia at the Atlanta Marriott Marquis March 6-9, 2017, led by our CCME President Franc Lopez prom-ises to be even bigger and better. O

Note from Franc Lopez, CCME Presi-dent: CCME thanks Jeff Cropsey, CCME Immediate Past President, and Vice Presi-dent of Strategic Initiatives for Grantham University, for his review of the recent CCME 2016 Symposium. For more infor-mation about our organization, please visit CCMEonline.org.

Francisco Lopez

“Opening Doors, Advancing Lives” By JeFF cropsey



compiled by kmi media group staffMONEY TALKs

Loan Rates DropAccording to Money magazine, interest rates on new federal student

loans will drop to their lowest level in a decade next year.The rate on undergraduate Stafford loans will drop from 4.29 percent

to 3.76 percent for the 2016-17 academic year. The rate for graduate Stafford loans will be 5.31 percent, a drop from 5.84 percent this year. The rate on PLUS loans, which allow parents to take out loans to pay for their children’s college education, also dropped — from 6.84 percent to 6.31 percent.

Student-loan interest rates are tied to the high yield of the 10-year Treasury note. This year’s auction, which was held on Wednesday, set that yield at 1.71 percent.

American Legion Legacy Scholarship

The American Legion’s Legacy Scholarship Fundhas helped children of servicemembers killed onactivedutysince9/11payfortherisingcostofhighereducation.Now, childrenofpost-9/11veteranswithaVA disability rating of 50 percent or higher are alsoeligible toapply to the scholarship,whichwill awardupto$20,000inaidperapplicanteachyear.

“TheAmericanLegionwillcontinuetoensurethatthechildrenofthemenandwomenwhomadetheulti-matesacrificeduringthewaronterrorismwillreceivetheassistancetheyneedinobtainingthebesteducationpossible,” said American LegionNational CommanderDale Barnett.“The children of the fallenwill remaina priority with the Legacy Scholarship. However, weare expanding the qualification criteria because it iscritically important that we meet the needs of chil-dren of veterans who live with the aftermath of wareveryday.”

SincetheLegacyScholarship’s inceptionfollowingthe Sept. 11 attacks, more than $440,000 has beenawardedtohelpchildrenofthefallenwiththeexpenseofgraduateorpost-graduatetuition,books,roomandboard,meal plans, transportation and other suppliesneededtoachieveahighereducation.

“The American Legion Riders have worked hardto raise funds over the years for the LegacyScholarship,”Barnettsaid.“Iwanttopersonallythankthemfor thework theyhavedone toraiseawarenessand funds for this important scholarship. And alsothank them for their support as the criteria for thescholarship has been updated to help more youngmen and women. This program would not be nearlyas successfulwithout thededicationof ourAmericanLegionRiders.”

With the increase in aid awarded, the LegacyScholarship is now a needs-based one. The grantamounteachscholarshiprecipientwillreceivewillbebasedonhisorherfinancialneedafterallfederalandstate aid is exhausted. Recipients will have a year tousethegrantandmayreapplytothescholarshipuptosixtimes.Andthenumberofscholarshipsawardedandtheamountof financial aid granted to eachawardee(thisincludesreturningapplicants)willbedeterminedondonationstothescholarshipfundandone’sfinan-cialneeds.

New and returning Legacy Scholarship applicantscan apply online at www.legion.org/scholarships/legacy.

AT&T Doubles Vet Hiring Goals

Doubling its military hiring commitment, AT&T has announced it plans to hire an additional 10,000 veterans for a total of 20,000 by 2020. This commitment was announced at a White House Joining Forces event, along with more than 50 other companies dedicated to hiring and training veterans and military spouses.

These companies recognize the immeasurable value of veterans’ skills and how well their expertise translates to business practices—and collectively pledged to hire 100,000 veterans over the next 5 years. The hiring commit-ment from AT&T was one of the largest announced.

In 2013, AT&T announced it would hire 10,000 veterans within the next 5 years, which was met at the end of 2015, well ahead of schedule. AT&T is doubling that commitment and pledged to hire an additional 10,000 veterans by 2020.

“Military experience is great preparation for a successful career at AT&T. Veterans’ leadership, integrity and commit-ment to service make them outstanding employees,” said Randall Stephenson, chairman and chief executive officer, AT&T. “We’re proud to have added 10,000 of these men and women to our team since 2013, and we look forward to hiring another 10,000 by 2020.”

AT&T actively focuses on recruiting veterans into career paths because the experience and skills gained through military service are an invaluable contribution to the workforce.

