Forward

MILITARY editionINSIDE!APSCU’sThe LinkMarchingForwardImagine America Foundation shares thesuccesses of its LDRSHIP award recipientsWhere are the Jobs?A forecast of the labor market in 2014Breaking BarriersOvercoming vets’ communicationissues with instructorsThe Definitive Voice of the Career College Sector of Higher Educationwww.CareerCollegeCentral.com

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ContentsCareer College Central NOVEMBER 201315500 W. 113th St., Suite 200 • Lenexa, KS 66219INSIDE!APSCU’STHE LINKMarchingForwardMILITARY EDITIONIMAGINE AMERICA FOUNDATION SHARES THESUCCESSES OF ITS LDRSHIP AWARD RECIPIENTSWHERE ARE THE JOBS?A FORECAST OF THE LABOR MARKET IN 2014BREAKING BARRIERSOVERCOMING VETS’ COMMUNICATIONISSUES WITH INSTRUCTORSConference Coverage16 PlattForm’s EDU Marketing SummitBy Kevin KuzmaCareer education leaders share a multitude of insights andinnovations, as well as a strong belief in their mission, atPlattForm’s special event.News30 Where Are the Jobs?By Jenni ValentinoNew jobs are being created, but in what fields? CareerCollege Central offers a forecast of the labor market in 2014.The Definitive Voice of the Career College Sector of Higher Educationwww.CareerCollegeCentral.comOn the Cover 20Marching ForwardThe Imagine America Foundation shares the successesof its LDRSHIP Award recipients – students who havedistinguished themselves in the military and in theclassroom.68 A More Informed MilitaryBy Mallory RagonNew requirements with military tuition assistance programsaim at transparency.72 On Different PagesBy Kevin KuzmaThe Department of Education’s gainful employmentnegotiated rulemaking process is an exercise in futility.Contributed Articles6 Serving VeteransBy Michael DakdukMichael Dakduk of the Student Veterans of Americaexplains why hundreds of thousands of veterans, servicemembers and their families flock to career colleges.Subscribe!Career College Central grants you access to:• Insightful operations tactics from sector experts• Student stories• Sector research and analysis10 No GI Left BehindBy Brjden CreweIf a servicemember doesn’t want to pursue a career in themilitary, what’s next? A very logical and popular answer tothat question is education.Contact us today! Call 1.855.280.1889or email subscribe@careercollegecentral.comSubscribe at www.CareerCollegeCentral.com | 1

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LETTERfrom theeditorFor only the second time in the history of our magazine,we’ve decided to dedicate an edition to military-themedstudent success stories.Many of our readers probably remember the first instance whenwe allowed career college students and graduates to become thevoice of the magazine. In the summer of 2010, at the heightof the Department of Education’s initial gainful employmentproposal, we asked you to send us the stories of your mostsuccessful students and graduates to highlight the impact ofcareer training-oriented colleges. In our "What’s at Risk?" issue,we presented more than 300 individual student success storiesthat our sector leaders could pass along to influential electedofficials and leaders in other areas of higher education.A year ago, we ran a collection of stories featuring accomplishedmilitary veterans who had been recognized for theiraccomplishments in the classroom and in service to our nation.Now, at a time when financial aid and military benefits are beingcut, we felt we needed to do our part to share even more storiesof these learners and their incredible accomplishments.According to the Association of Private Sector Colleges andUniversities (APSCU), career colleges educate about 14 percentof military service and veteran undergraduate students. Militarystudents choose career training-oriented colleges for manyreasons, including the focus on careers, flexible scheduling,smaller class sizes, concentrated program offerings and, in somecases, the hands-on learning approach that bears a resemblanceto how they were trained in the military.In this edition, we concentrate our coverage on a number ofmilitary-themed topics. We feature the stories of some of thecareer college sector’s most accomplished military studentsand graduates. Their accomplishments are harrowing, inspiringand a great symbol of the pride we should all feel this monthon Veterans Day. In this spirit of reflection, Michael Dakduk,Executive Director of Student Veterans of America, penned apiece about what has made career colleges so appealing to ournation’s service members for decades. Karen Watts examines thetransitions and related struggles of these students from militaryto college life. Dr. Pete Savo covers colleges that are the mostmilitary-friendly and includes institutions of all types in hopesthat our schools can learn from them all.Of course, you’ll also find the latest news on the regulatoryenvironment and APSCU’s "The Link" section, our connectionto what’s happening in Washington.Since the advent of the GI Bill, active-duty soldiers and veteranswho have sacrificed significantly in service to this countrynow have the outlets necessary to continue their education. Wefeel, as you do, that career colleges are best able to serve thesemilitary members by helping them obtain careers that will bettertheir lives. We are honored to share some of their stories.NOVEMBER 2013 | 4

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michael dakdukServingVeteransWhy hundreds of thousands of veterans,service members and their families flock tocareer collegesBy Michael Dakduk, Student Veterans of AmericaCareer training colleges and universities, morecolloquially referred to as for-profit colleges anduniversities, have been in the crosshairs of somepolicymakers and veteran advocates as of late.Reports of misleading and deceptive marketing and recruitingpractices, some true, have scathed the entire career college sector.High student loan debt and loan default rates, albeit separate andmore complicated issues, have also been key talking points forthose attacking the for-profit education sector.One must ask, why then do hundreds of thousands of veterans,service members and their families flock to these schools? Basedon my travels to more than half the country and hundreds ofinstitutions of higher education, both for-profit and traditional,two key points differentiate career-oriented colleges fromtraditional higher education when it comes to veterans, servicemembers and their families: accessibility and affordability.The accessibility of taking a class online at your own pace, or inthe evening after work, defines the innovation of private sector,career-oriented programs. Of course, traditional higher educationis catching up, but this practice has long been a central part ofthe business model for many career-oriented schools. Moreover,NOVEMBER 2013 | 6

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For more than 60 years, the military has set up different programson bases all over the world that have allowed soldiers to completecollege courses while on active duty. But there were a great numberof limitations in the quality of education and the diversity of courseloads, which prevented soldiers from receiving a proper educationwhile deployed overseas. After World War II ended, there weremany American veterans who returned home and decided to usetheir GI Bill benefits in order to enroll in college.thinkers and decision-makers, but it helps the soldiers earn points toadvance their military career or prepares them for a career outside it,”said Pennsylvania National Guard Lieutenant Israel Miller. “We wantto educate our troops as much as possible.”With a lot of downtime (even during war), an online college courseload is a great way for service members to use their spare time in auseful manner.“Not only does taking online courses make thembetter critical-thinkers and decision-makers, butit helps the soldiers earn points to advance theirmilitary career or prepares them for a careeroutside it. We want to educate our troops as muchas possible.”– Israel Miller, Pennsylvania National Guard LieutenantWar veterans accounted for 70 percent of males enrolled in collegeduring the four years following the war (1945-1949), which provedto military recruitment experts how important those benefits wereto potential service members. According to the Department ofDefense’s Youth Attitude Tracking Survey, between 1997 and1999, the No. 1 reason potential soldiers between the ages of16 and 21 wanted to join the military was to obtain educationalfunding. This prompted many changes and added amendmentsto GI Bill benefits, which today still serve as one of the biggestincentives for military recruits all over the country.Today, according to GIBill.com, the Post-9/11 GI Bill providessoldiers up to 36 months of education benefits that are generallypayable for 15 years following their release from active duty. ThePost-9/11 GI Bill also offers some service members the opportunityto transfer their GI Bill to dependents. Today, with these benefitsand the technological advances online universities provide tostudents around the world, service members don’t have to wait fortheir active service to be complete before earning their degree.Sergeant Christopher Swisher of the 270th Engineering InstallationSquadron took college courses online and earned his Bachelor ofScience in business administration/management degree whilestationed in Afghanistan. The Air National Guardsman receivedhis degree from Central Penn College, graduating summa cumlaude a week after returning from his deployment the previouswinter. Swisher’s story is one of many shared by service membersdeployed overseas who, even in wartime, can find spare time inorder to pursue their degrees in a number of chosen fields.According to many advanced military personnel, soldiers deployedin war zones often make for great students in the cyber classroom.“Not only does taking online courses make them better critical-“Oftentimes during the evenings, after shift work is complete, guysare working out or entertaining themselves with events on base, etc.But some of the smarter guys are now in their tents taking coursesonline and earning their degrees, so when they go back home, they’reable to find work faster and at higher paid positions,” said ArmySergeant Solomon Carnes, who has been in the military for more than17 years. “I wish I had the opportunity to attend school while I wasstill stationed overseas. Trying to find a job on the civilian side is alot more difficult than many veterans expected when returning home,and being able to use the benefits that the military today providesactive duty soldiers would have been great.”There are many different options for military personnel who wouldlike to pursue degree programs online. With GI benefits constantlychanging in order for soldiers to pursue higher education, schoolsshould expect an increase in cyber students earning their degreeswhile they are stationed in some of the most dangerous war zones inthe world. Some of the greatest advantages of pursuing a degree onlineare the flexibility and customization tools that online universitiesoffer. Who better to take advantage of these flexibilities than soldiersstationed overseas fighting for our country?Brjden Crewe has been in radio for more than eightyears and is a writer for a number of well-respectedpublications nationwide, including MTV.com,BET.com, SonicMusicMonkey.com and a number oflocal publications. He currently writes for Las Vegas Sun,Las Vegas Review-Journal, Las Vegas Weekly, The DailyScene, VegasDeluxe.com, Las Vegas Magazine, Vegasmagazine, Vegas/Rated magazine and Vegas Sevenmagazine.Subscribe at www.CareerCollegeCentral.com | 11

don arnoldyWHAT WILL DRIVECAREER COLLEGEGROWTH?Why short courses and continuing educationcan help drive school growthBy Don Arnoldy, Contributing WriterNOVEMBER 2013 | 12

