Mae 10 3 final

April 2015 Volume 10, Issue 3

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Veteran Campus Support Services O Veteran Housing on CampusSVA O VetSuccess on Campus

Journal of Higher Learning for Today’s Servicemember

Education Guardian

Dr. Donna Duellberg Voluntary Education Program ManagerUnited States Coast Guard

Careers & TransiTions: Degrees in Criminal JusTiCe

speCial seCTion: Supporting

Military SpouSeS

The On-Campus suppOrT Issue

Who’s Who SponsorshipsDetailed Organization Profiles

Command Profile SponsorshipsQ&A with Top-Level Command Leaders

Product ProfilesHighlight Your Product in the Military Niche Market

Business ProfilesCustom Materials for Custom Audiences

Industry Event ReportsDesigned Specifically for Your Industry-Focused Event

Resource GuidesProgram Management Updates; Contracts Guides; Products and Services Catalogs; Reference Guides

Posters/Poster SponsorshipsAgency Timelines; Command/Organization Anniversary Timelines; Message Posters

CDs/DVDsStrategically Position Your Promotional CDs or DVDs with a Tip in Disc Carrier

KMI Media Group offersADDITIONAL PRODUCTS and

SERVICE OPPORTUNITIES

Cover / Q&AFeatures

Dr. Donna Duellberg Voluntary Education Program Manager

FORCECOM Training-Education & Professional Development Branch

(FC-Tepd)United States Coast Guard

16

Departments University Corner2 eDitor’s PersPective 3 Program notes/PeoPle14 class notes25 ccme graPevine26 money talks27 resource center

chas hilgerSenior Director of Military Relations Ashford University

April 2015Volume 10, Issue 3MILITARY ADVANCED EDUCATION

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

“Strategies must be developed which ensure

affordable, quality opportunities for

our members and convince military

leadership that they are

stakeholders in this process and that continued

financial support of voluntary education

is money well spent.”

— Dr. Donna Duellberg

10camPus counselorsThe VetSuccess on Campus program aims to help veterans, servicemembers and their qualified dependents succeed and thrive through a coordinated delivery of on-campus benefits assistance and counseling, leading to completion of their education and preparing them to enter the labor market in viable careers.By Holly CHristy

12stuDent veteran houseThe dorm room is synonymous with campus life, but aspects of that traditional setting may discourage veterans, particularly those with disabilities, from choosing to live on campus. Now some schools are considering specialized on-campus housing for vets.By Amy Aponte

20transition tacticsSchools are assisting veterans in a variety of ways, making campuses more supportive to their needs. Learn about their efforts to train faculty about vet issues, health and wellness services, career advising, on-campus support groups and more.By J.B. Bissell

23sva on camPusTransitioning from the service to higher education can be challenging, but student veterans are creating value on campus with their unique skillsets. Student Veterans of America wants to aid in that transition.By D. WAyne roBinson

4Protecting PeoPle anD ProsPerityA criminal justice career can be a natural transition for veterans and servicemembers, and schools have a variety of degree programs to suit your needs. The opportunities for employment are seemingly endless.By JAime FettroW-AlDerFer

Careers anD TransiTions: Degrees in Criminal JusTiCe

speCial seCTion: Supporting Military SpouSeS

8Persistence Pays offTransitioning to employment is often a challenge for military spouses. Employment gaps due to moves and deployments can make obtaining a job difficult, but help is available from the Military Spouse Program at Hiring Our Heroes.By sArAH Worley

on-CaMpuS Support

Some big news from VA: The Department of Veterans Affairs has announced the establishment of the MyVA Advisory Committee. The committee brings together skilled experts from the private, nonprofit and government sectors to assist in reorienting the department to better meet the needs of veterans. This committee is charged with advising the secretary of veterans affairs with a focus on improving customer service and veteran outcomes and setting the course for long-term reform and excellence.

The advisory committee will meet multiple times per year and will engage in periodic reviews to ensure the department achieves the goals of MyVA.

“The success of MyVA will be veterans who are better served by VA, so the work of this committee is incredibly important,” said VA Secretary Robert A. McDonald. “The collective wisdom of our committee members is invaluable, and each of them understands that VA must improve customer service and focus the department on the needs of our veterans. They are dedicated to that mission, and I am grateful for their principled service to our veterans.”

The group holds its first meeting in April. Committee members include:

• MajorGeneralJosue“Joe”RoblesJr.,U.S.Army(Ret.) Robles retired from the U.S. Army as a major general after 28 years in service and joined the United States Automobile Association (USAA). He will serve as chairman of the MyVA Advisory Committee.

• MichaelHaynie,Ph.D.,ViceChancellor,SyracuseUniversity. Haynie provides strategic leadership within the university’s campus-wide portfolio of veteran and military-connected programs, partnerships and research. He will service as vice chairman of the MyVA Advisory Committee.

• HermanBulls,InternationalDirector,andChairmanPublicInstitutions,JonesLangLaSalle. An Army veteran, Bulls is a graduate of the United States Military Academy at West Point and Harvard Business School.

• TeresaCarlson,VicePresident,WorldwidePublicSectorAmazonWebServices. Carlson brings more than 20 years of experience as a business executive driving innovation and change and producing successful business results.

• RichardH.Carmona,M.D.,M.P.H,FACS,17thSurgeonGeneraloftheUnitedStates. Carmona is a combat-decorated and disabled U.S. Army Special Forces Vietnam veteran. He is currently a distinguished professor at the University of Arizona.

• Delos“Toby”M.Cosgrove,M.D.,CEOandPresident,ClevelandClinic. He is a veteran of the U.S. Air Force.

• LauraHerrera,M.D.,DeputySecretaryforPublicHealth,MarylandDepartmentofHealth&MentalHygiene. Herrera served as a medical officer in the U.S. Army Reserve, the national director of women’s health and the acting deputy chief officer of patient care services in the VA’s Veterans Health Administration.

• ChrisHoward,D.Phil.,President,Hampden-SydneyCollege. Howard is a member of the board of directors of the American Council on Education and has served as vice president for leadership and strategic initiatives at the University of Oklahoma. He is a retired Air Force Lieutenant colonel.

• NancyKillefer. Killefer served as a senior director in the D.C. office of McKinsey & Company. • FredLee. Lee is a nationally recognized expert and consultant in the patient and family experience. • Eleanor“Connie”Mariano,M.D.,Founder,CenterforExecutiveMedicine. Mariano was the

first female director of the White House Medical Unit and the first military woman to become a White House physician to the president. She is a retired Navy rear admiral.

• JeanReaves. Reaves is a Vietnam-era veteran currently serving as president of North Carolina AMVETS Service Foundation.

• Maria“Lourdes”Tiglao,DirectorofOutreachandResourceDevelopment,TheDistrictCommunicationsGroup. Tiglao is a veteran of the U.S. Air Force.

• RobertE.Wallace,AssistantAdjutantGeneralandExecutiveDirector,VeteransofForeignWars. Wallace is a Vietnam veteran and is responsible for the day-to-day operations of VFW activities.

EDITOR’S PERSPECTIVE


editorialEditorKelly G. Fodel [email protected]

Managing EditorHarrison Donnelly [email protected]

Copy EditorsCrystal Jones [email protected] Jonathan magin [email protected]

CorrespondentsJ.B. Bissell • Kasey Chisholm • Catherine Day Jaime Fettrow-Alderfer • Nora McGann • Holly Christy

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kmi media groupChief Executive OfficerJack Kerrigan [email protected]

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Military Advanced Education

Volume 10, Issue 3 • April 2015

Kelly G. FodeleDitor

Compiled by Kmi media Group staffPROGRAM NOTES

Dr.CarolA.Berry, director of the Defense Activity for Non-Traditional Education Support (DANTES), is retiring in May. A retirement ceremony will be held at the

National Naval Aviation Museum in Pensacola, Fla.

HildegardBuan has been selected as the new chief of Air Force Education. Buan joins HQ Air Force from Air Force Materiel Command, where she currently serves as the MAJCOM education services specialist.

New York University has chosen Oxford University vice chancellor AndrewHamilton to replace longtime president JohnSexton.

PEOPLE Compiled by Kmi media Group staff

December 2013 Volume 8, Issue 10

Counting Credits O GI Bill Update O Careers in Criminal Justice Complete Florida O Supporting Military Spouses

Education Innovator

Carol A. Berry, Ed.D.

DirectorDANTES


2014 GUIDE TO MILITARY-FRIENDLY COLLEGES & UNIVERSITIES

Inside:2014 GUIDE TO MILITARY-FRIENDLY COLLEGES & UNIVERSITIES

Dr. Carol A. Berry

Student Veterans of America (SVA) and the Veterans of Foreign Wars (VFW) welcomed 10 student veteran leaders to the nation’s capital in March to meet face to face with legislators, advocating on behalf of the veterans’ community for the inaugural VFW-SVA Legislative Fellowship program.

The fellows were seamlessly integrated into the VFW’s National Legislative Conference, during which more than 500 VFW advocates converged on Capitol Hill to deliver the VFW’s legislative agenda for 2015.

The inaugural VFW-SVA Legislative Fellows were selected in collabora-tion with SVA, through which the VFW and SVA identified 10 exemplary student veterans who demonstrated leadership potential on their campuses and a desire to advocate on behalf of their fellow veterans.

“Student Veterans of America is proud to partner with the VFW to provide student veterans with the opportunity to make their voices heard on Capitol Hill,” said SVA President and CEO D. Wayne Robinson. “The VFW-SVA Legislative Fellowship program depicts the best of what SVA is as a coalition—a demonstration of the collective strength of our organization, as well as the unique, individual contribution that each student veteran makes in this country. SVA looks forward to welcoming our 2015 fellows to the nation’s capital and remains committed to providing the support and resources needed to ensure that student veterans achieve their dreams and, in the process, brighten America’s future.”

During their visit to Washington, each fellow was paired with a VFW mentor and accompanied their VFW state delegation around Capitol Hill for in-person meetings with their members of Congress. The fellows also received briefings from the Department of Veterans Affairs and the Department of Labor on ongoing policy initiatives, as well as briefings on ways to work constructively with the media when advocating for veterans’ policy initiatives.

The 10 selected fellows are:

• Eliann Carr, Army veteran, University of South Dakota• Anthony Kennedy, Army veteran, University of Pittsburgh• Benjamin Nussbaumer, Marine Corps veteran, University of Oregon• Henry Phillips, Marine Corps veteran, Sierra Nevada College• Kevin Pierce, Army veteran, Florida State University• Carlos Santana, Army veteran, Hawaii Pacific University• Michael Stinfer, Marine Corps veteran, Grace College (Indiana) • Robert Thoen, Marine Corps veteran, University of Wisconsin-La

Crosse• Rogaciano Villalobos Jr., Marine Corps veteran, University of Houston• Kenneth Wiseman, Navy veteran, Old Dominion University

In an attempt to provide easy steps to transfer benefits, Navy leaders announced March 20 an update to the instruction governing the Post-9/11 GI Bill Educational Assistance Program. The instruction outlines specific steps for sailors to follow to properly transfer their benefits to family members.

OPNAV Instruction 1780.4 was updated March 2 and consolidates policy detailed in NAVADMINs 187/09, 203/09, 354/09, and 235/11. A naval message is planned announcing the instruction update and canceling those NAVADMINs.

Qualified active duty and reserve sailors may elect to transfer benefits to a spouse or children, with some or all benefits allocated to those named.

The instruction includes the Transfer of Benefits steps in order to create a simple checklist that sailors can follow to ensure they successfully complete the process.

It outlines everything from verifying their family members are enrolled in the Defense Eligibility Enrollment System to eligibility requirements, service obligations and what to do if a request is rejected.

New Army Tuition Assistance Support Tool

InSeptember2015,GoArmyEdwillreleaseVIA,adecisionsupporttoolthatwillhelpsoldierspreparingtouseTuitionAssistancebene-fits. That’s according toGaryWoods, executive director ofWoods&AssociatesandformerDoDvoluntaryeducationchief.

In an email update to his news service subscribers, Woodsdescribedthehighlightsof theVIAProgram.Theprogramwillhelpsoldiers identifya long-termcareergoal,chooseadegreeplan thatpreparesthemfortheircareergoal,andselecta“bestfit”and“bestvalue”schoolofferingthesoldier’spreferreddegreeplan.

Woodssaid the“fit”willbebasedonfactorssuchasalignmentwith a soldier’s location, learningmodality preferences and admis-sionscriteria.Valuewillbebasedoncostfactorssuchastuitionandfeesandqualityfactorssuchassoldierretentionrates.

TheprimaryobjectiveofVIAwillbetohelpsoldiersmakebetter-informed decisions about their education goals to increase degreecompletionratesattheirselectedschools.

CollegesanduniversitiesinGoArmyEdwillbeaskedtosupplementdata sourced fromDepartment of Education, Department of LaborandGoArmyEdwithadditionaldataabouttheirschoolanddegrees.

SVA, VFW Host Student Veterans on Capitol Hill

Navy Updates Post-9/11 GI Bill Instruction

www.MAE-kmi.com MAE 10.3 | 3


The opportunities with a degree in criminal justice are endless. Whether one wants to work for the government or private companies, a degree in criminal justice can prepare people for a successful career. It’s a career path that attracts many current and former servicemem-bers because military training often mirrors training in the field of criminal justice.

“Many agencies and organizations in criminal justice and related professions have a structural hierarchy which reflects the military, cre-ating a ‘good fit’ between former military members and the profession,” said Dr. Jeffrey Lee, a professor of criminal justice at Troy University.

Troy UniversiTy

Troy University is a public university located in Alabama; the uni-versity has had a long relationship with the U.S. military. Troy offers several degree options for those who are interested in criminal justice: a certificate in cybersecurity; an associate degree in criminal justice; a minor in cybersecurity and legal studies; bachelor’s degrees in criminal justice, including an optional con-centration in homeland security; and a master’s degree in criminal justice.

Lee estimated hundreds of cur-rent and former servicemembers are enrolled in the degree. Beginning in the fall of 2015, Troy will also offer a concentration and minor in digital forensics.

“Chapter notes, outlines, assigned reading, video clips and PowerPoint presentations are available to students through Blackboard,” Lee explained. “Students will typically have weekly assignments that may include written assignments and class discussions. Many classes have proctored examinations.”