“While in the service, I often wondered if the self-discipline, teamwork and skills I was gaining would help me find a fulfilling career,” says JoHanna Martinez, military talent attraction manager, AT&T Talent Acquisition, and a veteran of the U.S. Marine Corps. “15 years later, I now know that those skills have been the foundation to every success in my career. Because those values are part of the AT&T culture too.”


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MAE&T REsOURCE CENTER

Advertisers indexBakerCollege.................................................................................................................. C2www.bakercollegeonline.comStratfordUniversity........................................................................................................ 13www.stratford.edu/vetsUMUC............................................................................................................................... C4http://military.umuc.edu/maeUniversityofNebraska................................................................................................... 17www.online.nebraska.edu

CAlendArOctober 6-8, 20152016MBAVeteransCareerConferenceChicago, Ill.http://mbaveterans.com

March 6-9, 20172017CCMEProfessionalDevelopmentSymposiumAtlanta, Ga.www.ccmeonline.org

UniversityoftheIncarnateWord..................................................................................... 9www.military.uiw.edu

TransiTion Trends

In the Next Issue of:June 2016

Volume 11, Issue 5

Cover and In-Depth Interview with

Dawn BIloDeauDoD Education Chief

special section: admissions Counselor roundtable

Features:• online and Traditional mBas• aC2ar Program

Transition Trends:Corporate Connection

Degrees/Careers in Aviation

To advertise, Contact: Conni kerriganTel: 301.670.5700 | e-mail: [email protected]

ad material deadline: June 10, 2016


UNIVERsITY CORNER Military Advanced Education & Transition

James CroninVice President of Stateside Military Operations

University of Maryland University College

Q: Please provide us a brief overview of your school’s history, mission and curriculum?

A: University of Maryland University Col-lege (UMUC) is a public institution and a member of the University System of Mary-land. UMUC was established in 1947 with a mission to serve working adults, including veterans returning from World War II. UMUC has evolved into an internationally-recognized leader in higher-education for adults, military servicemembers, veterans and their families. Of the university’s 84,000 students, more than 50,000 are military-connected students. Our curriculum builds on their military experience and training. We offer degree and certificate programs in some of today’s most in-demand fields – Business and Management, Cyberse-curity, Data Analytics, Homeland Security and Emergency Management, Information Tech-nology, Health Services Management, Human Resource Management and more.

Q: What makes your school unique in the benefits and programs you offer to military servicemembers?

A: UMUC understands the unique challenges and experiences of our military-connected students. Our programs and benefits are designed to build on their military experi-ence and training, and help our students get the quality education they desire as con-veniently and affordably as possible. UMUC offers up to 90 transfer credits for military training and experience, as well as prior col-lege coursework, enabling our students to get their degree faster and save money. We offer unparalleled student services focused on our military-connected students, and have over 100 dedicated military and veterans’ advisors assisting students in navigating DoD TA or VA educational benefits, and other payment options such as grants and scholarships.

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

A: UMUC is the No. 1 four-year public univer-sity for students using GI Bill® benefits, and No. 2 overall for TA usage. Since we began serving military students and veterans from

our founding in 1947, serving the military and veteran students is in our DNA. We go where they go and currently have more than 140 classroom and service locations worldwide, including most major military installations. UMUC offers a combination of classroom, on-line and on-line/on-site “hybrid” instruction at many locations; for student-veterans using Post-9/11 benefits, UMUC “hybrid” classes meet VA requirements for full monthly hous-ing-allowance payments. We are also a full participant in the VA Post-9/11 Yellow Ribbon program. UMUC also offers its undergraduate military tuition rate to all active-duty mili-tary servicemembers, National Guardsmen, Reservists, and their spouses and children.

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

A: In 2015, UMUC was recognized for our large-scale effort to eliminate publisher text-books and use Open Educational Resources in almost all undergraduate courses. This saves our military-connected students millions of dollars each year. We’re also leveraging data analytics to improve the support ser-vices offered to distance education students. Through data we can identify students need-ing tailored support in the form of tutoring, mentoring and writing assistance, and we can provide these services real-time, virtually or through face-to-face advising.

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

A: At UMUC, our Office of Military Operations strives to make a difference one military stu-dent at a time. We see connectivity as a chal-lenge that is frequently missed with distance

education, but not connectivity in terms of internet connection. It can be difficult for online students to build meaningful relation-ships with students, staff and faculty; these relationships often determine the success of a student’s transition experience. Our goal is to provide a seamless transition experience from the military, to the classroom, and to their civilian career. By creating an extensive mili-tary-connected network, we connect students with their fellow classmates, staff who can support their transition, and industry pro-fessionals looking to hire veterans in career fields tied to their academic major.