InMarch in the Career College Central LinkedIn group,Michael Platt posted the poll “What Will Drive CareerCollege Growth in the Next 5-10 years?” There were fivepossible answers: diploma programs, Associate degrees, Bachelor’sdegrees, Master’s degrees and D octorates, and short cash programsand continuing education. The overwhelming choice of those whoresponded was diploma programs.I see it a little differently. I agree that diploma programs will power thegrowth of career colleges (though I think Associate degrees will playa larger role than the results of the poll indicate), but "drive" impliesan element of guidance or steering that can’t be supplied by diplomaprograms alone. I believe that short courses and continuing educationcan provide the guidance required to drive school growth.Feedback from the short course, such as which classes are in demand andwhich are of no interest, can be used to help shape the content of yourregular curriculum. For instance, when considering some seemingly hotnew technology for inclusion in the regular curriculum, offering it firstas a short course can indicate how broadly it is being adopted within theprofessional community and how beneficial it will be for your graduatesto have proficiency with that technology.If any of your programs include a software proficiency component,software version announcements are an excellent opportunity for suchcourses. At some point, you will need to stop teaching the currentversion to your students and replace it with the new version (you don’thave time in the curriculum to teach both). But when do you implementa replacement? Software adoption is a diffuse process; there will be aEach time we graduate a successful student, we addone more person to a professional community thatneeds continuing education. By meeting those needs,we maintain an active involvement in the professionalcommunity that has a wide range of benefits to ourschools.A short course or continuing education provides a mechanism forongoing involvement with the professional communities we serve.Each time we graduate a successful student, we add one more person toa professional community that needs continuing education. By meetingthose needs, we maintain an active involvement in the professionalcommunity that has a wide range of benefits for our schools.A case in point: A quick survey of the greater Portland area yieldseight for-profit campuses that currently offer a certificate program inmedical assisting (though two have stopped enrolling students and arescheduled to close). In addition, community colleges offer medicalassisting programs and online programs. Each of the eight programsis nationally accredited, uses one of two textbooks, leads either toNational Center for Competency Testing or American Association ofMedical Assistants certification, and is about the same length and cost.How does one of these schools differentiate itself in the market, both interms of placing its graduates and in attracting new students? A wellrunshort course can help provide that differentiation.period when your outgoing graduates will need to know one version,the other or both. You cannot know which they will need until theyget to a job interview or how long this period of uncertainty will last.By offering a short course, you can better control the timing of theswitchover. Tracking the level of working professionals enrolled in thecourse allows you to judge the adoption rate within the industry. Thefees paid for the course by these professionals can allow you to offer aseat in the course to your current students as an extracurricular offeringat reduced or no cost.Rule or procedural changes such as the transition from ICD-9 to ICD-10, the transition from DSM 4 to DSM 5 or the annual changes to thefederal tax code offer similar opportunities.Bringing working professionals, those who either are or will be the oneshiring your graduates, onto your campus where they will have a positiveinteraction with your students and faculty will give your graduates anadvantage in their job search.Subscribe at www.CareerCollegeCentral.com | 13

Inviting working professionals onto the campus and into the classroomto interact with students also has a positive impact on your students, evenmore so if those professionals are graduates of your programs. If the taskis to turn your students into members of a professional community, notjust for them to learn about the community or to be a tourist within it,then they need to have meaningful ongoing interactions with the othermembers of the community. On a day-to-day basis, your current studentsdo not encounter anyone who has successfully completed your programand gotten a job in the field because the people who have the jobs haveleft school. Short courses offer a way to bring these successful graduatesback to interact with the students to model that success.Short courses generally produce “10 money,” if that is something yourschool is concerned about. Courses qualify if they are approved byyour state or accrediting agency or if they lead to industry-recognizedcredentials. These courses can be offered during low-usage times:afternoons or weekends. The 90/10 rule calculations are done based ongross, not net, revenue, so even if your short courses cover just the costof instruction, the revenue still adds to the 10 part of the calculation.Short courses provide a mechanism for your faculty to complete theirprofessional development obligations or licensing requirements. Theincremental cost of adding several students to an existing class isminimal. This allows you to subsidize and extend your training budgetand keep the costs in-house.The biggest impedimentto implementing suchprograms is our ownconception of what kindof school we are. If we aretruly to be career colleges,then we need to addressthe needs of entire careersand stop thinking ofourselves as schools thatprovide training only forentry-level positions.Attendees at these courses form a pool of potential program advisoryboard members and future adjunct faculty. By paying attentionto the students in your short courses – who is knowledgeable,who is sociable, who works and plays well with others –you can build a list of likely candidates you can invite to apply for suchpositions as they become available.The biggest impediment to implementing such programs is our ownconception of what kind of school we are. If we are truly to be careercolleges, then we need to address the needs of entire careers and stopthinking of ourselves as schools that provide training only for entry-levelpositions.Over the last 20 years, Don Arnoldy hasworked at several for-profit career colleges asan instructor, department chair and dean. Heis currently an instructor at Carrington Collegein Portland, Ore.NOVEMBER 2013 | 14

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“The best days for your schools are ahead of you, not behind you,”Gronbach said. “Education is so positioned and ready for changeright now. And with all the demographic factors that are going on,you are positioned very, very well.”“The age of theliberal artseducation isabout to giveway to specific,measurabletraining.”– Ken Gronbach, Futurist and DemographerGronbach attributed coming changes in higher education togenerations, noting that once Generation Y becomes the “buyers,”the way schools appeal to their audiences will change. Gronbachsaid the traditional educational model is history. “We are about tofind out that we didn’t get much for our trillion dollars [of studentdebt]. The age of the liberal arts education is about to give way tospecific, measurable training.”Supporting Gronbach’s opinions, there was also an ongoing themethroughout the event that the career college sector would not onlysucceed thanks to its career-specific mission, but be emboldened byfacing the eventual changes brought on by the current regulatorystorm in Washington.The notion that the sector should feel strongly about the value andmission of career colleges was introduced in the keynote presentationby Steve Gunderson, President and CEO of the Association ofPrivate Sector Colleges and Universities.“We cannot allow gainful employment to define who we are orwhere we’re going,” Gunderson said. At the time of his keynoteaddress, a committee assembled by the Department of Education wasdeliberating the language of the rule, which seeks to set minimumgainful employment rules for vocational programs to be eligible forfederal financial aid funds.Subscribe at www.CareerCollegeCentral.com | 17

“Campuses need to consistently explain how they fit intopostsecondary education in their state,” Wilson said. “So manypeople in places of authority do not consider us part of thepostsecondary fabric of education.”Chris Hoehn-Saric, Senior Managing Director of SterlingPartners, discussed how to build an institution that is relevant,profitable and competitive. Hoehn-Saric began his presentationby telling the audience that he was part of a group of collegebuddies who eventually began investing in higher educationventures. One of his many accomplishments involvedtransforming Sylvan Learning Systems into a successful andthriving educational services company. Hoehn-Saric offeredseveral critical suggestions to help institutions lead the strategicplanning process and discussed the evolving landscape of careereducation.“About three years ago, it became clear that the underlying growthcharacteristics of the sector were not going to be as favorable,”Hoehn-Saric said. “We know about tuition trends and lendingand sort of the effect of that side of the world, but ultimately themarket has stalled.”Gunderson, who recently published The New Middle Class: CreatingWealth, Wages and Opportunity in the 21st Century, spoke about thevalue career colleges will have on our nation as it struggles withissues of class.“We are a nation seeking a new road map for the new middle class,”Gunderson said. “We see our sector as the bridge between educationand employment.”Higher education has seen a reduction of enrollment for two yearsstraight, which is something that has never occurred, Hoehn-Saricsaid. But he said he expects those numbers to recover, though notquite to the numbers of previous decades.Whatever the future holds – whatever direction the currentregulatory measures facing the sector take – those trends willbe diagnosed and likely resolved at the next EDU MarketingSummit.Gunderson’s presentation was followed by a CEO panel, whichconsisted of Dr. Arthur Keiser, Chancellor and CEO, KeiserUniversity; Shaun McAlmont, President and CEO, LincolnEducational Services; and Jim Haga, CEO, Education ServicePartners. The panel addressed trends in enrollment, retention andcompletion, and the future of career education. The current regulatoryenvironment and negative outlook on for-profit education has madethe role of CEO challenging, Keiser said, but he finds motivationfrom a critical source.“When I see the students who have graduated, when I see the studentswho are successful, it motivates me and keeps me going,” Keisersaid. “It has been a difficult period of time in the last few years.Though I still see the role that we play is critical to the future of thiscountry, critical to the future of working-class people throughout theUnited States, and I am pleased to be part of it.”Public perception of the career college sector as a whole can colorviews of individual campuses, said Michele Wilson, Director ofCorporate Outreach, Center for Excellence in Higher Education.Wilson hosted an insightful session on how schools can take theircommunity outreach to the next level. Her presentation describedhow colleges can develop a positive regulatory bias, which involveschanging perceptions in state capitols.Kevin Kuzma is Editor of Career College Central.His feature writing, essays and short stories haveappeared in The Kansas City Star, Urban Times,Review, Ink Magazine and Present Magazine. He canbe contacted at kevink@careercollegecentral.com.