Classes at Troy cover a variety of topics. Class focuses include: survey of law and criminal procedure, criminal justice administration, emergency management, juvenile justice, criminology, constitutional law, ethics and terrorism. And that’s just a few. Ultimately, Lee says students in the program should be able to understand, analyze and evaluate issues that confront the American criminal justice system.

“Graduates of the criminal justice program at Troy University are employed in law enforcement, corrections, courts and various social service careers within the criminal justice system,” Lee said. “Many of our graduates work for federal agencies such as the DEA and FBI and as U.S. probation officers. We also have graduates serving in leadership positions in many state and local agencies.”

Lee stressed that, moving forward, there are many emerging tech-nologies with criminal justice applications that will provide increased job opportunities for people with skills in GIS-crime mapping, cyber-security and digital forensics.

There is help available for servicemembers at Troy. The Troy for Troops Center was created to be a one-stop shop for the military population. Whether interaction is virtual or face-to-face, the center is dedicated to offering a full range of transition and support services and activities.

Allied AmericAn UniversiTy

Allied American University (AAU) also attracts former and cur-rent servicemembers and their families; nearly 450 of them are enrolled in the criminal justice program at AAU. The AAU criminal justice program is designed for the scholar-practitioner.

“Taught by working professionals, our courses are both practical and theoretical in nature,” said Dr. Patricia Drown, dean of crimi-nal justice at Allied American University. “Taking this two-pronged approach allows the student to not only grasp the issues at hand for both national and international security, but also perform forward

thinking in the field.”AAU’s B.S. in criminal justice, as

well as the A.S. in criminal justice, culminates in an understanding of the interaction among law enforce-ment, the judicial system and correc-tions. Drown describes the program as challenging.

“With concentrations in correc-tions, homeland security and crimi-nal investigation and two separate certificate programs in homeland security and private security, we feel

we offer a broad range of education in this field,” Drown said.Drown emphasized that a degree in criminal justice is appro-

priate for people who are called to serve one’s country and com-munity. It’s for those people who want to help others and make a difference. The major encompasses human services as well as social sciences.

“It is not only a springboard to the sought-after careers of law enforcement and corrections or even preparation for law school, but it is also an excellent foundation for social work, assistance to at-risk youth and families, and community development,” Drown said.

According to Drown, AAU has a team of student advocates who stay with learners, in this case servicemembers, and can act as a liaison with faculty should there be a lapse in contact because of military duties.

“Another benefit for students is convenient access to coursework, discussion boards, class notes and instructor feedback through our mobile app, which can be useful for our active military members dur-ing deployments,” Drown said. “AAU also accepts TA, VA and MyCAA benefits, provides textbook grants, and offers lower cost-per-credit-hour rates for military students and their families.”

By JAime FeTTrow-AlderFer, mAe correspondenT

Protecting People and ProsperityA degree in criminAl JUsTice inclUdes A vArieTy oF lines oF work—lAw enForcemenT, sociAl work, correcTions, rehAB, lAw And even psychology.

Dr. Patricia Drown, Ph.D.

Allied American University

Dr. Jeffrey Lee, Ph.D.

Troy University

www.MAE-kmi.com4 | MAE 10.3


Ultimately, Drown said, those who attend AAU and are enrolled in the criminal justice program want to effect change and be part of solutions, not watch from the sidelines.

AmericAn miliTAry UniversiTy

“Many are drawn to the field for its associated sense of camarade-rie, brotherhood and mission,” Dr. Chuck Russo, program director of criminal justice at American Military University (AMU), said. “Tran-sitioning from a profession steeped in tradition, servicemembers often feel it eases separation from the military.”

Military and veteran students in American Military University’s crimi-nal justice program comprise nearly 75 percent of total bachelor’s enroll-ments and approximately 50 percent of total graduate enrollments. The bottom line is that the program is one of the university’s most popular pro-grams and, post-9/11, the law enforce-ment industry is looking for qualified people to protect the home front.

“Typical coursework involves answering weekly questions on a forum board, a major course paper or concluding assignment, and short answer and/or essay exam(s),” Russo said.

The A.A. program provides a basic foundation in legal theory, the impact of terrorism and administrative matters. The B.A. focuses on law enforcement, criminology, community relations, juvenile issues, corrections and incarceration, and forensics. Concentrations in organizational law enforcement leadership and maritime law enforcement are also available. The B.S. focuses on criminal behav-ior, crime scene investigation, forensic science, adjudication and associated legal and ethical issues. The M.A. focuses on the criminal justice system and public policy, with concentrations in business and emergency and disaster management.

AMU graduate and current federal law enforcement officer Kyle (who asked not to use his last name or employer) speaks highly of his education.

“You can take any class you need at any time, whatever works best,” Kyle said. “I had the opportunity to not only major in criminal justice, but to also earn a certificate in explosive ordinance disposal. As a working industry professional, the ability to focus on one par-ticular aspect of law enforcement will serve me immensely in the future. While the program is incredibly challenging, it is also very accommodating.”

As for employment opportunities post-graduation, Russo said school systems, parks departments, transportation organizations both private and public, and even college campuses are frequently looking for employees.

Russo emphasized that AMU’s program is flexible; online course schedules let servicemembers study while on deployment. Course materials are provided at no charge to students earning undergradu-ate academic credit with no impact on military tuition assistance. Transfer credit evaluation and technology fees are waived for active duty, guard and reserve personnel, with the technology fee waived for veterans using VA benefits.

norwich UniversiTy

Norwich University’s online Bachelor of Science in criminal justice degree completion program is designed to meet the evolving needs of military and civilian law enforcement, public safety and security professionals.

The program allows students to progress in their career while completing the degree online from a prestigious, nearly 200-year-old established and innovative institution,” said Allison Crowson, pro-

gram manager for the online Bachelor of Science in criminal justice degree completion program. “Students can tailor their studies by choosing a minor track or the degree elective courses that meet their personal and professional goals.”

Crowson said Norwich’s curricu-lum provides a unique blend of theory and practicality, building on students’ professional experiences and further developing critical thinking, decision-making and leadership skills.

“The courses focus on relevant, real-world scenarios to enhance these skills and offer students valuable information for their career

YOUR FIRSTMISSION ISCOMPLETE

• Convenient Online Courses; 24/7 Access

• Complimentary Transfer Credit Evaluation

• Personalized Support Team

• Military Textbook Grants

• TA, VA, MyCAA Funds Accepted

866.677.3857 | online.allied.edu/crj/

Now let us prepare you for your next one!Transition into a criminal justice career:

Dr. Chuck Russo, Ph.D.

American Military University

Allison Crowson

Norwich University



or field,” Crowson said. “The program is taught by highly educated, trained and knowledgeable faculty who currently work or have worked in the military and civilian law enforcement and intelligence communities.”

Norwich’s coursework combines core, foundational, elective and field study classes. For example, courses include: forensics investiga-tions, law enforcement administration, field studies and a culminat-ing capstone project enabling students to explore legal and ethical issues in the field.

Even better, with Norwich’s 24/7 online classroom, students can complete coursework around their busy schedules and at their avail-ability. As the nation’s first private military college, Norwich provides an extensive support system of staff and faculty, many of whom are former military, to help students succeed academically, profession-ally and personally. For the online Bachelor of Science in criminal justice program, the university offers a discounted tuition rate for active duty servicemembers, and students can use their military benefits to help pay for their degree.

“Graduating with a bachelor’s degree in criminal justice can help students gain access to exciting career opportunities in

community and federal law enforcement, corrections, public safety, federal and private security, intelligence, investigations, consulting and research,” Crowson said.

cenTrAl TexAs college

In both the military and careers in criminal justice, people are able to take charge, assess the situation and make the decision to do what needs to be done. Central Texas College offers educational programs for ser-vicemembers to take that next step.

“Military and criminal justice careers both offer a degree of excite-ment, challenge, decision-making and something out of the 8-to-5 structure of many jobs,” said Jona-than E. Cella, chair of the protective

services department at Central Texas College (CTC).

Converting CJ Training Into Portable College Credit

The opportunity for military personnel to use training which has been approved as college-level credit toward a degree program has helped make higher education a reality for countless servicemembers and veterans. But did you know that veterans who go on to careers in law enforcement are also well-positioned to get a jump start on their degree?

In 2002, Excelsior College applied for and was eventually awarded a $2 million federal grant to assess law enforce-ment training for college credit. The goals were threefold:

• Enhance the ability of law enforcement and corrections professionals to obtain college degrees

• Establish a process/program to evaluate criminal justice training academies and agencies across the country for academic credit

• Provide each evaluated training academy and agency with a report that includes a degree plan for students

As a result of that grant, Excelsior College created the Criminal Justice Training Assessment (CJTA) program, which assesses—on American Council on Education train-ing standards—a variety of training programs, including those offered by government agencies, training agencies and nonprofits, training associations, training institutes, and organizations whose primary purpose is to provide crimi-nal justice training. Excelsior has assessed more than 50 training academies for police and corrections in more than 30 states. In total, more than 2,000 credit recommenda-tions have been made for programs deemed college-level equivalents based on academic rigor, learning outcomes, classroom hours and a variety of other factors.

So, how does it work? If you have completed a course in criminal procedures at a police academy that has been deemed equivalent to three college credits, you can apply that course toward a degree program. The training at some academies has been deemed worthy of up to 35 college credits. From an economic standpoint, depending on the institution and the cost per credit hour, the abil-ity to transfer in 35 credits can save a student thousands of dollars.

While this credit is transferrable toward a Bachelor of Science in criminal justice at Excelsior, more importantly, it is also portable. While the decision to accept previously earned credits is ultimately left to the institution, to ease the process, those who choose to utilize CJTA will be pro-vided a copy of both the agency’s site visit report as well as course descriptions. Through a service called OneTran-script, this information—and credit recommendation—can also be compiled on a single document.

For many active military and veterans, higher educa-tion is an essential step toward their transition back into society and civilian life. However, either by personal choice or necessity to earn a living, many choose to enter the workforce, often law enforcement or homeland security, upon their return home. It is important that these individu-als—those who put their lives on the line—are also provided a pathway to use their training toward an advanced degree, should they choose to return to school.

Dr. Michael Verro is the criminal justice and military stud-ies senior program director for Excelsior College’s School of Public Service.

Jonathan E. Cella

Central Texas College

By Dr. Michael Verro


Central Texas College offers two Associate of Applied Science (A.A.S.) degrees in the protective services department: the A.A.S. in criminal justice and the A.A.S. in corrections. Additionally, the college offers a certificate of completion in criminal justice, a cer-tificate of completion in corrections specialization and a certificate of completion in fire protection.

“Classes are taught in the traditional face-to-face setting, not just at our central campus in Killeen but at many of our sites on military installations as well as online and in multimedia formats,” Cella said. “We also offer a full-time police academy and an extended basic peace officer academy in our local area for college credit.”

Cella emphasized that students learn from instructors who have been in the field, including ones who worked as police officers, probation/parole officers, correctional officers, attorneys or mili-tary police. The instructors teach from their own experiences. The college also offers classes around the world, which is an attractive feature for active duty servicemembers.

Terry Cramer, area manager of the Mediterranean & UK Region for CTC in Europe, reiterated the emphasis of hands-on instruction.

“I have my students actually do a mock crime scene inves-tigation as their culminating project,” Cramer said. “They must protect the crime scene, take notes, makes sketches and take photographs as well as interview witnesses. Then they must write up a polished investigative report and defend it in mock court. The report must indicate any follow-up steps that they would take if this were a real case.”

Central Texas College offers a plethora of support, from advis-ing to financial aid to training, for military students in the United States and abroad. Online classes start monthly and are offered in several formats that provide military students the kind of flexibility they need.

UniversiTy oF wesT FloridA

Military service often counts toward the work experience require-ments that criminal justice agen-cies look for in employees. That’s what makes the major so attrac-tive, according to Eric Kollar, an academic adviser at University of West Florida (UWF)’s Department of Criminal Justice.

UWF’s Department of Criminal Justice offers a Bachelor of Arts in criminal justice, a Master of Science in criminal justice and a Bachelor of Arts in interdisciplinary social sciences: children and society. UWF also offers the Criminal Justice Accelerated Bachelors to Masters program, which provides the opportunity for high-performing, academically talented students to expeditiously complete the Bach-elor of Arts in criminal justice and Master of Science in criminal justice degrees.

According to Kollar, the bottom line is that the program pre-pares students with the skills criminal justice agencies look for in employees.

“Students develop their writing and critical thinking skills throughout the programs,” Kollar said. “Our department offers many experiential learning opportunities, including intern-ships, student-faculty research, study abroad and service in the community.”

Kollar stressed that opportunities are available to make a dif-ference in the community, help others and engage in exciting work that impacts all aspects of society.

“A degree in criminal justice opens up a wide variety of career opportunities, including careers in local, state and federal law enforcement, probation, correctional agencies, the courts, juvenile justice and private security and loss prevention, among many oth-ers,” Kollar said.

The university’s Military Veteran Resource Center advocates for military and veteran students. The center provides assistance with coordinating academic advising, tutoring, counseling, disability accommodations, GI Bill education benefits and referrals to state and federal resources and services. O


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

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

Business • Medical • Technology • Criminal Justice • Culinary

For information on this program’s success, cost, and other important facts, see ecpi.edu/fastfactsCampuses in VA, NC, SC, & Online | Degree & program field availability varies by campus.

Call 888-756-9492 or visit ecpi.edu

Athena Williams,Criminal Justice Graduate

Best Decision I Ever Made!”

Earning my degreein Criminal Justicein 2.5 years was the

On Base | On Campus | Online

“

Eric Kollar

University of West Florida


Finding employment can be overwhelm-ing for any job seeker as you update your resume, contact your old network and build new ones; the underlying pressure is a con-stant across the board. For military spouses, however, you’re adding a complicated layer of interwoven challenges, including deploy-ments, multiple duty assignment moves and time away from the workforce raising your family, that lead to a vicious cycle of employ-ment gaps. On top of that, certain stigmas about hiring military spouses sometimes per-sist in companies today, but the good news is that more and more businesses are work-ing tirelessly to bust those myths and are committing to hiring and retaining military spouses nationwide. So what can you do to stand out as a candidate and enhance your competitive edge?

There is no perfect answer. We cannot buy a vowel to solve this puzzle, but the pub-lic and private sectors are working together more closely than ever to help spouses fill in the gaps and empower their careers.