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

A: All of UMUC’s 90+ programs are offered completely online, or through one of our “hybrid” options at military instillations throughout the United States and around the world. UMUC’s degree options fit the lives of active duty and transitioning mili-tary by offering academic programs from an accredited and recognized state university, while providing the flexibility to study at any time and place. For a transitioning ser-vicemembers, they can align their academic schedule and format with their transition plan. Whether moving to a new location, starting a new career or becoming a full-time student, UMUC programs can be tailored to our students’ busy lives while supporting a successful transition.

Q: Any closing thoughts?

A: The transition process is very impor-tant, especially given that more than 200,000 servicemembers are transitioned out of the military each year. Don’t treat the process like just another PCS move. It is much more important than that! Plan ahead and start early—at least a year or two prior to your scheduled ETS date. Transitioning out of the military isn’t an event; it is a process involv-ing more than just attending a one-week TAP course. O

Military Advanced Education & Transition2016 Editorial Calendar

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ISSUE COVER Q&A SPECIAL SECTION FEATURES TRANSITION TRENDS CLOSING DATE

The CCME Issue

FEB 2016(11.1)

Jeff Cropsey CCME President

Student Scholarship

Spotlights

CCME Trending Topics

Hiring Vets

Degrees in Nursing

Corporate Connection

MAR/APR 2016(11.2/3)

Joseph C. Sharpe, Jr. Director, Veterans Employment

& Education DivisionAmerican Legion

Training Faculty in Veteran Concerns

CCME Highlights

Prepping for Degrees in Human Resources

Public Private Partnerships

Degrees/ Careers in Criminal Justice


MAY 2016(11.4)

Jeff AllenDirectorDANTES

Certification ProgramsStudent Veterans of America

Minuteman Scholarships

Degrees/ Careers in Logistics


The MBA Issue

JUNE 2016(11.5)

Dawn BilodeauDoD Education Chief Admissions Roundtable

Online MBA

Traditional MBA

AC2AR Program

Degrees/ Careers in Aviation

Corporate Connection6/10

The Distance Learning Issue

JULY/AUG 2016(11.6)

Leah MatthewsExecutive

Director, Distance Education Accrediting Commission (DEAC)

Trends in Online/Distance Learning

Service2School

Roundtable: Online Schools

Accelerated Online Degrees

Degrees in Homeland Security


SEP 2016(11.7)

Amy MoorashDeputy Director and ChiefAdvising/Apprenticeship

ProgramsArmed Forces Continuing

Education System

VoTech Programs and Degrees

Marine COOL Program

Nanodegrees

Community College of the Air Force

Degrees/Careers in Information Technology


OCT 2016(11.8)

Gary HarrahPresidentNAIMES

Academic Resource Centers

E-Books

STEM Careers

Joining Forces

Degrees/ Careers in Healthcare


The Jobs & Recruitment Issue

NOV 2016(11.9)

Eric EversoleDirector

US Chamber of Commerce Community CollegesApprenticeships

Veteran Employment: How Schools Can Help

Degrees in Law

Corporate Roundtable10/28

MAE’s Guide to Colleges & Universities

DEC 2016(11.10)

Robert M. WorleyDirector

Education ServicesDepartment of Veterans Affairs

MAE&T’s 2017 Guide to Colleges and Universities

Roundtable: Admissions Counselors

Foreign Language Degrees

Degrees in Education


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SAVE TIME AND MONEY ON YOUR BACHELOR’S DEGREE

While serving in the military, Mike Knutson wanted to earn his degree

so that he could transition and advance in the fi eld of cybersecurity. At UMUC,

Mike found a respected university that recognized his experience from

more than 10 years serving in the Navy. He earned more than 40 credits

for his military training and experience and was able to complete

his degree much faster than he expected.

• Choose from 90+ programs and specializations in fi elds

like cybersecurity, business and management, IT and more

• Learn online or on-site—we have 140+ classroom

and service locations throughout the world,

including military installations

• Study at a respected state university with a worldwide

reputation for excellence

Copyright © 2016 University of Maryland University College

Get started creating your future. Call 877-275-UMUC (8682) or visit military.umuc.edu/mae to learn more.

EARN UP TO 90 CREDITS for prior learning, military experience and training

Mike KnutsonNavy VeteranBS, Cybersecurity

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