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kevin kuzmaMarchingForwardMilitary studentsdistinguish themselvesin service to their nationand in the classroomStories compiled by:Kevin Kuzma, EditorJenny Faubert, Imagine America FoundationTheroutines can be hard to break. Sleeping lightly,almost as though on alert. Rising at 5 a.m. orsometimes earlier. Keeping the bed sheetstucked under tight at the corners. Following a regimented schedulefor the day at work and at home – and possibly in the classroom.In many ways, a stint in the military is the ideal training ground forthe real world. The discipline and the commitment are absolutelyessential for the trials of life. Yet the experience and skills acquiredin one of the many branches of the military are no guarantee aveteran will land a job after leaving the service. Education, then,becomes the next mission. Most jobs have minimum educationrequirements just to be considered for the position, and once thosecriteria are met, a job applicant also needs experience and trainingto compete for the job.For decades, career education has been the destination for thousandsof students with military backgrounds. As we frequently note in thepages of Career College Central, career colleges offer a practicalityand flexibility that allow military members to maintain theirresponsibilities while also giving them the opportunity to focus onlearning. Perhaps most importantly, the shorter length of programsallows these graduates to acquire a position in the workforcequickly. About 80 percent of veterans were enrolled in the “topNOVEMBER 2013 | 20

They served our country honorably. Many risked their livesto protect our freedom. Now these former members of themilitary are on a different mission: pursuing an education atcareer college institutions.For close to a decade, the Imagine America Foundation (IAF) hasbestowed its LDRSHIP Award to former military members whohave seamlessly made the transition from service to the classroom.Since the award's inception, more than $400,000 has been awardedto exceptional military students attending career colleges nationwide.The LDRSHIP Award provides $2,500 in cash grants to be appliedtoward the recipient’s college tuition.Recipients of the 2013 LDRSHIP Award are active-duty, reservist,honorably discharged or retired veterans of the military who attenda career education school participating in the Imagine AmericaScholarship and Award programs. In order to be eligible, applicantsmust have a cumulative GPA of 3.5 or higher and at least a 95 percentattendance record.three programs” nationally – business, information technology andhealth care – according to the National Postsecondary Student AidSurvey. These fields, along with the hands-on approach available atthousands of career colleges, can enable veterans to secure a job themoment they graduate.While traditional colleges and universities educate about the samenumber of military members as career colleges, the inconvenientscheduling and lack of one-on-one time with the professors are toomuch to bear for some. The way career colleges facilitate educationfor veterans has a substantial impact on these students and theirchoice of what type of postsecondary institution to attend – andwhere they are most likely to succeed.Career colleges offer active-duty soldiers and veterans, who havesacrificed significantly in service of this country, outlets to continuetheir education. This month, in honor of Veterans Day and the manyaccomplishments of military students who attend career collegeinstitutions, we pay tribute to these students’ many sacrifices andachievements. The following pages and the success stories theypresent testify to the military friendliness of career colleges. Forthis edition, we highlight several students from ECPI as shiningexamples of veteran achievement, as well as those students withmilitary backgrounds who have won recognition from the ImagineAmerica Foundation.Join us in paying tribute to the following unique group of studentsand graduates who have made a lasting contribution to our nation’smilitary and earned recognition for their performance in theclassroom by earning 2013 LDRSHIP Awards from the ImagineAmerica Foundation:• Chauntia Bolden, U.S. Air Force: Remington College –Mobile, Ala.• Jodie Cox, U.S. Army: Bryan University – Springfield, Mo.• Ashley Hasert, U.S. Air Force: Carrington CollegeCalifornia – Pleasant Hill, Calif.• Earl McCracken, U.S. Army: Lincoln Technical Institute –Union, N.J.• Wilfredo Mercado, U.S. Army: Florida Technical College –DeLand, Fla.• Jeffrey Norden, U.S. Air Force: Everest University –Tampa, Fla.• Ivan Ochoa-Chacon, U.S. Air Force and U.S. Marines:Automotive Training Center – Warminster, Pa.• Rebecca Peterson (Moore), U.S. Army: Miller-MotteTechnical College – Conway, S.C.• Anita Ray, U.S. Air Force: Pinnacle Career Institute –Kansas City, Mo.• Justin Richey, U.S. Army: ECPI University –Virginia Beach, Va.• Larry Stout, U.S. marines: Triangle Tech –DuBois, Pa.Subscribe at www.CareerCollegeCentral.com | 21

Anita Ray2013 LDRSHIP Award RecipientU.S. Air ForcePinnacle Career InstituteKansas City, Mo.Health Information TechnologyOn Sept. 20, 2012, Anita Ray’s lifechanged dramatically. For the firsttime in her life, she was unemployed. After 20 years in the printindustry, Ray was looking to enter a new high-growth career. Afterfiling for unemployment benefits, Ray discovered she qualified foran educational opportunity through the Full Employment Council(FEC) of Kansas City.College experienceAn FEC specialist advised Ray to return to school to earn a degree ina high-demand career field. After examining various opportunities,the health care industry stood out as one of the top choices. Furtherresearch revealed health information technology would incorporateher previous work and volunteer experience. With a projectedgrowth rate of 21 percent between 2010 and 2020, Ray knew healthinformation technology was the right choice.With a career field in mind, she set out to find the right school thatmet both the FEC’s and her requirements. She chose Pinnacle CareerInstitute (PCI) in Kansas City, Mo., because of its 60-year academichistory, 73 percent graduation rate among first-time students and 77percent retention rate among full-time students. Ray said she enjoysthe small class sizes, which give her great one-on-one time with theinstructors and more opportunity to connect with and support herclassmates.Military experienceRay’s ability to focus on her educational goal came from 12 yearsof service in the U. S. Air Force. Through her military service, Raywas fulfilling a lifelong dream. At 5 feet 3 inches tall and 98 pounds,her goal to serve as security police seemed out of reach. When theday finally came for her to declare her desired career field to hermilitary training instructor, her instructor laughed. Ray may havefaced adversity because of her size, but her passion convinced thesergeant in command to pass her physical fitness evaluation.“I wasn’t a good student in high school,” Ray said. “The militarytaught me how to focus, how to manage my time better and to getthings done. The military helped me prepare for life.”Ray’s future is bright. She is looking forward to becoming a healthinformation management supervisor. Recently, she was offeredan internship as an information security information analyst for anational insurance company. Ray will graduate in June 2014 andhopes to stay with this company, where she feels she can move upand grow.RudyHernandez2012 LDRSHIP Award RecipientU.S. Air ForceWestwood CollegeLos Angeles, Calif.Information Technology: NetworkManagementCollege experienceMy experience at Westwood College is something I cannot compareto any other education experience I have received. Many peoplesay that their experience was scary at the beginning, and they hadno idea what to expect. I, on the other hand, was very excited tostart college, with no real idea what to expect. I was eager to startworking on my Bachelor of Science in information technology incomputer networking. Going to college for something I loved wasa great motivation for me, and I was ready for the challenge. As achild, I always liked to be challenged. That gives me goals, and I getto see the outcome of my achievement.I believe that my experience at Westwood College has changedme. When I was in high school, I never took school seriously andjust did enough to get by. I made it a goal to not let history repeatitself. The discipline I gained and strengthened in the military hashelped me achieve the opposite of what occurred in high school. Ialways strive to get the best grades possible and have been able tomaintain a 3.98 GPA as a full-time student with a full-time workschedule. I’ve also met and made new friends, which is great fornetworking with others. I have taken some great college courses thathave changed the way I think and see things. The college courseshave given me knowledge and have helped change and shape mypersonality, which, in turn, has helped me better understand specificmatters in life.Taking courses at Westwood College has opened my eyes andhelped me explore more options in the career field for which Iam studying. This has also opened up other doors of opportunitybecause I can combine a part of my career in the military with mycurrent field of study. Attending Westwood College has helped mebetter understand myself and given me the opportunity to betterunderstand my field of study. I have been able to meet many newpeople who have become a part of my everyday life. Attendingcollege has truly been a great experience for me and even my family.Military experienceJoining the military was something I wanted to do since I wasin high school. I was always intrigued and had a high interest inprotecting and serving my country.In 2003, I enlisted in the U.S. Air Force with a career field emphasisin security forces. This field allowed me to serve in the armed forcesas a law enforcement officer and as a defender of military assets,NOVEMBER 2013 | 22