Hiring Our Heroes (HOH) is a national nonprofit, affiliated with the U.S. Chamber of Commerce Foundation, with a mission to help veterans, servicemembers and mili-tary spouses find meaningful employment. Through partnerships with top national companies like military spouse employ-ment advisory council members USAA, Veri-zon, La Quinta Inns & Suites and more, HOH has gained insider expertise on com-panies’ recruitment processes and helped develop best hiring practices of veterans and military spouses to grow companies’ workforce talent.

The Internet is full of resources and websites offering tips for spouses seeking employment. Here, we will limit our focus to two particular areas that are your great-est tools: your resume and your network. Resumes can seem like the biggest hurdle

in the job search; it’s human nature to get writer’s block when writing about ourselves and attempting to quantify our experiences. Articulating the most important responsibili-ties you have held in positions is difficult and (over)analyzing what will catch a recruiter’s eye cranks up the anxiety level. Are you using the most up-to-date HR key terms, and have you highlighted all of the right components of your experience? It’s probably safe to say you’ve walked away from the computer more times than you can count by now, and the cursor is still blinking idle on the screen. In Hiring Our Heroes’ experience working with thousands of businesses both large and small, resumes are not one-size-fits-all, and it’s important to remember that when creat-ing your own.

What HOH sees least often on spouses’ resumes and should see more of is the inclu-sion of your volunteer experience. Volunteer experience is work experience. Do not leave it off of your resume and do not minimize it. Maximize it. Spouses volunteer three to four times the national average, which is a true testimony of your drive and commitment. Employers say they are actively looking for volunteer experience and they recognize the significance of it. It’s time to stop undersell-ing your experience, take the humble hat off and put a spotlight on your talents.

Thanks to generous support from Toyota and HOH partner Blue Star Families, Hiring Our Heroes created a free online tool exclu-sively for military spouses in 2013 called Career Spark. Career Spark helps translate your experience into a skills-based resume that focuses on tangible and intangible skills you’ve gained through education, volun-teer experience and work. Instead of reduc-ing your volunteer experience to one line on your resume such as ‘ERP Volunteer 2009-2012,’ translate that experience with Career Spark to detail the work you executed.

Listing ‘ERP Volunteer’ on your resume will mean very little to a recruiter who has no military background from which to reference. Instead, highlight your experi-ence as an ‘Employment Readiness Program Volunteer’ by including on your resume that you provided employment support ser-vices including career counseling, resume and application assistance, and employment information and opportunities to military personnel and their families. Did a light bulb just go on?

The Hiring Our Heroes resume builder includes a unique and never-before-created translator that allows you to search through more than 900 volunteer positions from all branches of services and expand your experience into robust responsibilities. Do not undersell your experience. You’ve man-aged staff and volunteers, you’ve fundraised and balanced budgets, and you’ve coordi-nated operations for large-scale events as well as logistics for programmatic efforts. We encourage you to use quantitative examples on your resume. For example: ‘planned more than 60 events nationwide annually and managed a budget of $54,000.’

Remember, resumes are not one-size-fits-all. Job seekers are generally taught that resumes should remain in a traditional for-mat, meaning only black, Times New Roman, size 12 font, and that straying from such a template loses a level of professionalism. However, there’s a time and a place for think-ing outside of the box and, depending on what job you are applying for, your resume is one of those moments. Certain industries open a wealth of opportunities for you to showcase your skills through your resume.

A military spouse that HOH worked with recently was applying for a social media manager position for a nonprofit. She used this opportunity to re-create her standard resume into something that did not just tell

By sArAh worley

Pays OffPersistence

TrAnsiTioning To employmenT cAn Be A chAllenge For miliTAry spoUses, BUT help is AvAilABle From orgAnizATions

like hiring oUr heroes.

speCial seCTion: Supporting Military SpouSeS


the employer about her work, but showed the employer her capabilities. The resume was visually appealing. Not only did she display her graphic design talent, but she also launched a Twitter campaign includ-ing the potential employer’s handle asking for past colleagues and partners to endorse her online. The invitation to interview came less than four hours after she applied for the position. Recruiters, on average, look at your resume for no more than six seconds. That statistic may sound daunting, but the take-away is that recruiters do not always spend a significant amount of time reading resumes. It’s important to highlight your experience in a format that ensures your resume reaches the top of the stack. Learn and know your audience to tailor your resume for each posi-tion you apply to—not just the skills and experience you highlight but how you tell your story.

You’ve built a golden resume—now what? As the saying goes, it’s all about who you know—and that’s never been more relevant than today. But word to the wise: It’s not just about who you know; it’s also who they know. Plug into your community as early as possible before PCSing or relocating. A little research will go a long way to help you find local networking events to attend, especially chapters with groups like Blue Star Families and In Gear Career. Hiring Our Heroes is just one of many organizations that holds events nationwide, including hiring fairs and net-working receptions. At HOH military spouse and employer networking receptions, every spouse in the room is challenged to network

at every high-top Speed Mentor table with senior-level executives from companies as well as service organizations and community leaders. A particular company may not seem outwardly relevant to the work you’re inter-ested in, but that does not mean this company connection will not be valuable to you. These companies are committed to your success beyond employment within their own agen-cies; get to know them and build lasting rela-tionships. You never know where it may lead.

Valuable connections do not just happen in person; they also happen online. If you do not have a LinkedIn profile, you are missing out on a free opportunity to not only increase your network tenfold, but to be discovered by thousands upon thousands of recruiters who are actively using LinkedIn daily to search for candidates. Be visible online. Build your profile, join groups like Hiring Our Heroes military spouse employment networks where you can engage with spouses and employers all over the country, and be active. Don’t be afraid to request to connect with a peer or employer who you do not personally know yet. Ssssh, let’s keep that our little secret. LinkedIn discourages that, but military spouses are some of the most mobile popu-lations utilizing this professional platform, and it’s an easy and powerful tool for you to make strong connections from your laptop or office at home. Hiring Our Heroes believes that you should always send a personalized message with your request to connect, espe-cially to employers or recruiters—tell them why you want to connect online to help get the conversation started.

At Hiring Our Heroes, we have learned that your success in finding employment is not solely contingent upon who is sit-ting on the other side of your interview. It’s important to hold yourselves accountable as the job seeker to know what you really want to do, ask for help when you need it, and prepare and update what’s necessary for that competitive edge. It’s also crucial to identify your worth through all of your talents and abilities and then multiply that by 1000. Confidence will help you throughout your search for a job, strategic volunteer position and ultimately your career as you define it. Be persistent. Be empowered. O

Sarah Worley is the senior manager of the Military Spouse Program at Hiring Our Heroes, an initiative of the U.S. Chamber of Commerce Foundation.

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Sarah Worley


As far as support services go for veterans on college campuses, it doesn’t get much more personal than VetSuccess on Campus (VSOC), run by the Department of Veterans Affairs. According to the VA, the program aims to help veterans, servicemembers and their qualified dependents succeed and thrive through a coordinated delivery of on-campus benefits assistance and counseling, leading to the completion of their education and preparing them to enter the labor market in viable careers. In the six years since its inception, the VSOC program has grown impressively and helped veterans with the sometimes confusing and overwhelming task of figuring out their VA benefits.

VetSuccess on Campus began as a pilot program in 2009 at the University of South Florida, and then expanded to 32 schools by the end of fiscal year 2012. In FY13, the VSOC program expanded again to an additional 62 campuses, bringing the total number of VSOC sites to 94. The program provides for a VA employee, specifically a voca-tional rehabilitation counselor (VRC), to occupy office space at each school. These VRCs are called VetSuccess on Campus counselors, and their role is to work face to face with veteran and qualified students—to help them as they make career transitions and to ensure that they are receiving the full VA benefit to which they are entitled. A VA vet center outreach coordinator is also provided, and co-located on many campuses, to provide peer-to-peer counseling and referral services.

The Department of Veterans Affairs explained the work of VetSuc-cess on Campus in terms of partnerships with both the students and the universities. According to VA representatives, “Through the VSOC program, VA is strengthening partnerships with institutions of higher learning and creating opportunities to help veterans achieve success by providing outreach and transition services during their transition from military to college life. VSOC counselors ensure that veterans receive the support and assistance needed to pursue their educational and employment goals. Because VSOC counselors are easily accessi-ble on campus, they help resolve any problems that could potentially interfere with a veterans educational program, including assisting with disability accommodations.”

This accessibility of VetSuccess on Campus counselors, and their ability to connect with students in person to review their specific situ-ations, is proving enormously helpful. Troy Rundle, VSOC counselor at Arizona State University, said, “Through the VSOC program, the counselors are able to offer the school and student veteran a stron-ger knowledge base for VA benefits. The counselor can support the

veteran in understanding which of their available benefits is going to work best for them, and get them going in the right direction if they have not ever looked into what they have available.”

Having access to the various VA databases is a tremendous resource. For a student who comes in not knowing what benefits they may be eligible for, the counselor is able to look for that information. VSOC counselor Anna Sabina-Stratton at the University of Nebraska at Omaha added, “The [counselor] is able to lay out all of the com-ponents of each program and assist the veteran in making a benefit decision that best meets the requirements of his/her needs at any time. They can assist with community resource referrals and follow up personally to ensure that the assistance was appropriate.”

Another way that VSOC is helping veteran and qualified students is through outreach events and workshops. According to Natacia Cordle, VSOC counselor at San Diego State University, “VSOC has conducted dozens of informational VA benefits workshops and out-reach events for active duty servicemembers and students transfer-ring in from community colleges. These workshops and outreach events have greatly reduced the gap of information that occurs when transitioning from one situation to another. This has been especially important for individuals transitioning from active duty who are often not fully aware of all eligible benefits and services, including free health care. This service has decreased the amount of potential missed benefits and opportunities for veterans.”

The services available to eligible students through the VetSuc-cess on Campus program create an advantage for those students if they attend a participating school, explained Jack Kammerer, direc-tor of the Department of Veterans Affairs Vocational Rehabilitation and Employment division. “VSOC counselors are easily accessible on campus, which helps resolve problems as early as possible before potentially interfering with a veteran’s educational program,” Kam-merer said. “This may also include assisting with disability accom-modations on campus. Having VSOC counselors available directly on campus is more convenient for student veterans, especially those who do not live near other Vocational Rehabilitation and Employ-ment offices. If needed, VSOC counselors can also provide referrals for health services through VA medical centers, community-based outpatient clinics or vet centers. This is a service that cannot be pro-vided by school employees, which is a disadvantage of sites without a VA employee on campus.

By holly chrisTy, mAe correspondenT

CampusCounselors

on-CaMpuS Support

The veTsUccess on cAmpUs progrAm helps veTerAn sTUdenTs nATionwide.


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Kammerer explained that students who are eligible for coun-seling include “transitioning servicemembers who are within six months prior to discharge from active duty, veterans within one year after discharge from active duty and any student veterans or their qualified dependents who are eligible for and have entitlement to VA educational assistance under the Post-9/11, Montgomery or Selected Reserve GI Bills, Vocational Rehabilitation and Employment, Reserve Educational Assistance Program, or the Dependents’ Educational Assistance Program.”

The Department of Veterans Affairs VetSuccess on Campus fact sheet, available online, lays out what VSOC counselors provide:

• Communication with student veterans and their dependents to address questions regarding VA education benefits, health services and general VA benefits.

• Educational and vocational assessments and counseling designed to help an individual choose a vocational direction and determine the course of action needed to achieve the chosen goal. Assistance may include interest and aptitude testing; occupational exploration; setting occupational goals; locating the right type of training program and exploring educational or training facilities which might be utilized to achieve an occupational goal.

• Survivors and dependents assistance to provide education and training opportunities to eligible dependents of certain veterans

• Adjustment counseling to resolve problems that interfere with completion of education programs and entrance into employment

• Referrals for more intensive health services, including mental health treatment through VHA medical centers, community-based outpatient clinics or vet centers

• Assistance to veterans applying for other VA benefits• Referrals to community organizations as needed

The VSOC fact sheet also indicates that the following are the criteria used for VSOC site selection:

• Student veteran population of approximately 800 or more• Willingness to accommodate a full-time VA employee• Located within 25 miles of a VA regional office, vet center, VA

medical center or community-based outpatient clinic• Supportive campus with strong veterans support services• Established relationship with VA• Campus leadership support

If there is any doubt that the VetSuccess on Campus program is valuable and helpful, consider the efforts of eligible students attend-ing schools without a VSOC counselor, who are trying to understand and manage their VA benefits by themselves. One veteran student, Carl (he did not wish to have his last name printed), pursued a graduate degree at a non-VSOC-participating university, and said, “I had a lot of questions before, during and after the process. I was often caught working out my veteran-specific benefit questions and problems on my own between the school’s veterans center, financial office and the VA’s 1-800 number. It would have been nice if I had a [VSOC] advocate to help me navigate the process.”

Students working out their own benefits are left to wonder if they received their full benefit. As Carl noted, “It’s hard to know if I capi-talized on the full benefit, but I hope so. I would be more confident about that if I had actually spoken to someone who had a unique understanding of the school I went to, my program, and the VA ben-efits that I could have used. I suspect there is more to the program than what I understood, but I have no way of knowing for sure. A VSOC advocate on campus would have answered those questions for me, I think, and possibly helped me transition into other education programs that would keep me going.” O

For a complete list of schools that participate in VetSuccess on Campus and offer VSOC counselors, visit www.benefits.va.gov/vocrehab/vsoc.asp.




Student Veteran HousecreATing rAlly poinTs oF AcAdemic sUccess For disABled veTerAns on cAmpUs. By Amy AponTe

“When I think about pursuing a college degree, I don’t see myself in the picture of life on campus.” How many veterans with disabilities are not seeking college degrees because they can’t reconcile where they would live and who would comprise their support system?

Student Veteran House was founded by Michael Thompson— a veteran honorably discharged with multiple inju-ries—and aims to create a network of “rally points” across the American campus where student veter-ans with disabilities can live and learn in scholarly community.

Thompson established Student Veteran House as a 501c3 in 2014 and has been knocking on the door of higher education ever since. Thompson’s vision is to partner with institutions of higher education and the private sector to shape residential environments for veterans who live with disabilities, both visible and invisible.

Student Veteran House is collaborating with Han-bury Evans Architects, a national leader in the planning and design of campus residential communities. Hanbury Evans is exclusively focused on campus planning and design, with credits on over 140 campuses in the United States and internationally. Together, they are developing an “ideal community model” for veterans with dis-abilities, which can be translated to the unique attributes and needs of any campus environment. One driver of these environments, which has been consistently articulated, is the need to harness the immense power of camaraderie experienced in the military as a core attribute of the community. Numerous studies cite the positive role of veteran-to-veteran support in academic success.

In December, the team conducted a focus group of active duty and veteran students, representatives from five universities, military leadership and other constituents to explore issues and ideas associ-ated with housing veterans with disabilities on campus. Several areas of exploration rose to the top for consideration:

• Should membership in these communities be limited to veterans with disabilities?

• How might an appropriate balance be struck between the exclusivity of military camaraderie and inclusivity of the broader campus community?

• How will the physical arrangement of these communities address the unique needs of students with PTSD, TBI and other invisible disabilities?

• How can these places become beacons of entrepreneurship and energy?

• How will these communities self-govern?• What will make the transition from military to student life

successful?

In February, the team held a second round of focus groups, this time focusing on the physical ele-ments of Student Veteran House. Both active duty and veteran soldiers spoke about an evolving understand-ing of how the spaces might best support the unique attributes and needs of this population.

It was in these focus groups that the concept of a “rally point” emerged. Thompson is adamant that these communities should be centered on the fortitude it will take for these students to attain degrees. Even his corporate tagline insists: Housing Veterans with the Will to Learn. He asserted, “I don’t

want people to associate what we are trying to do here with learned helplessness. We are not coddling veterans who see themselves as victims. We are providing a very critical missing aspect of support for students who are determined to pursue a college degree.” In this vein, a rally point is a predetermined place you know you can go to find your comrades, your support.

One topic the group wrestled with was the layout of the indi-vidual living unit. “There’s a tension between an increased need for privacy and the types of arrangements we would typically suggest for students in their first year of college life,” explained Jared Cof-fin, an architect with Hanbury Evans. “In the first year, students are assembling their cohort, or community. When we design for the first and second years, we are focused on drawing students out of their individual rooms by placing community amenities outside of the living unit. Bathrooms, lounges and places to hang out are separated from the living unit so that students routinely experience the type of incidental meetings from which friendships emerge. For this popula-tion, we need to balance shaping strong community with honoring the unique implications of a myriad of disabilities. It’s an absolutely fascinating design exploration.”

Thompson agreed. “Often, the most vulnerable time for individu-als with disabilities is in the bathroom. It is important that people understand and recognize the emotional comfort provided by pri-vate bathrooms. A disabled veteran doesn’t want an audience when removing a prosthetic to use the restroom.”

Michael Thompson

Student Veteran House

on-CaMpuS Support


An insTAnT, A JoUrney

Thompson’s insights on these topics have been honed through his own journey through disability. When promoting Student Vet-eran House, Thompson often tells his personal story:

“I was born and raised in northern California and grew up serv-ing my community through scouting. In addition to scouting, I enjoyed and excelled at team sports. I was fortunate enough to earn an athletic scholarship to UC Davis. After track practice in 2004, I heard about the passing of Pat Tillman. His death was highly upset-ting to me, as I had always looked up to him for his commitment to serving our nation. In honor of this American hero, I was inspired to transfer to Arizona State University, where I walked on to the football team and spent two memorable years as a Sun Devil.

As a new graduate in an immature state of mind, I signed a con-tract with World Wrestling Entertainment. It was not long before the allure of this industry wore off and I realized I wanted to follow in Pat’s footsteps to serve my country. On April 22, 2009, I shipped out to boot camp.

Arrogant and headstrong, I felt invincible until I was severely injured during a horrific crash on a high-speed boat operation. Pre-viously, I had taken my physical ability for granted. It took that boat crash for me to learn what I consider to be the most important lesson of my military career—anyone can become disabled in the blink of an eye. It is the only minority group that everyone is susceptible to joining instantly. I did not know it at the time, but this would change my perspective on life and cause my true passion to surface.

At age 26, I faced an arduous struggle of rehabilitation and the complicated process of a medical evaluation board. To be torn down both mentally and physically was humbling, but it helped to rebuild rather than destroy me. I gained an enlightened perspective far removed from the outlook I once had as an entitled collegiate athlete.

The difficulty of my journey pales in comparison to the hard-ships countless servicemembers face on a daily basis. I have become impassioned to devote my life to their advocacy, aiding my comrades however possible. I plan to start by supporting disabled veterans with the will to learn.”

Thompson frequently credits his fiancée, Ashley, as being a complete “support system,” without which he would have given up in his first semester of graduate school. He admits that he was com-pletely overwhelmed by just registering for his classes and with the technology freight train that seemed to have passed him by when he was serving our country. The moment that brought him to create

Student Veteran House was the realization that there are scores of disabled veterans who don’t have an Ashley.

whAT’s nexT

Thompson and his design collaborators have been working to spread the word about Student Veteran House throughout higher education, and they have been diligently listening to the concerns, curiosities, ideas and questions of student affairs professionals. Thompson and his team have been accepted to speak at the Society of College and University Planners (SCUP) Mid-Atlantic Conference, the national conference of the Association of College and University Housing Officers-International and the national SCUP conference. While there is growing awareness and support for the idea of housing environments for veterans with disabilities, Thompson and team are becoming accustomed to the all-too-familiar observation, “I think this is a great idea, but we really don’t have that many disabled vet-erans living on our campus.”

If Thompson has his way, there will be soon.“That’s the point. Right now, the lack of these communities is a

barrier, a deal-breaker for someone who is older, physically disabled or suffering from anxiety, PTSD or TBI,” he said. “As trite as it may sound, I truly believe that if we build them, they will come.” O

For more information, visit http://studentveteranhouse.org/ or @studentvethouse on Twitter.



Conceptual study of unit types. Disabled veterans have indicated a strong desire for private bathrooms. The design team is balancing the desire for privacy (reducing vulnerability) with sound community planning principles which encourage face-to-face society. [Image courtesy of Hanbury Evans Architects.]

Hanbury Evans Architects conducted focus groups with active duty soldiers and veterans to understand the critical needs of space to support the transition from military to campus life. [Image courtesy of Jon Abrahams.]


CLASS NOTES

New York Film Academy (NYFA) Los Angeles has appointed Medal of Honor Recipient Colonel Jack Jacobs as Chair of NYFA’s Veterans Advancement Program.

NYFA veteran students gathered in a Warner Bros. theater for a special lecture from Jacobs, who discussed his own experience in transitioning from military to civilian life and offered advice to NYFA veterans on the subject.

Jacobs served in the U.S. military for more than 20 years and his gallantry in Vietnam earned him the Medal of Honor—the nation’s highest combat honor—two Silver Stars, three Bronze Stars, and two Purple Hearts. Jacobs is currently a military strategist and on-air analyst for NBC and MSNBC News.

This special lecture was the first step in Jacobs’ mission at NYFA to support veteran students’ transition from the military to an exciting career in the media.

“There is nothing like military service that gives young people authority and responsibility at an early age. If there is anybody prepared to lead, it is the veteran,” said Jacobs. “I didn’t hesitate to sign on with the New York Film Academy because I want to support our country’s servicemembers in getting the best film and media arts education possible—training that leads to inter-esting and creative careers.”

New York Film Academy’s president Michael Young stated, “Our veteran students bring with them a discipline and dedication to their work that are essential ingredients to making films and working in the visual arts. We are honored that Colonel Jacobs is devoting his time and experience to mentor them and lead by his own extraordinary example as the Chair of our Veterans Advancement Program.”

The New York Film Academy campuses in Los Angeles and New York have been hosts to more than 500 veterans since 2009.

The University of Arizona is now registering students for 21 undergraduate degree programs offered under the newly launched UA Online campus.

The undergraduate degree programs join a robust slate of over 40 online graduate school degrees and certificates the university has offered for several years. Scheduled to begin in August 2015, the new online degree programs reflect the university’s vision and commitment to meet the evolving needs of today’s students and working professionals of all ages.

“Online learning is an integral part of Never Settle, the UA academic and business plan which calls for rapidly expanding access to our award-winning faculty, research and educational programs,” said Melissa Vito, senior vice president for student affairs and enrollment management and senior vice provost for academic initiatives and student success.

“We are thrilled that prospective students—from busy professionals advancing their careers and parents returning to the workforce to active military and veterans, community college transfer students and others—can now earn their undergraduate degree from one of the top 100 universities in the world,” Vito said.

Areas of study include:

• Digital information and data science with a Bachelor of Arts in eSociety.

• Data management and software development with a Bachelor of Applied Science in informatics.

• New green economy with a Bachelor of Science in sustainable built environments.

• Health care and health-related sciences with a Bachelor of Science in care, health and society.

• Social services for all populations with a Bachelor of Applied Science in human services and a Bachelor of Applied Science in early childhood education.

To learn more about the new UA Online programs, visit uaonline.arizona.edu.

The Davis & Elkins College Veterans Upward Bound (VUB) program celebrated its 25th anniversary of successfully providing critical educational services to military veterans of West Virginia with a public reception in March.

“I am proud of the success this program has had since it began in 1990,” said Mark Rosencrance, director of Veterans Upward Bound at Davis & Elkins. “We are fortunate to have such a dedicated staff and such a wonderful host insti-tution here at D&E.”

Davis & Elkins is the only VUB program in West Virginia and assists in the transition from military service to the classroom. Since its inception on March 1, 1990, the program has served approximately 3,000 veterans from

throughout the state. From its offices at D&E, VUB works with outreach locations at several sites in West Virginia to provide refresher and prepara-tory classes in English, math, science, foreign language and computer skills.

In addition to offering classes, program staff members assist veterans in securing financial aid, making use of their GI Bill benefits, and applying to and enrolling in postsecondary schools.

Pictured at the celebration are, from left: Advisor to the D&E Student Veterans Association

Mark Lanham; Regional Coordinator for U.S. Senator Joe Manchin Peggy Hawse; Elkins Mayor Van Broughton; D&E Veterans Liaison Officer Debbie Larkin; and Director of the D&E Veterans Upward Bound program Mark Rosencrance.

Veterans Upward Bound Anniversary

NYFA Appoints Medal of Honor Recipient

University of Arizona Launches New UA Online Campus


Compiled by Kmi media Group staff

DelawareValleyCollegeandthePennsylvaniaAirNationalGuardsignedanagreementthatexpandseducationaloppor-tunities to military personnel serving at the Horsham AirGuardStationinWillowGrove,Pa.

Under the terms of the agreement, DelVal will teachon-site undergraduate- and graduate-level courses at theHorsham Air Guard Station. The agreement also extendsthebenefitsofDelVal’sMilitaryScholars forAmerica(MSA)program to eligible students. The MSA program providesfinancial support for military servicemembers enrolled inDelVal’seducationalprograms.Servicemembersstationedatthebase,theirspousesandDepartmentofDefenseemployeesarealsoeligiblefortheMSAprogram.

DelVal currently offers courses at Fort Indiantown GapNationalGuardTrainingCenterinAnnville,Pa.,andatanAirGuardBaseinMiddletown,Pa.TheprogramattheHorshamAirGuardStationwas tested in the fall 2014 semesterwiththe first DelVal undergraduate course taught on-site. Theagreement formalizes DelVal’s commitment to continue todeliver undergraduate- and graduate-level education to theHorshamfacility.

“DelVal is honored to support themilitary community,”saidDelValPresidentDr.JosephBrosnan.“Wearecommittedto providing affordable education to our brave service-members for military and post-military careers. This newprogram at the Horsham Air Guard Station underscores

our commitment to expanding educational opportunities todeservingmilitarypersonnelandtheirfamilies.”

Pictured at the signing are, from left: Pennsylvania AirNational Guard 111th Attack Wing Command Chief MasterSergeant Paul Frisco Jr.; 111th Attack Wing Chief MasterSergeantJamesTobolski;111thAttackWingCommanderCol.HowardEissler;DelawareValleyCollegePresidentDr.JosephBrosnan; DelVal Director of Military and Veterans AffairsThomas Kennedy; andDelVal Vice President for EnrollmentManagementArthurGoon.

The PSEG Foundation has recently awarded a $70,000 grant to support Thomas Edison State College’s online Military and Veteran Portal (MVP), which shows active duty servicemembers and veterans how their military training applies as credit toward a degree and connects them to careers after graduation.

Staff Sergeant Douglas E. Tackach, an aircraft power plant repairer in the New Jersey Army National Guard, said the portal was a valuable tool as he considered options for continuing his education.

“I used the MVP portal to apply for graduate-level courses at the college,” noted Tackach, a South Plainfield, N.J., resident who is currently enrolled in the Bachelor of Science in applied science and technology program at the college. “I hold certifications in fire inspection, firefighting, emergency management and public safety that I was able to apply to my program and was also able to transfer credits from other colleges I attended. It made the process easier for me because it allowed me to track everything online and let me know what courses I still need to take to complete my degree requirements.”

Currently 7,700 of the 21,000 students enrolled at Thomas Edison State College are active duty servicemembers or veterans like Tackach. Approximately 61 percent of them are pursuing higher

education degrees in STEM disciplines that the MVP program intends to enhance.

“The college has specialized in delivering mobile degree programs that help military and veteran populations earn maximum credit for their training for more than 40 years,” said Louis Martini, associate vice president for military and veteran education at the college. “Our new MVP portal enables military and veterans to affordably complete a college degree in a timeframe that is convenient for them while providing additional support services and counseling from the time they are prospective students through their post-graduate careers.”

In addition to showing active duty servicemembers and veterans how their military training can be transferred to the college and applied as credit, the portal also enables them to view potential degree programs aligned with their military training, learn about possible career options and estimate their education costs—all before they apply.

“We are immensely grateful to PSEG for their support in this endeavor and in helping us to better serve the brave men and women who defend our country,” said Martini.

For more information, visit the college’s Military and Veteran Portal: https://mvp.tesc.edu.

DelVal Expands On-Site Courses at Horsham Air Guard Station

Grant Supports College’s New Military and Veteran Portal


Prior to assuming her current post as the Coast Guard’s program manager for voluntary education, Dr. Donna Duellberg served as the regional education services officer (ESO) for the Coast Guard’s District 14 from 2006 to 2014. As ESO for the Coast Guard’s most geographically extensive district, she conducted site visits to Coast Guard members in locations as far-flung as Japan and Singapore. Duellberg also partnered with Dr. Marsha Wellein, the ESO for 9th Mission Support Command, USAR, to organize education fairs on Guam and Saipan, as well as in Hawaii. In Hawaii proper, the Base Honolulu Learning Center in Hawaii received national recognition for numerous initiatives headed by Duellberg. In 2013, Duellberg was awarded the CCME John Brian Service and Leadership Award.