such as personnel and equipment. My career started at LacklandAir Force Base in San Antonio, Texas. This was the first time I wasever away from home, which made me feel excited and sad at thesame time.My duty station was at RAF Mildenhall, which is located in themidlands of the United Kingdom. This was truly an experienceanyone would love to have. I learned many aspects and customsof the European culture. I quickly learned to adapt while stationedthere. I was deployed to different locations, including Germany,Doha and Africa. This gave me exposure to other cultures and letme experience other customs and ethics.During my time in the service, I learned and experienced manythings. The military has helped me become the person I am today.My maturity level and discipline have been greatly influenced bythe military. During my time in the service, I was diagnosed witha medical condition that affected my digestive tract. In 2007, I wasforced to retire from my career earlier than expected. Regardless ofthe situation, I am grateful for what I have experienced and gainedfrom my time in the service.AshleyHasert2013 LDRSHIP Award RecipientU.S. Air ForceCarrington College CaliforniaPleasant Hill, Calif.Veterinary TechnologyCollege experienceFrom the time I was in high school, it has been drilled into me justhow important it is to have a college education. In today’s society,if you want to have any shot at a successful career, you are going tohave to attend college, whether it’s a vocational school or a four-yearuniversity. I chose college because I want to be the best person I canbe as well as an example to those around me. Carrington Collegeoffers one of the best veterinary technology programs. They set youup for success by providing you with the knowledge and skills toperform the job as a professional. I’ve also received many hoursof hands-on training through the various labs and clinical rotationsincluded in the program, which is one of the many reasons why Ichose Carrington College. Knowledge is power. It truly is.Military experienceI joined the U.S. Air Force on Jan. 23, 2007, as a security forcesmember. At the time, I had every intention of gaining as much lifeand work experience as possible, because when I separated, I wantedto work for California Highway Patrol (CHP). I was too young atthe time to apply for CHP, so I thought what better way to mold andprepare me for law enforcement than to join the military. My firstassignment was Minot Air Force Base in North Dakota, which is thepolar opposite of my hometown in Southern California. While I wasstationed there, I experienced some of the coldest winters of my lifewith temperatures reaching as cold as 45 degrees below zero. I wasalso able to obtain my Associate degree in criminal justice duringmy off-duty time. The Air Force is a huge advocate for educationand provided me with the tools I needed to become a successfulstudent. However, my most memorable experience in the militarywas when I received orders to Balad, Iraq, in 2009.Most would have thought that I would have been scared to go overthere, but I was just the opposite. I was so excited that I was giventhe opportunity to serve overseas for my country. It was one of themany reasons why I joined in the first place. It was also one of thegreatest honors of my life to be able to serve with my fellow servicemembers in a combat zone.Shortly after separating in January 2011, I started working as afederal police officer on Travis Air Force Base in California. It wasthere that I decided to no longer pursue a career in law enforcement.I had another passion in life, more of a childhood dream, and thatwas to help animals. I could not be happier with the decision I madeto pursue a career in the veterinary field and wouldn’t be where I amtoday if it wasn’t for the military.IvanOchoa-Chacon2013 LDRSHIP Award RecipientU.S. Air Force and U.S. MarinesAutomotive Training CenterWarminster, Pa.Collision Repair TechnologyCollege experienceMy name is Ivan Ochoa-Chacon. I attend Automotive TrainingCenter (ATC) in Warminster, Pa. My experience at ATC hasexceeded all the expectations I had when I enrolled. The faculty andadministration go above and beyond to make sure the students aregiven every opportunity to succeed. The equipment we use at ATCis state-of-the-art. Our instructors are very knowledgeable and takethe time to make sure all students understand the material taught inthe classroom. So when we get out in the shop, we are able to putour knowledge to work on vehicles.Subscribe at www.CareerCollegeCentral.com | 23

Military experienceMy service in our nation’s armed forces (Marine Corps and Air Force)was the most fulfilling part of my adult life. After graduating highschool, I knew my calling in life was to serve my country. During myeight years of service, I learned many lessons about life and how to bea great leader. I attended two intense leadership courses and a combatleader’s course. I used those leadership skills when I was deployed toIraq in 2005, serving as an assistant convoy commander and machinegunner responsible for the lives of fellow service members andcivilians. I owe the military a great deal of gratitude for helping mebecome the person I am today.Jodie Cox2013 LDRSHIP Award RecipientU.S. ArmyBryan UniversitySpringfield, Mo.Personal TrainingCollege experienceAfter leaving the service, I struggledwith a dramatic weight gain. I was shocked. How could I have let ithappen? I was only 27 years old and barely able to climb a couple ofsteps without struggling to catch my breath. I had no excuses. I hadgotten lazy, and that was the bottom line. I knew I had the ability tolose the weight. My whole life I had been athletic. All through schoolI played sports and ran track. In the military, I was an excellent runnerand kept myself fit.I was tired of being out of shape and feeling trapped in my own body.It’s such a horrible feeling to be uncomfortable in your own skin. Thatsaid, I decided to make a change. I joined a gym, and I began to takedaily classes, alternating cardio and weights. I cut back on my calorieintake and changed my lifestyle. I transformed myself into the personI wanted to be. I took back my life and my health. This transformationinspired me to pursue a career as a personal trainer. I thought that if Ican do this, I can help others do it, too.I researched and found Bryan University. They had everything Ineeded. They offered a personal training program and a flexible nightschedule that would work with my full-time day job. Through BryanUniversity, I was also able to use my GI Bill/educational benefits,without which I would not have been able to attend college. TheBryan University staff has been so welcoming, positive, helpful andencouraging. I truly feel like I am family when I am there. I knowthey believe in me and my abilities to achieve my goals and dreams.It has been such a supportive, positive learning environment. Don’tget me wrong – it hasn’t been easy, but nothing worth having comeseasily. Every step I have taken since I started college, no matter howchallenging, has only reaffirmed to me that I am going in the rightdirection. This is what I was meant to do. This is where I am meantto be. I know, without a doubt, that I will be successful in my careeras a personal trainer.Military experienceAs a small-town girl, I grew up with strong morals and values. Myparents have always taught me to have an open mind and to helpothers. So when the opportunity came to embrace the intimidatingarms of the military, you can say that I literally jumped at the chance.Who doesn’t like a challenge? What an incredible opportunity tohelp others, better myself and gain limitless knowledge. I’ve alwayshad a passion for helping others, and the Army gave me the toolsand the ability to do that through my service as a soldier.My experience in the Army helped mold me into the person Iam today. Without the challenges, skills, values, endurance andadaptability the Army helped instill in me, I would not be able totake the career path that I am taking today. Without the GI Bill Iwas fortunate enough to receive through the military, I would notbe able to attend college. I am so very thankful for my time andexperience in the Army. I wouldn’t take back a single moment.Every choice I made brought me to where I am today. Now I havethe ability and opportunity to help others live happier, healthier livesthrough exercise/fitness and nutrition. None of this would have beenpossible without my military experience.JustinRichey2013 LDRSHIP Award RecipientU.S. ArmyECPI UniversityVirginia Beach, Va.Computer Information ScienceCollege experienceDuring my stay at ECPI University, I have noticed several changesin myself. Those changes include the way that I feel about myself,the way I treat people, my work ethic and my overall outlook on life.Since day one at ECPI, I have put my best foot forward. Maintaininga 4.0 GPA and perfect attendance have not been easy tasks, but Itake a lot of pride in them. This determination has led me to get themost I can out of each moment I spend in the classroom. Friendsand family tell me all the time that I have a different presence now.Everyone around me has noticed a change. I walk with my head heldhigh because I know that there is nothing that I can’t accomplish.NOVEMBER 2013 | 24

One of the most important lessons that I learned during mystay at ECPI is that where there is a will, there is a way.Though I have had financial struggles, the helpful advisersat ECPI have always seemed to find a way to make surethat my classes were covered. Because of this, I now treateveryone with the utmost respect. You can never judge abook by its cover, and you never know what someone hasbeen through. It is how we overcome the obstacles thatbuilds character.My boss has made several comments lately, letting meknow that he appreciates my strong work ethic. Knowingwhat I want to do and how to achieve it has helped merealize that you pursue what you desire. You cannotexpect everything to be given to you. With hard work anddetermination, you can achieve anything. I believe that mycollege experience has given me the tools that I need tosucceed. I now have a much more positive outlook on lifeas well. Once I receive my Bachelor’s degree, I plan tocontinue my education and receive my Master’s.Military experienceThe military is something I am very passionate about. Itchanged my life completely and transformed me into theperson I am today. Until I joined the Army, I was justfloating along with no ambition, drive or motivation. All Iseemed to care about was spending time with my friends.My grades in high school were horrible because I just didnot care. Then I joined the military.I went to basic training, which transformed me mentallyand physically. After basic training, I went to AIT, wherethey trained me to build and maintain a network. A coupleof years later, I went on my first deployment where I spent14 months in Afghanistan. During this time, I learneda lot about myself and obtained a solid amount of jobexperience. This experience prepared me for the workforceand helped me obtain a job as a help desk manager. Thiscombined experience will, hopefully, allow me to start acareer as a network administrator once I obtain my degree.I honestly believe the military turned me into a muchbetter person. And I could not be happier about it. Thereis nothing I can’t accomplish, and there is nothing I willallow to stand in my way.A special videopresentation honoringthe 2013 LDRSHIPrecipients took place atthe 2013 Association ofPrivate Sector Collegesand Universities AnnualConvention & Expositionin Orlando last June.The awards weresponsored by AmbassadorEducation Solutionsand contributors tothe Imagine AmericaFoundation 21st CenturyWorkforce Fund. You canview the tribute videoat Imagine-America.org/LDRSHIP.Subscribe at www.CareerCollegeCentral.com | 25