Duellberg’s depth of experience includes 21 years of mili-tary service and Army Training and Leader Development Panel (ATLDP) experience, several years of counseling and university teaching experience—including hosting an educational cable TV show called “The Psychology of Work” and teaching for several years for Pearl Harbor’s famed apprenticeship program. Most remarkable is the fact that Duellberg, a Veterans Educational Assistance Program (VEAP) recipient (government contribution maximum of $5400), obtained her degrees (A.A., B.A., EdM, CAGS and EdD) while serving on active duty.

Q: Describe your role as the Coast Guard’s program manager for voluntary education. How has your background contributed to this role?

A: As the program manager for voluntary education, I advise Coast Guard leadership on policy matters. Voluntary education policy extends across multiple programs to include tuition assis-tance, testing, counseling and degrees. It’s also about how we forge relationships with outside entities such as the Department of Defense (DoD), Defense Activities for Non-Traditional Educa-tion Support (DANTES), American Council of Education (ACE) and academic institutions. And of course, the goal in all of those

endeavors is to provide the highest-caliber postsecondary experi-ences possible for the servicemember.

I would say that my military background, coupled with my high regard for Rogerian counseling and andragogical practices, have shaped my input to leadership. Likewise, my personal com-mitment to achieve a balance between prescription and freedom has played a role in my approach. On the one hand, leaders are expected to play a paternalistic role and protect the interests of servicemembers against predators and potential “potholes”; on the other hand, servicemembers need to take responsibility for their own choices and be granted sufficient latitude to develop those propensities. In other words, voluntary education can be contradictory by its very nature, since we want individuals to make their own choices and take responsibility for their educational pursuits, yet we also want to protect them from exploitation. As a young soldier, I can definitely remember feeling constrained by restrictions set in place for “my best interest.” This is why I am so concerned, as I mentioned before, to strike an optimum balance between prescription and freedom. I think the way we minimize risk for our members is by arming them with objective and fair information so that they can make good decisions.

My family background also played a significant role of who I became and on the formation of my current priorities for Coast Guard voluntary education. I credit my mother for shaping my early values and self-image. My mother was a bit ahead of her

Dr. Donna Duellberg Voluntary Education

Program ManagerFORCECOM Training-Education & Professional Development Branch

(FC-Tepd)United States Coast Guard


Education GuardianSupporting Voluntary Education Opportunities for the U.S. Coast Guard

Q&AQ&A

time. In an era where such encouragements were rare, she filled me with a determination not to let my gender be an impediment to my career aspirations. She believed that her little girls should have the same opportunities as boys. Education, in her view, was the key to success. My mother was always clear about one thing—that education could change fates. I credit her for my academic successes because that fragile root could have easily been dam-aged. Here’s to moms everywhere!

Q: How did you become involved in education after active duty?

A: I retired from the United States Army in 2001 and began teach-ing for multiple universities, both as an adjunct and as the chair of the College of Human Services for a large university on the island. It was a good trade—losing one’s combat boots and battle dress uniform in order to gain a classroom full of inquisitive students. I immediately noticed the distinct advantages of teach-ing online, although I initially preferred on-ground instruction. While I tried to keep a balance between on-ground, hybrid and online classes, as time moved forward there were many more opportunities to teach online than in the traditional classroom, and by 2005 I found myself mostly teaching online or through hybrid instruction models. I attribute this opportunity to the per-manent and full-time faculty’s initial reluctance to teach online.

Interestingly, their resistance was my conduit for accessing the world of academia that I, when first considering transitioning

from the military years before, had found difficult to penetrate. In 2006, an opportunity presented itself to work as a full-time education services officer for the Coast Guard. I was familiar with this type of work from my years as the deputy ESO for the Marine Corps, and I accepted the position because this newly created role served as a blank slate onto which I could exercise some degree of autonomy and experiment. In this new role, with the goal of increasing college attendance within my area of operation (District 14), I found myself free to be innovative with outreach initiatives and consequently with the delivery of college instruction.

Q: Can you talk about your recent loss of 16 full-time ESO billets, and how will you mitigate those losses?

A: First, I want to be completely respectful of those education services officers who lost their billets and take a moment to acknowledge their contributions. I personally know most of these individuals, and they are all consummate professionals. Their loss will be felt by the organization for a long time. These individuals, a highly skilled group, could have done many other things, but they chose to work in education and with the military population because they know that achieving an education is life-changing. They had consummate faith and dedication in their population, knowing those servicemembers—the first responders and other individuals who serve our country—to be deserving of

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educational opportunities. The lost billets are unfortunate, but the Coast Guard, in response to budget sequestration, had to make several tough decisions.

The Coast Guard takes access to and support of voluntary education very seriously, and in that vein, all units have either full-time or part-time (as a collateral duty) ESOs to assist mem-bers with their educational pursuits. Moving forward, because our new structure will have fewer full-time ESOs and more collateral duty ESOs, the Coast Guard will adopt a regional ESO concept to mitigate its losses. Under this concept, each district will have a lead regional ESO, who along with the other full-time ESOs will mentor and support collateral ESOs in their areas of operation, a practice that is already in place despite unformalized or published guidance to the field at this point, as most ESOs are intuitive problem-solvers.

Collateral duty ESOs look to full-time ESOs for assistance in completing those education-related duties outside of their scope—for example, the administration of some types of tests. When a full-time ESO is too geographically distant to serve our members, we have some DoD partnerships with our sister services in place which allow our members to access DoD facilities. In the rare event when no full-time Coast ESO or DoD facility is nearby, some collateral ESOs will be required to expand the scope nor-mally expected of them. In addition to these measures, our educa-tion advisory committee has volunteered to create an orientation course for newly assigned ESOs and currently work with Matthew Jackson, an instructional systems designer and IT wizard, to bring that course to fruition. So these things collectively will help miti-gate the loss of a third of our full-time ESO billets.

Q: What other challenges do you perceive as facing you and other military educators today?

A: Besides the obvious financial tightening, today service chiefs struggle with how best to cultivate a climate that’s conducive to the voluntary education pursuits of its members. Strategies must be developed which ensure affordable, quality opportunities for our members and convince military leadership that they are stakeholders in this process and that continued financial support of voluntary education is money well spent.

Another obstacle for military educators is how to measure success and define what constitutes success. If one defines suc-cess by looking for evidence showing military successes are attributed solely to academic successes, I am afraid that while those things may be correlated, the relationship is not causal. An educated workforce makes for a better off workforce, but not necessarily a better workforce. (That is, while an educated leader may make more money, receive more promotions, buy bigger homes and even enjoy more dates, that doesn’t mean he or she is a better leader or a better person.) I know there are people who disagree with me, but education will never be a substitute for character.

Moving forward, the challenge is to interpret the data cor-rectly and explain how education can enhance the life of a service-member. For military stakeholders, it’s to show how an educated workforce has more information at its disposal to make more informed decisions. In short, the military educational community is challenged by—but is diligently working toward—achieving President Obama’s Principles of Excellence.

Another challenge that presents itself from time to time is how to bring diversity into military classrooms when we fun-damentally operate in a vacuum. The population at our confer-ences is primarily military, as are our on-base classes, and since the majority of our tuition assistance dollars go to a handful of schools, one can conclude the make-up of online classes may consist of primarily of military students as well. It is correct that military personnel come from all walks of life, but after a time we become assimilated and primarily interface with only military-affiliated personnel. While there is a lot of security in moving in an enclosed environment, the lack of exposure to the civilian sector can be problematic. It’s easy for military personnel to grow comfortable in their enclaves because as communities we are extraordinarily self-reliant. While self-sustainment is a wonderful attribute, there is a downside to operating in a vacuum. This is especially evident when one transitions from the service into the civilian sector. There can be a feeling of disconnect and disori-entation during transition simply because civilian contexts are relatively unfamiliar.

On the one hand, civilian employers might not fully credit military personnel with the skillsets they possess because it is foreign to them, just as some of the civilian expectations are foreign to the newly-transitioned veteran. This is not necessarily optimal, but again, this issue is not necessarily reflected under the current measures used to assess “success” in voluntary education.

Q: In your experience, what are some of the most difficult barriers military personnel need to overcome in order to pursue a degree? What can military leaders do to help their members overcome these challenges?

A: One of my favorite characters in one of my favorite movies, Lone Waite, explains to Josey Wales his interpretation of the term “endeavor to persevere.” I think about perseverance a lot and how it may be underrated.

My friend Dr. Marsha Wellein conducted her dissertation on examining what barriers keep soldiers from pursuing academic degrees, and I became very familiar with her work. While Wellein looked at many variables, she found that statistically significant deterrents to academic success were the number of hours worked; the level of family concerns/responsibilities; and whether or not access was readily available to computers/Internet. While her work gives educators and leaders just a small insight as to some of the barriers that matter, it also serves as a reminder that out-comes are dependent upon a multitude of factors and that leaders can increase the probabilities of success by altering the environ-ment. There are some things within our control.

In the case of Wellein’s research, leaders can change the rate of work flow, provide access to technology, and—depending upon the nature of family issues—assist in this area as well. For exam-ple, for moms with small children at home who would otherwise like to attend day college classes on base, why not coordinate a rotational pool from the mothers to watch the children or draw on community volunteers?

Q: What are the advantages/disadvantages of distance learning and traditional brick and mortar schools? How do you know what to recommend for your Coasties?


A: As with anything, there are advantages and disadvantages for both distance learning and traditional face-to-face learning. I don’t ascribe to a blanket recommendation for our members because with all the options available, a tailored choice that accounts for a member’s individual learning style, need for flex-ibility and proficiency with technology is best. And remember, even when these factors signal a best choice, it may not be avail-able or affordable. I recommend that our members seek out the assistance of an education services officer to help them prioritize available alternatives based upon a set of criteria that are impor-tant to that individual member.

There has been some recent research which suggests that hybrid instruction might serve as a model for bridging the gap between on-ground and online instruction. This blending of face-to-face interaction and distance education seems to be most conducive to student learning, so it may offer the best of both worlds.

In addition to seeking out the counsel of an education ser-vice officer, our servicemembers can refer to the Coast Guard Institute’s website for an abundance of information related to education. For example, on CGI’s site there are three main areas for servicemembers: “Go to College”; “Pay for College”; and “Get Courses and Tests.” The staff at CGI, whose overall mission is to “provide the clearest path to the next grade or education level,” is expeditious in that delivery. Our members are fortunate to have both ESOs and CGI as complementary resources.

Q: If you could change anything (or several things) about the current education landscape (for military and civilian students), what would you choose to alter or improve?

A: I would change some things we do in anticipation of what the future of education might look like. I think we will need more prior learning assessment approaches. We will need to leverage our educational resources with free and open education resources and by pooling more of our own resources

I see a future of world universities as global assets. As glob-ally we get smaller—e.g., in terms of distances being a bar-rier—diversity becomes more important. So world universities will have diverse staffing and students. Those students will have access to faculty members from all over the world. World uni-versities will share research and innovation centers and work together in solution centers to aid the poorest, most deprived countries.

To take this one step further, I also see a future of universi-ties pooling certain resources for mutual benefit, a world where graduating students obtain a degree from multiple schools simultaneously, providing them with universal credentialing and an ability to work in any one of those countries.

With this future in mind, I think strategically our prepara-tion calls for periodic assessments of what diversity looks like in our classrooms, and for an emphasis on the application of innovation. O

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Heading off to college is one of life’s most noteworthy moments. But amid all the excitement and celebration, there’s plenty of anxiety too. New-student concerns can range from briefly problematic worries like locating classrooms and meet-ing new people to more long-term issues such as what to study and how to pay for it all. For veterans, that anxi-ety often is amplified because of their non-typical circumstances. Simply put, most veteran learners aren’t devil-may-care, 18-year-old kids fresh out of high school.

“The initial transition to a college or university is an essential time for all students,” said Dr. Nicho-las J. Osborne, the assistant director of the Chez Family Foundation Center for Wounded Veterans in Higher Education at the University of Illinois at Urbana-Champaign. “For veterans, this transition is unique given their nontraditional status.

“Many veterans come to higher education older than their peers; some are also attending school while balancing family and work commitments. Additionally, many veterans have had a break in their education, so being a student and managing a demanding academic schedule is challenging. Moreover, because most veterans commute, this can isolate them from the non-classroom activities that are very much a part of the climate and connection to the overall campus and institution.”

Andrew McCarty, director of veteran and mili-tary services at Northeastern University, agrees. “Community is perhaps the most important ele-ment when it comes to a veteran’s successful

transition,” he said. “They are offered the same academic coun-seling and tutoring services that any student may utilize, but it’s important to create that sense of community from the very beginning. We offer veteran-specific orientation programs for incoming students. On day one, they’re given the information

they need, and we introduce them to other new and returning student veterans. The peer support that results helps them transition well and stay on track.”

personAlized service

The folks at Arizona State University keep sol-diers-turned-scholars on track by making sure they never feel as if they’re trying to navigate academia alone. “Personal engagement and relationships are ultimately what help veterans make a successful transition from the military to their post-military career,” noted Steven Borden, captain, U.S. Navy (Ret.), and director of the Pat Tillman Veterans Center at Arizona State University. “Our services provide a personal point of contact to veterans through each stage of the transition into and out of the academic environment.”

This assistance starts from the very beginning of the educational journey, with a veteran-specific con-tact in the admissions services department. Once accepted, new learners can be introduced to an official military advocate who coordinates program-ming to assist with pre-arrival, initiates veteran welcome events, checks in to help ensure successful

By J.B. Bissell

mAe correspondenT

Steven Borden

Arizona State University

Dr. Nicholas J. Osborne, Ph.D.

University of Illinois at Urbana-Champaign

on-CaMpuS Support

Transition Tacticson-cAmpUs sUpporT BUilds A Bridge For leArning


first-semester adjustment and can even assist with making career connections.

There’s a dedicated dependent advocate, too. “This role essen-tially functions the same as the military advocate, but specifically for spouses and military and veteran dependents,” explained Borden. “This person is particularly valuable in helping military members and veterans understand the Yellow Ribbon Program, VA Chapter 35 benefits and Chapter 33 Transfer of Eligibility.”

Finally, there’s a full-time VetSuccess on Campus counselor who can provide information and guidance related to a number of topics, including VA benefits, VA medical centers, disability compensation, vocational exploration, career goals, on-campus resources and peer-to-peer counseling.

As comprehensive as this list seems, Borden and his colleagues continue to seek out ways in which they can expand their support offerings. “We are currently exploring how to address what we see as a significant void in services to veterans: their knowledge about higher education and how to effectively use their benefits,” he said.

“Many veterans waste a term of benefits, up to two years or more, before realizing that they are not working toward the type of degree they really want, or realizing that in order to pursue a career in their chosen field they’ll need more than a four-year degree, but that their benefits will not take them that far,” Borden continued. “The VA has certain tools to assist in these areas, but the veteran must seek them out and at times does not have a full enough understanding of the higher education landscape to get the most out of tutorials and other tools that are provided.”

In Borden’s experience, this issue affects more veterans than any other, which explains why he believes it’s so crucial that members of the military fully integrate into campus life.

“The mission of our Office of Veteran and Military Aca-demic Engagement is to bridge the divide between veterans and non-veterans within the institution, whether between students or

between students and faculty,” he explained. “The goal is to pro-vide opportunities for veterans to tell their stories and find aca-demic opportunities that will assist them in their transitions—as well as opportunities for them to enrich the academic environ-ment with their own experiences. Oral histories, film, theater and book discussions—along with conversations with authors and directors—have all been a part of this to date.”

ArT Theory

Utilizing various art forms to bridge the veteran-civilian student divide may seem somewhat unconventional, but maybe that’s exactly what is needed. If one of the goals truly is to bring these oftentimes disparate groups together in order to forge more

relationships and personal engagement, then they must have some sort of understanding about each other, and what better way to come to that point than through story.

At California State University, San Bernardino (CSUSB), former members of the armed forces have a fantastic opportunity to learn all about telling a story—whether it’s theirs or one inspired by their experiences—in a class titled “Screenwriting for Military Veterans.”

“It’s a rigorous, nine-week, college-level course during which veterans are encouraged to write screenplays and receive thorough training in the art, craft and business of professional screenwrit-

ing,” said Marci Daniels, M.HRD., the director of CSUSB’s Vet-erans Success Center. “The course uses a method of teaching screenwriting developed by its instructor, Andreas Kossak, a Ger-man Army veteran.”

Admittedly, when brainstorming how to best lend a helping hand to veterans on the verge of returning to school, the topic of penning the next Hollywood blockbuster probably doesn’t come up all that much. Classes like this, though, embrace former soldiers, allowing them to feel as if they have a home

Dr. Marci Daniels, M.HRD.

California State University, San Bernardino


within academia. Inevitably, this sparks more serious thinking about their education as a whole, and exposes them to a wide range of people with whom they can build those all-important relation-ships. These are the building blocks to scholastic success.

“It also has an additional dimension that is designed to help participants establish themselves as authors with the unique promise that their work will be published,” continued Daniels. “To that end, a publishing label, ‘Written by Veterans,’ has been initiated.”

Another program that has been initiated at CSUSB, this one perhaps a bit more conventional, is a series of online training videos. “They’re similar to TED Talks, and focus on various issues concerning veterans that faculty should be knowledgeable about,” Daniels said. “Modules are 10 minutes long and cover important topics such as military culture 101, mental and physical health, and best practices on educating military affiliated students. The ‘talks’ are provided by military leaders, community experts, student veterans and faculty.”

Del Mar College has taken a similar approach. “We recently purchased the Veterans on Cam-pus training modules from Kognito,” said Tammy L. Micallef, personnelman chief petty officer, U.S. Navy (Ret.), who serves as the director of Del Mar’s College Veteran’s Center. “Several pro-fessional development sessions have been and will continue to be scheduled to help our fac-ulty and staff learn about significant issues that many veteran students face. We have also had several guest speakers provide outstanding presentations.”

The Kognito product is an interactive simulation that makes use of gaming technology and graphics to immerse viewers in various role-playing situations—from the administrative environ-ment to a virtual classroom—so that they have a better idea about the types of circumstances they may face in the real world.

heAlTh conscioUs

Supporting veterans with psychological distress, or any other health concerns for that matter, is a top priority at most any col-lege or university. The soon-to-open Chez Family Foundation Center for Wounded Veterans in Higher Education, however, will definitely be a standout.

The College of Applied Health Sciences (AHS) at the Univer-sity of Illinois at Urbana-Champaign has a long history of work-ing with WWII veterans and establishing pioneering services for students with disabilities. Around 2011, the staff at AHS started documenting the needs of today’s veterans, focusing more closely on their specific service-connected wounds and injuries. The simple conclusion was that “we believe veterans with disabilities require more specialized support than most campus-based offices can provide,” Osborne said.

And so, the plan to develop the Chez Family Foundation Center for Wounded Veterans in Higher Education as part of the College of Applied Health Sciences was born. It’s scheduled to open this fall.

“The center will provide a series of comprehensive services that student veterans with service-connected disabilities access based on their personal needs,” Osborne explained. “Our programs

are individually tailored, and students will work closely with center staff to map out the most effective way to utilize these resources. Examples include providing academic coach-ing, mentoring (peer mentoring, academic mentoring and professional and career development mentoring), benefits coun-seling and a transitional course that is specifically for first-year and transfer veterans.”

Perhaps the most impressive aspect is just how dedicated the operation is to wounded warriors, and to ensuring that no matter the obstacle, former soldiers will be able to get back to the class-room if they so desire.

“The center will provide a range of health and life skills support in the form of counseling, rehabilitation and family ser-vices,” Osborne continued. “Residential suites will be available

for veterans with severe and multiple disabilities who want to live in the center. There will also be personal assistants available for our students who have severe and grievous injuries.

“Our intention is to become a national resource that specifically works with veterans with service-connected injuries, and, as we develop a stronger understanding of this population along with best practices, to share this research.”

The Finish line

Whether veteran learners make use of a full-time personal assistant or simply stop by the campus resource center a handful of times to bounce ideas around, the hope is that all of this scholastic support leads first to a diploma, and ultimately to a new career.

So, a “Boots to Suits” program was recently launched at Arizona State. It partners upper-division student veterans with corporate executives to provide direct one-to-one men-torship. The Chez Family Foundation Center offers a series of workshops that cover various occupational topics. And at Northeastern University, the career services department makes a point to provide numerous “vets only” resources and activities. These range from transitional assistance to dedicated job postings and more.

“The unemployment rate for veterans is unforgivably high, and it continues to trend higher than the rate for civilians,” said McCarty. “This fact resonated with us because our university is built around the belief that combining experiential learn-ing and cooperative education best prepares our students for meaningful employment. It’s why 90 percent of our students are employed or in graduate school within nine months of gradu-ation, and for those who are employed, 87 percent are working in jobs related to their major field of study. Thus, when we see such employment challenges facing veterans, we know we have to act.”

Indeed, leaders at each of these schools, and countless others, have gotten to the point at which they not only understand it’s time to act, but have begun taking real action. O



Tammy L. Micallef

Del Mar College

on-CaMpuS Support


I have long known that a college degree was the key to success in today’s economy.

I took classes in multiple countries over many years, earning my bachelor’s degree in business administration from Trident University while on active duty in the Army. And, in January 2011, after 26 years of service, I retired as a command sergeant major.

After serving in the Army, I wanted to challenge myself to hone the skills I gained in the military to serve others. I began by taking general business prep courses at New York University. Since I wanted to study finance, I enrolled in courses to prepare me for investment banking.

The Booth School of Business at the University of Chicago intrigued me. When I learned that military veterans were treated no different than other students I knew I had to go there. While I wasn’t seeking special treatment, I did think my service and unique contributions to the classroom should be recognized. I wanted to prove that student veterans could suc-ceed in a tough and rigorous environ-ment, if given the opportunity. I set my goal on getting admitted.

At that time, unlike some other schools, Booth had not fully instituted the Yellow Ribbon Program and wasn’t proac-tively recruiting student veterans. Since Booth is a private school, the GI Bill would not cover the majority of tuition. Here was the challenge I was looking for.

The path to an MBA at Booth is tough, and it is supposed to be. They teach a scientific approach to business, consisting

of 21 business courses with math and econ undertones. As a veteran I brought an arsenal of skills to overcome obstacles outside of the classroom and knew I would need them to get through my MBA.

Similar to my military career, I wanted to choose the path less traveled and be able to blaze a trail for those coming behind me. Sure, there were times of self-doubt, but soon I had friends that were veterans, and we began to bond. We wouldn’t allow each other to quit, turn around or give up. Instead, we formed study groups and helped each other through the tougher courses. We moved as a cohort. We started together and were determined to finish together, which we did.

Veterans are mentally strong and have accomplished dangerous missions under the most extreme circumstances. We bring a different set of reference values to the classroom along with real-life experi-ence. We are generally mature beyond our years. There is nothing a professor can ask us to do that will be tougher than what we’ve already done. That knowledge car-ried me through the tough days.

Pursuing an MBA gave me the chance to reapply my military experience through a different lens, channeling my efforts towards success in the private sector.

SVA: Bridging the Gap From Combat to Career

Though my transition to civilian life was not without roadblocks, I was fortu-nate to be supported by great mentors. Without them, I’m sure it would’ve been much tougher.

I know that many leaving the military are unaware of their education options.

My advice is: do your homework, know what to expect and talk to veterans at your local SVA chapter. They’ll help prevent you from making the same mistakes they did. Get as much intel as possible before making the leap, and use your benefits to transform your life and your family’s life. Don’t shy away from the math and science courses. You’re smart and will excel. Use resources such as tutors. For those who may need it, recruit note-takers, and ask your professors if you can record classes.

As a former student vet, I strive to make the transition into higher educa-tion easier for you. My belief is that stu-dent veterans can achieve in academically challenging environments, but institu-tions must be willing to give them a voice and understand—just like traditional stu-dents—there is no singular journey for the student veteran.

My work with SVA has given me the unique opportunity to represent the hun-dreds of thousands of student veterans on college campuses across the globe.

While I don’t believe student vet-erans should be coddled, I have found that during the first year on campus, a veteran’s center and one-stop enroll-ment eases the transition to this new environment. Making student veterans feel welcome and valued on campus is mission-critical.

We have an obligation to see them through the most challenging transition of their adult lives and ensure they have access to the programs and resources that will help them successfully navigate their educational paths.

powered By miliTAry service, sTUdenT veTerAns Are creATing vAlUe on cAmpUs.

SVA on CampusBy d. wAyne roBinson

MAE 10.3 | 23 www.MAE-kmi.com

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When I visit campuses across the coun-try, I see some of the best and worst our institutions of higher learning have to offer. Some campuses have acknowledged the unique challenges our student veterans face on the road to academic success. Many have been especially receptive to opportunities for collaboration with SVA chapters.

SVA chapters like the Student Veterans Alliance at Western Kentucky University embrace existing campus outlets to improve the student veteran community by col-laborating with the student government association and the school board on issues like educational benefits, fair treatment for veterans in the classroom and parking for disabled veterans.

SVA’s goal is to change the focus on veterans to a longer view of ensuring we are there the entire way from homecoming to degree completion to employment.

iT’s Time For A new eqUATion

Our country’s renewed focus on veteran welfare has ignited change on campuses,

influenced policy on Capitol Hill and reshaped the work culture. More campuses and businesses are recognizing the value of veterans, but there is still much more to be done.

Education is a particularly safe land-ing zone for many veterans. We’ve learned that if a student veteran gets involved with a chapter, they excel through connecting with like-minded individuals. Our member chapters are the “boots on the ground” that help veterans transition into campus life and succeed academically.

Though our individual chapters oper-ate with a degree of autonomy, SVA’s Outreach Team maintains close ties with our chapter leaders and advisers. The net-work grows as student veterans gradu-ate and move on to pursue their careers, and become mentors to our programs nationwide.

SVA knows that there is no “one-size-fits-all” model in the life cycle of the student vet. We are leading the way in creating post-enlistment ecosystems where vets can learn, grow and excel.

SVA will continue to drive the conversa-tion to demonstrate the value of student veterans and to show the country just how good they can truly be. We’ve proven it on foreign lands; now let’s do it on our own soil. We fight, we win! O

D. Wayne Robinson is the president and CEO of Student Veterans of America.

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

D. Wayne Robinson

on-CaMpuS Support


Having been with Army and Navy Edu-cation for a combined total of 38 years, it has been my pleasure and privilege to see enhanced changes in military education and the organization now called the Council of College and Military Educators (CCME). What was once a group of less than 100 edu-cators has blossomed into the hundreds we experience today at our annual professional development symposium.

We began as a military educator and junior college organization in California back in the 1970s, but soon realized that there were people coming from more dis-tant shores. That led to the expansion of our organization to much of the West Coast up to Washington state, and finally the decision to go global. With a plethora of acronyms, we settled on the Council of College and Military Educators, which better explained our current composition.

What was once a handful of vendors attending our conferences has expanded to close to 100 in strength, including more than just college and university exhibi-tors. Over the years, we have also seen an expansion of concurrent sessions so that a wide variety of topics pertinent to college and military educators and students can be addressed. Becoming global also allowed for our professional development sympo-siums to be held in large hotels in warmer climates to take advantage of good weather.

We have been happy to see the addition of military members in our conferences

and are now able to recognize military members, veterans and spouses with special CCME scholarships. With the creation of our scholarship fund and the support of our sponsors, we can expect that tradition to be a growing part of our philanthropy to deserving students.

Military education is where the rub-ber meets the road. I have been aware for years that there is a growing emphasis on advanced education for our troops, both on our aircraft carriers and military bases. The desire for the military student to achieve and be prepared for a job after the service has increased participation in degree pro-grams all over the world under the auspices of the education centers on all our military installations.

When physical courses are not available, servicemembers have many online possi-bilities to pursue a degree. Although there are current government caps on tuition assistance, servicemembers can often pur-sue degree programs by augmenting their government tuition assistance with scholar-ships and grants.

CCME has become a highlight of the year for many military educators. Participa-tion varies year to year, but the exchange between colleges, universities, military edu-cators and students, and now associated businesses, is a vital connection, allowing an easy exchange of ideas. Coming together allows participants to share in both inno-vations and enhancements in education.