Larry Stout2013 LDRSHIP Award RecipientU.S. MarinesTriangle TechDuBois, Pa.Maintenance Electricity andConstructionCollege experienceI graduated Clarion High School in May 2007. I then attendedSlippery Rock University in August 2007 for general studies. Afterone semester at Slippery Rock, I decided I wanted to take a breakfrom college, so I joined the Marines. I then served the next four yearsin the Marines, was honorably discharged and returned to Clarion, Pa.After returning home from the Marines, I decided to take a semester atClarion University for more general study classes. After completingthe semester at Clarion University, I decided there wasn’t a major at anormal university that I was interested in. I have a friend who went toTriangle Tech for electrical maintenance. He told me that it’s a goodschool, and he thought I’d like more of a hands-on school.I enrolled in Triangle Tech’s electrical maintenance program andstarted classes in June 2012. My first semester was a lot harder thanI expected it to be because of my lack of knowledge in the subject.The second semester was better, and I even made the dean’s list. I amcurrently more than halfway through my third semester and feel muchmore confident with my classes. I have been learning things faster andhave a great interest in my field.Military experienceI joined the U.S. Marine Corps in December 2007. I joined because Ihave always wanted to give back to my country that has provided mewith so many privileges.In 2010, my unit deployed to Afghanistan. My unit was spread outall over Afghanistan’s Helmand province. I was sent with a smalldetachment of Marines to Camp Dwyer. We were there as support.We went on numerous missions, from taking over cities and blowingup roads to building bridges and rescuing ambushed convoys. Mydetachment didn’t lose any Marines, but we did lose Marines fromother units. My unit was in Afghanistan for a total of seven monthswhen we finally boarded a plane back to the United States.Coming back to the United States is like nothing words can explain.You can never realize what a good life you have until you visit anothercountry, like Afghanistan. Upon returning, my whole outlook on lifehad changed. Things that once mattered didn’t seem to be a big deal,and things that didn’t matter became important. It was amazing tofinally see my family and my fiancee again.After returning from Afghanistan, I served the remainder of myenlistment in Twentynine Palms. After being honorably discharged,I came back home to Clarion, Pa., to start a new journey in my life.I’m glad I was in the military. If I had to do it all again, I would.WilfredoMercado2013 LDRSHIP Award RecipientU.S. ArmyFlorida Technical CollegeDeLand, Fla.HVACCollege experienceDuring my childhood, the importance of education was constantlyemphasized by my parents as the preeminent path to success. Sucha decree was clearly understandable because neither one of themhad the opportunity to even attend high school. Their inability foreducational growth was not based on my parents' lack of aspirationto excel, but rather an undesired feat due to the circumstances inwhich they found themselves. My father was expected to assist hisparents in helping to support the household and got a job at the age of15. My mother, on the other hand, was not required to work outsidethe home but instead assisted her own parents with daily householdchores in support of her own abode. Because of such complications,neither one was able to obtain higher education, which truly placedlarge obstacles in the way of their own futures and personal dreams.Because of the examples of my parents' limitations for a bettereducation, I have always placed high importance on educationaladvancement on myself and persistently motivate my own childrento remain proficient through education.Today, I find myself returning to the classroom after a remarkable22-year military career so I can receive significant educationaltraining in order to hurdle into a new career path. Even though mypreviously obtained education and degrees have provided me withvaluable benefits, they are surely not like a one-size-fits-all glove.The reality is that education, just like life, is constantly changing,along with advances that must be updated to excel in life. Becauseof such reality, I enrolled at Florida Technical College to receiverelevant training and certification in air conditioning, enabling meto reach new heights and become productive in a new career. Thusfar, my experiences with returning to such an environment andcommencing a new career have been pleasantly acceptable.NOVEMBER 2013 | 26

I’m in an environment where more than 70 percent of the studentsaround me are at least 20 years younger than me, which might befrustrating to some. I have found it to be challenging, exciting yetfulfilling. Listening to fresh points of view and diverse approachesfrom a younger generation within this educational setting has greatlyopened up my eyes, allowing me to become more open to novelideas and aspects of performance. This adjustment has becomeparticularly important because it will assist me in developing newapproaches, positive synergy, productivity and teamwork with mycurrent colleagues in the classroom and, more important, in my newcareer path upon completion of college.Military experienceFor a successful career for any individual, it must contain a varietyof ideas, desired goals and a personal unyielding commitment forit to thrive. My career path, which began in the spring of 1987,commenced at the young age when many of my peers’ onlycareer plans were to enjoy themselves and have fun. Such a careerpath involved my joining the U.S. Army where discipline andlifelong successful traits were surely to be imbedded in my youngunstructured foundation.At age 17, I walked into a recruitment station in Brooklyn, gladlyrequested to partake in the procedures to become a member of thearmed forces, and anxiously waited for my departure day afterpassing the standardized initial entry examination. The militaryprovided me with training unlike any other in the world. The Armyeven provided me with the opportunity to attend other civilianeducation programs, increasing my future employment prospectsupon completion of a military life. These opportunities wereconveyed in the form of college courses sponsored by the militaryfrom a number of accredited colleges throughout the country thatparticipated in programs that assist and educate military members.The legacy and continuance of military values has truly beeninserted within my structure and has shaped my life in ways thatcan’t be found or duplicated by any other organization. The onlyinstitution to which I can genuinely affirm that such attributes canbe found in or acquired from is the family. For this reason, the U.S.Army and its goals, standards, values, camaraderie, commitmentto its personnel, dedication to success, and love for family andcountry will always be present and utmost in my life. I am andwill always remain extremely grateful to the U.S. Army for theopportunity and the honor of allowing me to be part of its ranks.Furthermore, I encourage others with the potential and fortitude tobecome a soldier to keenly do so because it will forever leave alasting imprint in their lives as it clearly did in mine.Jeffrey Norden2013 LDRSHIP Award RecipientU.S. Air ForceEverest UniversityTampa, Fla.Heating, Ventilation and Air Conditioning/ElectricalCollege experienceI’m a retired military veteran who has chosen to change my careercompletely. I love to work with my hands and decided to attendEverest University in Tampa, Fla., to accomplish my goals. I startedin September 2011 and graduated from the electrical program inJune 2012, top of the class, with a 4.0 GPA. With step one complete,I have enrolled in heating, ventilation and air conditioning.My Everest University experience has been exceptional. I havebeen lucky enough to have some of the most experienced andknowledgeable instructors. I never have a question left unanswered.I believe what I have learned will be invaluable in my search for asecond career. From my visitor status to enrollment, from financialaid to supplies, from career services to personal support from anystaff member, I am truly amazed at the way this university treatsits students. I wouldn’t hesitate to direct my friends to this campus.Earl McCracken2013 LDRSHIP Award RecipientU.S. ArmyLincoln Technical InstituteUnion, N.J.Automotive TechnicianCollege experienceMy college experience has been great so far. I am going to schoolto be an automotive technician, and it works well for me because Ican’t stand, sit or lie down too long because of the pain I’m in fromthe injuries I received in the military. I have learned a lot aboutvehicles that I didn’t know at all. I used to have a car that I put a lotof money into and had all kinds of work done to it that I had to payfor. All I knew was it made my car faster, but I didn’t know how orwhy or what was even done to make it more powerful.The teachers are all great and do a very good job teaching andhelping everyone understand exactly how things work. I also takean extreme amount of notes because I like coming to school, so it’snot a chore as it is for most people. I enjoy it. There is a saying: “Ifyou love your work and what you do, you really aren’t working aday in your life.” This school goes hand in hand with that saying.Subscribe at www.CareerCollegeCentral.com | 27

Athena WilliamsREBUILDING CONFIDENCEIt has become a difficult reality: Baserealignments and defense cuts lead to areduction in force, leaving many highlytalented service members departing themilitary sooner than they had planned.That is exactly what happened toAthena Williams.After serving 12 years in the Navy,attaining the rank of Petty Officer FirstClass and earning every possible qualification her command offered,the Navy meteorologist found herself facing an uncertain future.“I was a bit devastated at first,” Williams said. “I feared that after spendingthe last 12 years in the Navy that I would be clueless in the civilian sector. Ithad also been 10 years since I had taken any kind of formal schooling, andI was afraid that I would not do very well.”She began attending classes on ECPI’s Virginia Beach campus but wassoon offered a position as a meteorologist in Bermuda. It meant temporarilyleaving her husband and two children for more than a year. But familyfinances forced her hand, and she took the job.“It was hard enough leaving my family, but I did not want to give up onmy education while I was gone,” Williams said. Williams is workingtoward her Bachelor of Science in criminal justice with a concentration inhomeland security.“I have reclaimed the confidence that I once had while serving in the Navy,”Williams said. “I’ve been able to relate so much of what I did in the militaryto my classroom experience. As a meteorologist, I worked hand in handwith military base emergency managers to plan for severe storms. Myinstructors have really helped me to integrate so much of my experiencesinto my education.“ECPI University has bolstered my confidence in my ability to succeedoutside of the military. When I got here, I was a pretty good writer. ECPIhas made me better. In areas where I was less skilled, my instructors wereby my side every step of the way. A little under two years ago, I was scaredto death of what my future might hold. Now, I am truly excited. I have madethe dean’s list and have been accepted into the Golden Key Honour Society.I am 32 years old, and I now know that I have a multitude of opportunitiesin store for me as long as I work hard for them.”David LikensSUCCESSFUL TRANSITIONIn 2003, David Likens did what everymale member in his family has alwaysdone: He joined the military. Soonafter enlisting in the Marine Corps,he learned his battlefield would lie incyberspace. As an IT specialist, thenative of Columbus, Ohio, becamefascinated with network security anddefending the nation against hackersand cyberterrorism. After nine years,he decided to return to civilian life, yet he wanted to continue the fightand began looking at colleges.“Before coming to ECPI, I tried another school, and it just wasn’tfor me,” Likens said. “The classes were heavily focused on theory,and that’s just not how I learn. In the military, everything we learn ishands-on, and that’s why I decided to transfer to ECPI. Once I started,I knew I was in the right place. It was all about ‘this is how you buildit – this is how you make it secure.’ They really seem to understandthe military mindset.”As an active member and former treasurer of the Virginia BeachStudent Veterans of America chapter, Likens displayed the sameleadership skills that he developed as a Marine. Studying networksecurity, Likens completed his Associate degree in April 2012 and wasquickly hired by Hewlett-Packard. Recently, the U.S. Department ofDefense hired him as an Incident Handling Specialist.“Whenever there’s a security incident – whether it’s a breach or avirus – we work with the command to make the problem go awayand ensure that it does not come back,” Likens said. “The work isinteresting and always challenging. You really have to get inside themind of a hacker and think like he or she does.”Recently married, Likens is committed to a path of lifelong learning.He hopes to eventually become part of what’s called a penetrationteam, used to expose weaknesses in the nation’s computer defenses.But no matter where he goes or what he does, he always embodies themotto of the Marines: semper fidelis – always faithful.NOVEMBER 2013 | 28

Eric RichardsonA SUPERB TRANSITIONAfter 12 years in the U.S. Army,Eric Richardson is making a superbtransition to civilian life. He’s ontrack to graduate from ECPI's Raleighcampus this fall. He’s on the dean’slist and has served as president for allof the honor societies as well as theStudent Advisory Council. Now he’sworking in one of the nation’s bestinternship programs.Richardson was selected for General Electric’s (GE) InformationTechnology Leadership program, the premier technical leadershipprogram at GE offering those with a passion for information technologythe opportunity to grow their leadership skills, business acumen andtechnical aptitude while building a career with unlimited potential.Program members lead by doing, gaining real-world experience byworking on important and challenging projects alongside some of thebrightest technical minds in the world.Richardson’s internship is based at GE Aviation in Cincinnati,Ohio, where he’s applying his network security education acrossa broad spectrum of duties, including database development andadministration, as well as cofacilitating the company’s wiki page.“It’s more than I ever imagined it would be,” Richardson said. “Theygive us independence and responsibility. It’s exciting to use what I’velearned in the classroom in a real work environment. Yesterday, wewere working with an application called Putty. There were a numberof people who were unfamiliar with it, but I had already learned it atECPI and was able to teach them. It was a great feeling knowing thatI already knew what to do.”Helping others comes naturally to Richardson. An active member ofthe campus’s Student Veterans of America chapter, he’s always eagerto lend a helping hand. In fact, he has made several trips to Washingtonto advocate on behalf of fellow vets.Eugene GadsonCONTINUING TO EXCELIn just four short years, EugeneGadson was well on his way. Hehad just made Sergeant and wasanticipating a long career in theU.S. Army. After being injured inIraq, however, those plans abruptlychanged. Never one to back downfrom a challenge, he set a newgoal: to pursue and complete hisBachelor’s degree.“From the start, I knew I wanted an accelerated program,” Gadsonsaid. “Being older, I needed to make up time. Plus, I like a fast-pacedenvironment. Coming from the military, everything is fast-paced.Accreditation was also a major element in my decision. With ECPIUniversity being accredited by the Southern Association of Collegesand Schools, I knew I was in the right place.”Now, Gadson is well on his way to earning a Bachelor of Sciencein health science with a concentration in health care administration.Even with a wife, three children and a full-time job, he is on track toreach his goal.“At first, getting into a routine was difficult since I had been out of acollege setting for a while,” Gadson said. “Mr. Gafford, the director ofthe program, eased the transition by setting up meetings every monthto discuss what, if any, help we needed and to keep us on track.“It really helped. Staying focused on this program and with the helpof the university keeping their promise to set me up for success, I wasaccepted into the Student Career Experience program with VeteransAffairs in my second year. This program was coordinated with ECPIto give students hands-on administrative experience at the RichmondVA Medical Center. Being selected into this program has given meand my family a great boost toward a new life and a promising careerfor me in the future.”“I’ve been fortunate to land in a really good place,” Richardson said.“I want to do everything I possibly can to help build up my fellowveterans. Many of them have sacrificed so much, and we need to makesure they have all the support they need to adjust to civilian life.”Subscribe at www.CareerCollegeCentral.com | 29

jenni valentinoWHERE ARETHE JOBS?Forecasting the labormarket in 2014 andbeyondBy Jenni Valentino, Staff WriterIn 2010, University of California Economist Sylvia Allegrettostated that a sign of a healthy U.S. economy would be anunemployment rate of 5 percent – a “new normal” figure that,at the time, would have required the creation of 12 million jobs.Fast-forward to the end of the summer of 2013, when the U.S.unemployment rate continued to hover around 7.3 percent andthe New York Fed staff forecasted a more substantial decline inunemployment in 2014, to about 6.5 percent in the fourth quarter.Good news by all accounts and especially auspicious for thoseactively seeking gainful employment. The facts show that newjobs are being created, perhaps not as quickly as many wouldhave hoped but created all the same.Still, these available jobs won’t just come jumping out at thepeople who would like to hold them. In a recent Adecco surveyof 500 top executives, 92 percent of responders confirmed theexistence of a job-skills gap. Unemployment is high, yet manyavailable jobs remain unfilled because American workers simplydon’t have the skills to fill them. As such, just going to college is nolonger enough. Less skill-specific career fields are oversaturatedwith liberal arts graduates, and more in-demand fields are oftenoverlooked.NOVEMBER 2013 | 30

Students have a responsibility to research and understand theirlikely employment prospects after graduation and then choosea career and educational path with that understanding in mind.Colleges (especially career colleges, whose mission has longbeen to train students for employment rather than provide thetraditional college experience), admissions representativesand the board members choosing curricula also need to takeresponsibility for making sure that program and supplementaleducation offerings align with the needs of employers and thebest interests of graduates.So where are the jobs? Economist Charles Lehman, Founderof the Employment and Economic Information Center of NewMexico, said, “The best four-year career fields now and in theshort-term future are in health (there is a particular need fornurses and therapists), information technology (such as systemsanalysts and administrators), security-specialized applications,engineering/math/statistics, teaching, technical sales andaccounting. Other developing fields that will continue to groware robotics (mechanical engineering) and genetics (biology).”“At the Associate-degree level,” Lehman added, “we continueto see good employment opportunities for skilled crafts:welders and machinists, plumbers and electricians, automotivemechanics and utility linemen, as well as long-distance truckdrivers, and lower-skilled health and IT specialists. At thislevel, there is a developing need for manufacturing techniciansand solar installers.”According to the gold standard of labor market predictions, theU.S. Bureau of Labor Statistics and its Occupational OutlookHandbook, his perspective is spot-on. Following are some ofthe fastest-growing degree-requiring occupations between2010 and 2020. Median annual salaries are based on 2010 data.• Veterinary technologists and technicians, with a projected 52percent change in employment: Veterinary technologists andtechnicians help diagnose and treat animals by performingmedical tests and procedures under the supervision of alicensed veterinarian. The occupation generally requires anAssociate or Bachelor’s degree in veterinary technology andpays a median annual salary of $38,430.Subscribe at www.CareerCollegeCentral.com | 31