Having each military education department head review a year’s progress is met with anticipation of things to come.

When CCME started its journey, com-puters were just beginning to be important; so much of what was done was paper-based. Now much of what is accomplished is by computer, which has changed the academic environment and made it easier to navigate course content. The first year CCME invited vendors to its conventions in 2001, there were 13 vendors, a far cry from what we experience today. CCME has truly become a focal point for a variety of programs and services tied to higher education for our military members. O

Note from Jeffrey Cropsey, CCME president: CCME thanks Mebane Harrison, CCME president emeritus, for her article on the background of CCME and expansion of military voluntary education.

The Growth of Military Education and the Role of CCME By meBAne hArrison

For membersh ip , scholarsh ip ,

exh ib it ion and sponsorsh ip

opportunities, please visit us at:

www.ccmeonline.org

San Antonio, TX

February 15-18, 2016

A military member's pathway to

education and career success

OPENING DOORs.

Advancing Lives.

Professional Development Symposium

Jeff Cropsey


MONEY TALKS Compiled by Kmi media Group staff

Arizona State University has announced the Military Active Duty and Reservist Commitment Scholarship is avail-able to undergraduate military students enrolled through the university’s online campus. The scholarship will benefit students using military tuition assistance by covering the remaining cost of tuition per credit hour, meaning eligible military students will no longer have out-of-pocket tuition expenses to attend ASU Online.

“We are honored to expand our commitment to those serving our country and to provide them with the oppor-tunity to receive a world-class education while stationed here and abroad through this scholarship,” said University Provost Robert Page. “Arizona State University recognizes the unique lifestyle of military members, and we are committed to meeting the needs of military families as they work to complete their education.”

In order to be eligible for the Military Active Duty and Reservist Commitment Scholarship, students must be enrolled as an undergraduate at ASU Online and utilizing their military tuition assistance benefits. The scholarship is available to students of all academic levels, from incoming freshman through senior, who meet the minimum univer-sity requirements for admission.

For more information and to learn more about the Military Active Duty and Reservist Commitment Scholarship, visit https://scholarships.asu.edu/scholarship/41391.

As a part of Wounded Warrior Project’scommitmenttoitsmissiontohonorandempowerwoundedwarriors, theorganizationhas teamedupwithSentinelsofFreedomtoprovidesupportfor thecontinuingeducationof injuredservice-members. Through a $2 million commitmentover the next four years, this funding willhelp clear the existing obstacles facing thesewoundedveteransastheystrivetowardadvanceddegrees.

SentinelsofFreedomisanationalnonprofitscholarship organization dedicated to assistingseverely wounded veterans in their efforts tobecome productive and self-sufficient membersoftheircommunitiesastheytransitionbackintocivilianlifeandpursuetheireducationalgoals.

“Through our work with Sentinels ofFreedom, eligible WWP injured servicemem-berswill have access to additional benefits andsupport, including: identification of veteran-friendly universities and degree programs,housing subsidies, employment mentoring andplacement assistance, financial assistance forfundinggapsduetodelaysindisabilitypayments,andlegalandbudgetingadvisement,”saidRandyPlunkett, education initiatives director atWWP.“At WWP, we are constantly looking for oppor-tunities to enrich the services we provide thisgenerationofwoundedveterans.”

“Inour2014alumnisurvey,over65percentoftherespondentsidentifiedthemselvesasbeinginpursuitofabachelor’sdegree,”Plunkettsaid.“ThroughSentinelsofFreedom,WWPisnowabletoprovideourwarriorswithanadditional levelofsupportthatwillfurtherimpacttheirsuccessinreachingtheireducationgoals.”

TherecipientsofSentinelsofFreedomschol-arships through WWP will be selected fromgraduatesofWWP’sTRACKprogram,a12-monthprogram that gives injured servicemembers ajump-start on meeting their educational goals,or referrals from WWP’s 19 other programs.Fundingandsupport for these scholarshipswillbe provided for the duration of each student’stimeinschool.

Wounded Warrior Project and Sentinels of

Freedom PartnershipNew Jersey Governor Chris Christie has signed a

new bill into law that mandates all public colleges and universities extend in-state tuition to veterans, their spouses or dependents, regardless of their state of residency.

The New Jersey Tuition Equality for America’s Military Act, or NJ TEAM Act, is intended address a gap some military members face when using their GI Bill benefits to pay for college.

Federal legislation signed into law last summer addressed the issue by forcing all public colleges to grant veterans in-state tuition or risk losing funds from the GI Bill. However, the federal law covers veterans for only three years after their military discharge.

New Jersey’s law extends the in-state tuition to a veteran regardless of his or her date of discharge.

New Scholarship for Military Students at

ASU

NJ Mandates In-State Tuition for All Veterans


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MAE RESOURCE CENTER

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Navy Air/Sea is an authoritative review of U.S. Navy, Coast Guard and maritime news and technologies.

A PUBLICATION WWW.NPEO-KMI.COM

PUBLISHED DIGITALLY

EVERY TUESDAY

Navy Air/Sea looks at programs at the individual level and how they become integrated into systems of systems. General topics include fixed wing, rotary wing, ships, submarines, unmanned systems, communications, sensors and optics, detection and surveillance systems, survivability, missile defense, logistics, maintenance, weapons and ordnance, to name a few.

Each issue of Navy Air/Sea includes...ConTraCT awards

current fiscal year. The Pearl harbor Naval Shipyard and Intermediate Maintenance Facility, Pearl harbor, is the contracting activity.

Lockheed Martin Corp., Lockheed Martin Aeronautics Co., Fort Worth, Texas, is being awarded a $35,600,000 cost-plus-fixed-fee delivery order against a pre-

viously issued Basic Ordering Agreement (N00019-14-G-0020) to complete a Joint Strike Missile (JSM) risk reduction and in-tegration study of the F-35 Air System for the government of Norway. The objectives of the study are to further mature JSM weapon design and to ensure compat-ibility of the weapon with the F-35. Work will be performed in Fort Worth, Texas (50 percent) and kongsberg, Norway (50 percent), and is expected to be completed in March 2018. International partner funds in the amount of $10,000,000 are being obligated on this award, none of which will expire at the end of the current fiscal year. The Naval Air Systems Command, Patux-ent River, Md., is the contracting activity.

H & H builders inc., (small busi-ness) Tooele, Utah, is being awarded a maximum amount $30,000,000 firm-fixed-price, indefinite-delivery/indefinite-

quantity job order contract for electrical, mechanical, painting, engineering/design, paving (asphaltic and concrete), flooring (tile work/carpeting), roofing, structural repair, fencing, heating, ventilation and air conditioning and fire suppression/protection system installation in the Naval

Facilities engineering Command South-west area of responsibility for the San Diego, Calif., metropolitan area. No task orders are being issued at this time. Work will be performed at Facilities engineer-ing and Acquisition Division (FeAD) Naval Base Point Loma, FeAD Naval Base San Diego and FeAD Naval Base Coronado (excluding Naval Auxiliary Landing Field San Clemente Island). The term of the contract is not to exceed 60 months with an expected completion date of Febru-ary 2020. Fiscal 2015 operation and maintenance (Navy) contract funds in the

amount of $5,000 are being obligated on

this award and will expire at the end of the current fiscal year. This contract was com-petitively procured as a service-disabled veteran-owned small-business set-aside via the Federal Business Opportunities website, with 12 proposals received. The Naval Facilities engineering Command, Southwest, San Diego, is the contracting activity (N62473-15-D-2415).

Sikorsky Support Services inc., Stratford, Conn., is being awarded an $11,582,807 modification to a previ-ously awarded firm-fixed-price contract

(N00019-09-C-0024) to exercise an option for organizational, selected intermediate and limited depot-level maintenance for aircraft operated by Adversary Squadrons. Work will be performed at the Naval Air Station (NAS) key West, Fla., (40 percent), NAS Fallon, Nev., (30 percent) and the Marine Corps Air Station, Yuma, Ariz., (30 percent), and is expected to be completed in June 2015. Fiscal 2015 operations and maintenance (Navy Reserve) funds

in the amount of $11,582,807 are being obligated at time of award, all of which will expire at the end of the current fiscal year. The Naval Air Systems Command, Patux-ent River, Md., is the contracting activity.

Raytheon Missile Systems, Tucson, Ariz., is being awarded a $9,603,500 modification to previously awarded contract (N00024 13 C-5403) for Standard

Missile 2 (SM-2) and Standard Missile 6 (SM-6) engineering and technical services. This contract will provide for engineering and technical services in support of SM-2 and SM-6 to ensure continuity in produc-tion, design integrity and total systems integration of the missile round and its components. This contract combines purchases for the U.S. Navy (23 percent) and the governments of Japan (50.2 percent), Taiwan (14.8 percent), the Neth-

erlands (4.3 percent), korea (4.2 percent), Germany (2.9 percent) and Spain (0.6 percent) under the Foreign Military Sales (FMS) program or cooperative agree-ments. Work will be performed in Tucson,

and is expected to be completed by De-cember 2015. FMS, fiscal 2015 research,

development, test and evaluation, fiscal 2014 weapons procurement (Navy) and Cooperative Agreements funding in the amount of $9,603,500 will be obligated at time of award and will not expire at the end of the current fiscal year. The Naval Sea Systems Command, Washington, D.C., is the contracting activity.

Krempp Construction inc., (small business) Jasper, Ind., is being awarded $6,699,538 for firm-fixed-price task order 0003 under a previously awarded multiple award design-build construction contract (N40083-14-D-2722) for renovations to Building 2034 and Building 2035 at the Naval Support Activity, Crane. The work to be performed provides for all labor, equipment, tools, supplies, transportation, supervision, quality control, professional design services and management neces-sary to perform asbestos abatement, gutting the existing buildings, construc-

tion of interior partitions, installation of fire-rated ceiling, fire suppression system, electrical and mechanical upgrades, addressing seismic issues, accessibil-

ity compliance, installation of interior finishes, installation of anti-terrorism force protection compliant windows and the installation of an exterior insulation finish system. Work includes but is not limited to design, general construction, alteration, repair, demolition and work performed by special trades. Work will be performed in Crane, and is expected to be completed by July 2016. Fiscal 2015 Navy working capital funds contract funds in the amount of $6,699,538 are being obligated on this award and will not expire at the end of the current fiscal year. Four proposals were received for this task order. The Naval Facilities engineering Command, Mid-Atlantic, Public Works Department Crane, Crane, is the contracting activity.

Correction: Contract awarded Feb. 3, 2015 to Maritime helicopter Support Co., Trevose, Pa., (N00383-11-D-0003F) for $25,499,598, should have stated the completion date as February 28, 2015. The short timeframe is to cover a one-month extension.

WWW.NPeO-kMI.COM

44 | FeBRUARY 10, 2015

PEO Air ASW, ASSAult & SPEciAl MiSSiOn PrOgrAMS

2015

Cindy BurkeBusiness/Financial

Management

Cmdr. Laura SchuesslerChief of Staff

Rear Adm. CJ JaynesProgram Executive Officer

Bruce DinopoulosAssistant Program Executive OfficerLogistics

Jim McLaughlinRDT&E

Shawn SladeScience & Technology

David MeiserAssistant Program Executive OfficerRDT&E

Jim SchmidtTest & Evaluation

Steve NickleContracts

Glenn PerrymanDeputy Program

Executive Officer

Chuck CobaughLogistics

Mac BrownAssistant Program Executive Officer

Test & Evaluation

NAVAIR SUPPORT

HEADqUARTERS

LOGISTICS

RDT&ETEST & EVALUTATION

low-profile Cargo handling System The Boeing CompanyCountry of origin: uSAlanguage: englishAircraft have different spaces and areas. Some of the areas may be

cargo areas for carrying cargo. Cargo areas may be on the main deck

or on the lower deck of the aircraft. while an aircraft is on the ground,

the cargo area may be unloaded and loaded. Existing cargo conveyance

systems used in aircraft may be installed on top of the floor of the cargo

area. The roller systems may be mounted on axles in a track channel,

or tray, that rests on the floor of the compartment. The upper surface of

the rollers, where the cargo will contact, may extend 2’”‘ to 3”‘‘ above

the cargo floor. Since the cargo area may have a fixed height, the height

of the cargo to be loaded may be restricted and the overall useable

volume of the cargo compartment may be reduced. Current cargo conveyance systems may incorporate several roller

trays in a cargo compartment. The roller trays may be oriented along the

longitudinal axis of the aircraft. In addition, transverse trays with balls

may be present in a cargo doorway area. The balls may be metal and

freely rotating. Freely rotating may be defined as rotating in any direction

and around any axis. Existing commercial cargo handling systems allow

the loading of standard or non-standard cargo containers, palletized

cargo or special equipment. Some applications, such as fuselage-mounted auxiliary fuel tanks,

may be loaded or unloaded during maintenance. These fuselage-

mounted auxiliary fuel tanks may increase the amount of fuel that can

be carried but are limited in volume by the restrictions imposed by exist-

ing cargo conveyance systems. Increasing the amount of fuel carried

may be used to increase the range of an aircraft or increase the amount

of fuel that can be offloaded by a tanker aircraft. This design relates generally to a cargo handling system and, in

particular, to a low-profile cargo conveyance system. More particularly,

the present disclosure relates to a method and apparatus for allowing

the loading of taller cargo into a cargo area on an aircraft and increasing

the cargo area volume compared to current cargo conveyance systems.

10 drawings

underwater Vehicle SimulationU.S. NavyCountry of origin: uSAlanguage of origin: englishDaily global ocean forecasts that include a four-dimensional (4-D)

(latitude, longitude, depth and time) estimation of ocean currents can

be generated. An approach taken for the estimation of vehicle position

over time is to start with a known position from infrequent fixes (global

positioning system (GpS), ultra-short baseline (USbL), terrain-based,

etc.) and use the vector sum of the vehicle velocity (heading and speed

through the water) with the forecast current. Validation of this approach can be accomplished using log data that

was received from underwater gliders which provides GpS positions at

each dive and surfacing point. An underwater glider propels itself using

a buoyancy engine and wings that create lift to produce horizontal mo-

tion. From a vehicle motion modeling perspective, an underwater glider

must have vertical motion to move horizontally. Since underwater glid-

ers do not use engines for propulsion, they generally have substantial

endurance suitable for ocean sampling, underwater plume tracking and

sustained surveillance. however, these vessels are slow, with sustained

horizontal speeds typically below 0.5 m/s, and navigating them is chal-

lenging, as ocean currents can exceed 2 m/s. The Naval Coastal Ocean Model (NCOM) was developed to gener-

ate daily global ocean forecasts predicting temperature, salinity and

currents. Figures 1 and 2 show representative current forecasts during

underwater glider deployment exercises. In these figures, color 303

represents current speed in m/s and arrows 301 indicate the current

direction. Figure 1 shows the current at the surface with speeds as great

as 0.8 m/s. Figure 2 shows the current at 1000 m, the maximum depth

of the glider dives, where the speed is predominately below 0.02 m/s.

position estimation for underwater vehicles operating in the open

ocean can be problematic with existing technologies. Using GpS can

require the vehicle to surface periodically, which poses a potential navi-

gation hazard and subjects the vehicle to the faster currents near the

surface. Inertial systems can be ineffective without the use of Doppler

Velocity Logs (DVL) whose ranges can be too limited for deep ocean op-

eration unless the vehicle is very near the seafloor. Surface- or bottom-

mounted transponder systems can be expensive to deploy and restrict

the geographic area that the vehicle can operate in. A ship equipped

with a USbL system can be used to track an underwater vehicle, which

can be an expensive option for long deployments. A complication in the open ocean is that position estimation is

problematic while submerged. Glider depth can be directly measured

by the vehicle using a pressure sensor. Vertical velocity can be derived

from depth versus time, and horizontal speed through the water can be

estimated given vertical velocity, vehicle pitch angle and a parameter-

ized hydrodynamic model for the vehicle. Consequently, the only certain

position information, for purpose of simulation, is depth (as a function of

time), the time of the dive and the starting and ending surface positions.

In the present embodiment, the motion model can use initial simplifying

assumptions, including zero hydrodynamic slip between the vehicle and

ocean current and a symmetric V-shaped flight trajectory. For the simu-

lations conducted, the maximum depth of the dive and the time of the

dive can be used to compute an estimate of a single vertical velocity.

beyond this model, sources of error in position prediction can include

Defense innovationsCompiled by KMI Media Group staff

FEbRUARy 3, 2015 | 33

www.NpEO-kMI.COM

The Navy’s

Proposed FY2016 Budget

The Department of the Navy released its

proposed $161.0 billion budget for fiscal year

2016 on February 2.

This budget is part of the $534.3 billion

defense budget President Barack Obama

submitted to Congress on the same day.

Rear Admiral William Lescher, deputy

assistant secretary of the Navy for budget,

briefed media at the Department of Defense

budget press conference about the Navy and

Marine Corps portion of the budget.

“Our PB16 budget submission balances

warfighting readiness with our nation’s fiscal

challenges,” said Lescher. “Our force employ-

ment approach aligns capability, capacity

and readiness to regional mission demands,

ensuring our most modern and technologically

advanced forces are located where their com-

bat power is needed most, delivering presence

where it matters, when it matters.”

This year’s budget submission was guided

by the chief of naval operations’ tenets of

warfighting first, operate forward and be ready.

It makes critical investments in people, ships

and innovation so that the Department of the

Navy can execute the defense strategy.

The Department of the Navy requested

$44.4 billion for procurement, focused on pro-

viding stability in the shipbuilding account and

keeping the Navy on track to reach 304 ships

by FY20. In FY16 the Navy will buy nine new

ships, including two Arleigh Burke destroyers,

two Virginia-class submarines, three littoral

combat ships and the first next-generation

logistics fleet resupply ship, the T-AO(X).

Additionally, this budget includes fully

funding the refueling for the aircraft carrier

USS George Washington and the procurement

of a dock landing ship (LPD 28) that Congress

provided partial funds for in the FY15 budget.

The budget includes a $50.4 billion request

for operations and maintenance, reflecting

A PuBlicATioN

Warfighter FirstCombat Readiness, Material Readiness and Personal Readiness

Vice Admiral Thomas S.

Rowden

commander

Naval Surface Forces/

Pacific Fleet

Q: Tell me about your organization at Na-

val Surface Forces headquarters and what

your deployed footprint looks like. Do you

expect your org chart to look the same in

12 to 18 months?

A: We’re what’s known as a “type command,”

which means we’re responsible for outfitting

the surface combatants, making sure we have

the right sailors with the right qualifications

and that we are properly maintaining these

ships so they’re ready when fleet commanders

require them. To that end, my staff provides

logistical, training and combat systems sup-

port, as well as material inspections to stay

ahead of challenges.

We’ve seen progress in how we handle

the manning, training and equipping of the

force over the past few years, and we’ve laid

the foundation for what’s coming next. Our

organizational chart has grown and evolved,

particularly as we bring the Naval Surface

Warfighting Development Center online.

We will continue to see growth in the first

littoral combat ship squadron, DDG 1000

squadron, as well as Destroyer Squadron 7

in Singapore. All of these events move in

sync with the purpose of keeping our fleet

in the best material condition to support the

CNO’s tenet of “warfighting first.”

Q: You’ve been in command about six

months. What have you established as your

most important goals and what metrics

will you use to measure progress?

A: The most important thing is “warfighting

first.” It’s the CNO’s primary tenet and the

one I take as my charge as the type com-

mander for the surface force. It guides my

vision for the surface force. It is as simple as

it is crucial: “Providing combatant com-

manders with lethal, ready, well-trained and

logistically supported surface forces to assure,

deter and win.” You get there by prioritizing

goals, and I have only one real priority: to

ensure that everything we do makes us better

warfighters.This goal is built on meeting three

enduring pillars which enable warfighting

first: combat readiness, material readiness and

personal readiness. Each answers a basic ques-

tion. Combat readiness asks, “Are we training

our sailors to fight and win?” Material readi-

ness asks, “Are we providing warships ready

for combat?” And personal readiness asks,

“Are we developing our sailors?”

You’ll notice all of these pillars tie into

one word: readiness. Every surface warfare

officer (SWO) understands the importance

of readiness. As “SWO Boss,” I have the

primary responsibility for readiness, and it’s

paramount to warfighting—and everything

else we are called to do.

Continued on pAGe 40 ➥ Continued on pAGe 31 ➥

www.NPeo-kmi.comFeb2015

plus:• WhO’S WhO

AT PeO(A)

• NAVY SBIR

INNOVATIONS10

FeBRUARY 10, 2015

WWW.NPeO-kMI.COM

JAnuARy 2014 iMPlEMEntAtion PlAn FoR nAtionAl StRAtEGy FoR ARCtiC REGion

On May 10, 2013, the Obama Ad-ministration released a document titled “National Strategy for the Arctic Region.”20 On January 30, 2014, the Obama Admin-istration released an implementation plan for this strategy.21 Of the 36 or so specific initiatives in the implementation plan, one is titled “Sustain federal capability to con-duct maritime operations in ice-impacted waters.” The implementation plan states the following regarding this initiative:

objective: Ensure the United States maintains icebreaking and ice-strength-ened ship capability with sufficient capacity to project a sovereign U.S. maritime presence, support U.S. inter-ests in the polar regions and facilitate research that advances the fundamental understanding of the Arctic.next Steps: The federal government requires the ability to conduct operations in ice-impacted waters in the Arctic. As maritime activity in the Arctic region increases, expanded access will be required. Next steps include:

• The lead and supporting departments and agencies will develop a document that lists the capabilities needed to operate in ice-impacted waters to support federal activities in the polar regions and emergent sovereign responsibilities over the next 10 to 20 years by the end of 2014.• Develop long-term plans to sustain federal capability to physically access the Arctic with sufficient capacity to support U.S. interests by the end of 2017.

Measuring progress: Sustaining federal capability will be demon-strated through the Federal Government’s ability to conduct operations in the Arctic to support statutory missions and sovereign responsibilities, and to advance interests in the region. progress in implementing this objective will be measured by completion of the capabilities document, and long-term sustainment plan.

Lead Agency: Department of homeland SecuritySupporting Agencies: Department of Commerce (National Oceanic and Atmospheric Administration), Department of Defense, Department of State, Department of Transportation, National Science Foundation[.]22CoSt EStiMAtES FoR CERtAin ModERnizAtion oPtionSnEW REPlACEMEnt SHiPS

The Coast Guard estimated in February 2008 that new replacement ships for the Polar Star and Polar Sea might cost between $800 million and $925 million per ship in 2008 dollars to procure.23 The Coast Guard said that this estimate

is based on a ship with integrated electric drive, three propel-lers and a combined diesel and gas (electric) propulsion plant. The icebreaking capability would be equivalent to the pOLAR Class

Icebreakers [i.e., Polar Star and Polar Sea] and research facilities and accommodations equivalent to Healy. This cost includes all shipyard and government project costs. Total time to procure a new icebreak-er [including mission analysis, studies, design, contract award and construction] is eight to 10 years.24

The Coast Guard further stated that this notional new ship would be designed for a 30-year service life.

The high-Latitude Study provided to Congress in July 2011 states that the above figure of $800 million to $925 million in 2008 dollars equates to $900 million to $1,041 million in 2012 dollars. The study provides the following estimates, in 2012 dollars, of the acquisition costs for new polar icebreakers:

• $856 million for one ship;• $1,663 million for two ships—an average of about $832 million each;• $2,439 million for three ships—an average of $813 million each;• $3,207 million for four ships—an average of about $802 million each;• $3,961 million for five ships—an average of about $792 million each; and• $4,704 million for six ships—an average of $784 million each.

The study refers to the above estimates as “rough order-of-magni-tude costs” that “were developed as part of the Coast Guard’s indepen-dent polar platform business Case Analysis.”25

25-yEAR SERViCE liFE ExtEnSionSThe Coast Guard stated in February 2008 that performing the exten-

sive maintenance, repair and modernization work needed to extend the service lives of the two ships by 25 years might cost roughly $400 million per ship. This figure, the Coast Guard said, is based on assessments made by independent contractors for the Coast Guard in 2004. The service life extension work, the Coast Guard said, would improve the two

icebreakers’ installed systems in certain areas. Although the work would be intended to permit the ships to operate for another 25 years, it would not return the cutters to new condition.26 An August 30, 2010, press report stated that the commandant of the Coast Guard at the time, Admiral Robert papp, estimated the cost

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UNIVERSITY CORNER Military Advanced Education

Chas HilgerSenior Director of Military Relations

Ashford University

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

A: The university, originally named Mount St. Clare College, was founded in 1918 by the Sisters of St. Francis, Clinton, Iowa, as a junior college for women. In 1950, the college was accredited by the North Cen-tral Association of Colleges and Schools and has since maintained its accreditation. Its interest in adult learners began in 1962 when an evening program was imple-mented to serve the needs of students with career and family responsibilities. In 1967, the college became coeducational. Bac-calaureate degree programs began in 1979 and graduate degrees in 2003, coincid-ing with the name change to Franciscan University. In 2005, the university was acquired by Bridgepoint Education and renamed Ashford University.

The university’s current undergradu-ate and graduate degree programs have been designed specifically for this mis-sion-related purpose. Programs are offered through four colleges: Forbes School of Business, College of Education, College of Liberal Arts and the College of Health, Human Services and Science.

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

A: To start, students work with a special-ized military division of Ashford Univer-sity that focuses on the educational needs of the military community. This division is primarily composed of prior military members, so students can trust their expertise. In addition, Ashford University is aware that members of the military community have needs that go beyond continuing education.

The Office of Student Access and Wellness provides military-focused sup-port to disabled active duty, veteran and transitioning servicemembers and their families. The Office of Student Access and Wellness provides disability support for diagnoses including post-traumatic

stress, traumatic brain injury, depression, anxiety, chronic illness and a variety of other medical conditions.

Also, students can transfer up to 90 approved credits, including military and prior learning credits, toward a bachelor’s degree. In addition, course materials and reduced tuition and fees are offered to active duty, national guard, reservists and their spouses, as well as to DoD and Coast Guard employees and any student using VA education benefits.

Ashford has built academic leave and military deployment provisions policies to further support military during deploy-ment and training responsibilities.

Q: What are some of your most popular programs, and which ones are the most appealing to military students?

A: The most popular and/or most appeal-ing bachelor’s degrees for military stu-dents are organizational management, social and criminal justice, business administration, homeland security and emergency management, and psychology.

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

A: Ashford enacted a military veteran and student taskforce in an effort to con-tinue to elevate the university’s support of its military student population. The taskforce, which comprises employees from across the university, is committed to serve Ashford’s military and veteran

students and their families through the collaborative implementation of innova-tive initiatives, policies and community partnerships. Upholding external compli-ance and ensuring guiding best practices helps to inform how we serve this student population.

Ashford University leadership partici-pates on boards of organizations repre-senting the needs of servicemembers and veterans at the state and local levels, such as the Advisory Council on Military Educa-tion, National Veterans Transition Services Inc., the California Department of Veter-ans Affairs and the San Diego Regional Chamber of Commerce Military Affairs Advisory Council.

Ashford staff and faculty also maintain an active presence at military education conferences such as Council of College and Military Educators. Ashford military education outreach members serve on boards of state Advisory Councils on Mili-tary Education and multiple Inter-Service Family Assistance Committees.

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

A: Ashford University is at the point where higher education and technology con-verge. Ashford students can earn their degrees from anywhere they can take their smartphone, tablet or laptop. We are always seeking to improve the overall student experience and, as a primarily online insti-tution, it is imperative to stay connected to growing educational technology and learning methods. Within the classroom, students alongside their faculty experience interactive assessment tools and surveys within the classroom that develop rich data on student learning outcomes and help assure optimum online instruction. In many courses, students study and learn from a suite of digital materials, rather than expensive textbooks. And the Ash-ford mobile app allows students to keep in touch with their professors and fellow students on the go. O



April 2015Volume 10, Issue 4

Cover and In-Depth Interview with

B.J. PRiEST

Insertion Order Deadline: April 24, 2015 | Ad Materials Deadline: May 1, 2015

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Carol BerryAfter decades of serving in the field of voluntary education, DANTES director Carol Berry is retiring. Berry takes a look back at her years in VolEd and discusses her hopes for the future.

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Features

Voluntary Education Service ChiefU.S. Marine Corps

TROY can help you succeed in criminal justice. Our public university knows the commitment that comes with a career in law enforcement, corrections,

legal systems or homeland security. Courses are offered in class and online, including day, night and weekend options. Do what you love, and be great at it.

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