• Biomedical engineers, with a 62 percent change in employment:Biomedical engineers improve the quality and effectiveness ofpatient care by designing and analyzing solutions to problemsof biology and medicine. The occupation generally requires aBachelor’s degree in biology, biomedical engineering or anotherengineering field and pays a median annual salary of $81,540.• Physical therapist aides, with a projected 43 percent changein employment: Physical therapist aides help patients regainmovement and recover from injuries, illnesses and surgeriesby working under the supervision of a physical therapist. Theoccupation generally requires an Associate degree from anaccredited physical therapy program and pays a median annualsalary of $49,690.As important as the student’s major are employabilityskills, such as teamwork, interpersonal skills, decisionmakingand problem-solving skills, written and oralcommunications, creativity, initiative, organization,planning, and goal setting.• Physical therapist assistants, with a projected 46 percent changein employment: Physical therapist assistants help people regainmovement and recover from injuries and illnesses by workingunder the supervision of a physical therapist. The occupationgenerally requires an Associate or Bachelor’s degree from anaccredited physical therapy program and on-the-job trainingand pays a median annual salary of $49,690.• Meeting, convention and event planners, with a projected 44percent change in employment: Event planners coordinate allaspects of professional meetings from location to transportationto meals. The occupation generally requires a Bachelor’s degreein hospitality management or a similar field and pays a medianannual salary of $45,260.• Diagnostic medical sonographers, with a projected 44percent change in employment: Sonographers help assess anddiagnose various medical conditions via ultrasound, sonogramor echocardiogram. The occupation generally requires anAssociate degree in sonography or ultrasound technology andpays a median annual salary of $64,380.• Occupational therapist assistants, with a projected 43 percentchange in employment: Occupational therapist assistants andaides help patients regain and recover the skills needed for dailyliving and working through the therapeutic use of everydayactivities. The occupation generally requires an Associate degreefrom an accredited occupational therapy assistant program, aswell as licensing, and pays a median annual salary of $51,010.• Interpreters and translators, with a projected 42 percentchange in employment: Interpreters and translators help peoplecommunicate by converting information and conversationsfrom one written, spoken or signed language to another. Theoccupations generally require a Bachelor’s degree in a foreignlanguage and pay a median annual salary of $43,300.• Market research analysts and marketing specialists, with aprojected 41 percent change in employment: Market researchanalysts work in nearly every industry, helping companies analyzepotential sales, products and price points by studying marketconditions in local, regional or national arenas. The occupationgenerally requires a Bachelor’s degree in business, statistics or arelated field and pays a median annual salary of $60,570.• Marriage and family therapists, with a projected 41 percentchange in employment: Marriage and family therapists helppeople manage their relationships and improve their livesthroughout times of crisis and stasis. The occupation requiresboth a Master’s degree and a license to practice therapy and paysa median annual salary of $45,720.Of the 20 Bureau of Labor Statistics’ fastest-growing occupations(those occupations with the highest percent change in employmentbetween 2010 and 2020), only 10 are included in the previouslist. The other half do not require any sort of college education.Of those that do, the career college industry is more than capableof tailoring its programs to the needed Associate and Bachelor’sdegrees that will guide students into these careers.NOVEMBER 2013 | 32

BLS Chief Regional Economist Martin Kohli took a differentview. “Some high-growth occupations usually don’t require adegree,” he said. “But many of these jobs, such as home healthaides, do not pay well. High-paying jobs typically require at leasta B.A.”Job prospects, security and growth potential are largelyregarded as better for college graduates. So how can educatorsand admissions staff help direct their students into some of thedecade’s fastest-growing occupations?“Counselors can help students prepare by sharing some of theinformation in our Occupational Outlook Quarterly,” Kohli said.“The current issue has an article focused on projected openingsfor jobs that typically require a B.A. This article indicates thatrecent graduates in engineering and computer science tend to havelower unemployment rates and higher earnings than graduates inthe humanities and social sciences.”“Experience in summer or part-time work or internship isimportant as well,” Lehman said. “Students need to know jobsearch, application and interview techniques. I would encouragethem to visit the college career services office. They provide allkinds of information and assistance.”Of the 92 percent of Adecco survey responders who believed thereis a skills gap, 44 percent thought that the gap was apparent in softskills such as communication, collaboration, critical thinking andcreativity. Lehman agrees.Considering, however, that half of the decade’s fastest-growingcareer fields don’t require higher education at all, is a collegedegree still a good idea for everyone?“There are many good jobs that do not require a college degree,”Lehman said. “A person’s goal should be a satisfying andproductive job, regardless of educational requirements. I do notthink someone should go to college just to be a college graduate.I would encourage some career counseling from high school orcollege career services or a private counselor to help studentsunderstand their interests, abilities and aptitudes and how thosematch requirements for different types of jobs. There are also anumber of assessments that students can take online. They shouldlook at the Occupational Outlook Handbook online (the bible) andthe information on the National Career Development Associationwebsite and then work with an adviser or counselor to devise aneducational and career plan that fits — whether it requires collegeor not.”“As important as the student’s major are employability skills,such as teamwork, interpersonal skills, decision-making andproblem-solving skills, written and oral communications,creativity, initiative, organization, planning, and goal setting,” hesaid. “Since job duties are changing rapidly due to technology andglobalization, schools need to help graduates become adaptable,prepared for lifelong learning and willing to relocate, and shouldunderstand that they may eventually need to change career fields.”Although it’s important to keep programming up-to-date withexpected growing fields, it’s just as important for schools tocontinue concentrating on the soft skills graduates will need forcareer success. After all, communication and critical thinking arenecessary for success no matter where the economy takes us.Jenni Valentino is a freelance writer and editor withyears of involvement and experience in the careercollege sector. She can be reached atjzvalentino@gmail.com.Subscribe at www.CareerCollegeCentral.com | 33

Ambassador Education SolutionsImpacts Military Students ThroughImagine America’s LDRSHIP AwardForthe fourth consecutive year, AmbassadorEducation Solutions has pledged $25,000to the Imagine America Foundation’s (IAF)LDRSHIP Award. Since Ambassador’sfirst contribution, IAF has assisted 40 military students attending careerschools or colleges in achieving their educational dreams.www.ambassadored.comRecently, IAF had the pleasure to speak with Steven M. Blicht, ChiefOperating Officer at Ambassador Education Solutions. Here is what welearned:What made Ambassador first decide to contributeto the LDRSHIP Award?The LDRSHIP Award is such a valuable resource for military students.Contributing to it is just our way of making an impact on the lives ofso many military students in return for the tremendous impact theyhave made on our lives. We are privileged to help honor these militarystudents who have so bravely fought for us. They are our future, andbecause of the support of the LDRSHIP Award scholarships, they canconquer new challenges and continue to be vital, contributing membersof our society.What does working with IAF mean toAmbassador?IAF does so much to support career education and move peopleforward, opening doors and opportunities for students to learn in waysthat work for them. Educating our future workforce is key to advancingour society as a whole, yet no one organization can do it alone. It isthrough collective efforts like our partnership with IAF that we cantruly make a difference in the lives of students and the future of ourgreat country.

Scan with your smartphone or visitwww.imagine-america.org/ldrship to viewthe 2013 LDRSHIP Award video.Why did Ambassador getinto the education sector,specifically career education?We immersed ourselves in the educationspace because we saw an opportunity tobe part of something really substantial, yettransformational. The education market isrich in tradition, but it is also forward-thinkingand ever-changing. Over several decades,we have had the pleasure to work withsome of the most dynamic, innovative andinspiring educators you will ever meet –people who really are out to change theworld.We recognized early on that private sectorcolleges and universities, specifically, hada unique understanding of career-focusedstudents – they were not only willing butalso well-equipped to deliver the kind ofquality education this huge population ofunderserved students needed to improve theirlives. Their approach to career educationdelivers hands-on learning and one-on-oneattention from real-world experts that helpstudents master the most relevant skills,transition into jobs faster and succeed in thejobs they secure.How does Ambassador helpcareer education students?We've been supporting career educationstudents long enough to know that qualityand flexibility are key to helping themsucceed. We also realize that a hugepercentage of these students need and seekfinancial assistance. Within all levels ofthe course materials supply chain, we havedeveloped ways to put the right materialsinto students' hands at the right price. Weprovide easier access to course materials,give students options in the way they receivetheir materials, and provide support along theway, all in an effort to deliver a great learningexperience and meet their individual needs.

Imagine America Foundation’sResponsible Borrowing Tool NowAvailable to High School StudentsThe help them make responsible financialImagine America Foundation (IAF)believes teaching students financialresponsibility early is one way todecisions. In the past, IAF’s Financial Planning Made Simple (FPMS)tool was only available to students applying for an Imagine Americascholarship or award. Now, FPMS is available to high school studentsthrough their state association.IAF is pleased to announce that the Ohio Association of CareerColleges and Schools (OACCS) is the first state association to offerFPMS to local high schools. OACCS is launching a statewide initiative,encouraging their school members to become proactive in educatingtheir students about responsible borrowing. As part of the initiative,OACCS will work with high schools to offer FPMS to their studentsfree of charge.“Too many college students are jeopardizing their future financial wellbeingby borrowing more than they can afford. As leaders in highereducation, Ohio’s career colleges and schools seized the opportunityto address the student debt crisis by targeting students, their parentsand high school guidance counselors. We are encouraging our memberschools and colleges to work with their students as well,” said R.David Rankin, Executive Director of the Ohio Association of CareerColleges and Schools. “We believe that our partnership with ImagineAmerica will result in more conservative borrowing over time, fewercollege dropouts and more graduates prepared for the jobs of today andtomorrow.”Why is early financial literacy important? Through a survey led byWonderlic, 82 percent of respondents took out student loans for school.Fifty-five percent of those students did not understand all aspects ofthe student loan process. Specifically, 69 percent did not understandthe difference between federal loans and private loans. Forty-fivepercent did not understand the repayment options, 39 percent did notunderstand the interest accrued, and 14 percent did not understand theirmonthly payments.These specific areas of concern are addressed in FPMS, an 18-minuteanimated video tutorial walking the student through the budgeting,borrowing and repayment process. The video gives students theopportunity to calculate their own budgets by using the downloadableFPMS Student Financial Planning Tool. It allows users to visually seeexactly where their money is being spent in hopes of helping studentsto decrease overspending and increase savings.Having more borrowers use FPMS could reduce dependence onloans by helping students be realistic about their immediate financialneeds and anticipate the long-term repayment burden. Having eachnew borrower spend 20 minutes learning about student loans anddeveloping a personal budget before taking out a loan could helpeliminate unnecessary debt and reduce the longer-term risk of defaults.For more information about Financial Planning Made Simple, visitImagine-America.org/FinancialPlanningMadeSimple or contactAndrea Spisak, Director of Strategic Development, at andreas@imagine-america.org or 571.267.3023.

According to a Recent Survey, CareerEducation Students Believe It IsImportant to Have 24/7 Access toDoctors on CampusWhat issues matter most to career college students?The Imagine America Foundation (IAF) haslaunched the Career Education Student SurveyCenter, an ongoing series of surveys that seeksto find out what’s important to career college students and theireducational experience. While the Foundation has already conductedextensive research in many areas, including student loan borrowingand civic engagement, those aspects of higher education are notthe only items of interest to students as they pursue careers. Forexample, how important is health care to students who attend careercolleges? And, would access to medical staff on campus via Internetor phone impact how they feel about their school or the pursuit oftheir higher education in general? The responses to the Foundation’sfirst survey were overwhelming, and the findings were compelling.The IAF recently conducted a survey of Imagine Americascholarship recipients in an effort to obtain feedback on their healthcare. More than 3,000 students responded, a 16 percent responseSubscribe at www.CareerCollegeCentral.com | 37

Scan with your smartphone or visitImagine-America.org/donate to supportaccess to career education.rate. Students from 182 different career education campuses and40 states responded to our survey. The majority of respondentswere female (58 percent), and the largest group to respond listedtheir age group as 17-24 (55 percent).Forty-seven percent of respondents said their school did not havean on-campus clinic, and 41 percent were not sure if their schoolhad an on-campus clinic. Only 12 percent said their school didhave an on-campus clinic.When asked how many times a student has had to visit a doctorfor non-emergency care in the last year, 58 percent said never, 31percent said one to two times, 8 percent said three to five times,and 3 percent said five times or more.Regarding missing class to see a doctor, 31 percent said theyhave missed class one to two times per year, 7 percent said threeto five times, 2 percent said more than five times, and 60 percentsaid they have never missed class.Eighty-eight percent of college students gave a positive responsewhen asked the importance of having 24/7 access to doctors oncampus, including nights, weekends and holidays.These are the results of the first IAF Career Education StudentSurvey Center surveys. If you are interested in learning moreabout this survey or upcoming surveys, contact Robert L.Martin, President/CEO of the Imagine America Foundation, at567.267.3012 or bobm@imagine-america.org.NOVEMBER 2013 | 38

“Being a recipient of this award has been beneficial financially and academically by providing themotivation I needed to maintain my GPA. Thanks to Imagine America (ASEP), I know there are resourcesdedicated to helping people of all ages achieve their dream of a college education,” said Shene’e H., AdultExcellence Award recipient.Every year, thousands of career education students, like Shene’e, receive an Imagine AmericaScholarship or Award. Without contributions to the 21st Century Workforce Fund this wouldn’t be possible.IAF and career education students nationwide would like to thank our PLATINUM LEVEL 21st CenturyWorkforce Fund sponsors!THANK YOU!CHANGE A CAREER EDUCATION STUDENTS LIFE!Donate to the Imagine America Foundation by scanning the code withyour smart phone or going to www.imagine-america.org/donateSubscribe at www.CareerCollegeCentral.com | 39

pamela rossowOnlineLearningTrends of 2014A look ahead at the trends that will shapeonline learningBy Pamela Rossow, Contributing WriterOnline learning seems to be more and more popularamong all age groups. According to eLearners,43 percent of “college students believe an onlineclassroom can match or surpass the qualityof a traditional one.” For nontraditional students, onlinelearning may be the most flexible way to earn a degree andsimultaneously work full time. What should you know aboutthe latest projected online learning trends for 2014?Here are some of the latest findings for 2014:Videos. Videos seem to be making a comeback since theydo not cost much to produce, and they have the potential to bemore viral than other media. They also tend to engage viewerseasily, and e-learners may learn more by absorbing informationin a way similar to television audiences. Videos are capable ofbeing used via different platforms and on varying screen sizes,so they aren’t limited to only one type of device. They may beviewed on smartphones, tablets, laptops or desktops.Gamification. Gamification has been defined as the use ofgame thinking and game mechanics in a non-gaming context toengage users and teach them new concepts or information.Basically, it’s a fun way to learn since it seems like you areplaying a video game. It is thought to increase comprehensionbecause it tends to be repetitive and engaging. This type oflearning may be implemented in various e-learning formats,such as interactive coursework or learning managementsystems. In fact, according to LearnDash.com, the worldmarket for gamification is supposed to grow from $2 billionin 2012 to $7.4 billion in 2015.NOVEMBER 2013 | 40

Mobile technology. Most people today own at least a smartphoneand laptop. Many people also have tablets and other devices thatmay serve as mobile platforms for online learning – Google Glass,anyone? According to LearnDash.com, projected tablet sales for theperiod from 2012 to 2016 are estimated to increase from 122 millionunits to 282 million units. Being able to take the Internet with youwherever you go via a tablet could directly benefit e-learning. Packinga lightweight device like a tablet, instead of a heavier laptop, makesmore sense for your backpack and back. It could make studying atthe local coffee shop that much easier. Students may even log in todiscussion boards by way of their smartphones to check posted grades,conversation threads or syllabi.HTML5. HTML is a programming language used for structuringcontent for the World Wide Web, and HTML5 is the fifth revision. Fromthe beginning, its goals have been to improve support for the latestmultimedia and also make it easily understood by computers, otherdevices and people. What does HTML5 mean for distance learning?For e-learning via the mobile web, HTML5 is the future. It shouldentail increased multimedia connectivity and better performance forend users.Since there areso many onlinestudents, some of theanticipated trends orplatforms for 2014could make earning adegree online easierfor certain students.MOOCs. MOOCs are Massive Open Online Courses. MOOCs areconsidered open access classrooms since most of them are free andavailable to anyone who wants to sign up, with some being offeredby prestigious colleges like Stanford, Harvard and Yale. While theymight not offer college credit, they can create ways for people to learninformation that may not have been accessible to them without payingfor a college education. In addition, some are even beginning to offercertificates of completion, usually available in digital form after thecourse is completed.Tin Can API. Tin Can API is basically a way to gather informationabout experiences people have online or offline. According toTinCanAPI.com, it “captures data in a consistent format about a personor group’s activities from many technologies.” It is a way of saying “Idid this,” and could be important for online education since learningcan take place in many settings, such as the classroom; through socialmedia; or via writing, reading, playing games, listening to radio, orwatching videos or TV. Tin Can API records the end user’s activities toa learning record store (LRS) that allows progress to be documented.E-Learning tools. Because many online students expect to beactive participants in their online educations and “wowed,” teacherscan make the most of e-learning solutions, such as videos and Flashanimations, that don’t require extensive technical knowledge andprogramming skills. These technologies could create more engagingonline settings, which in turn could make online classes even moreinteresting to students. Students seem to expect more than just classwikis and social media groups. By diversifying the online educationexperience through the use of varied media platforms, online educationmay be perceived as fresh and exciting.Projected online trends for 2014 are intriguing. Since there are somany online students, some of the anticipated trends or platforms for2014 could make earning a degree online easier for certain students.According to the "2013 College Explorer," a report from marketresearch company re:fuel, the number of students enrolled in atleast one online course has doubled. Online education appears to begrowing as students turn to a more flexible mode of learning and onethat is more student-initiated.Some of the hurdles for online students involve setting andaccomplishing goals without having teachers breathing down theirnecks every moment. With proper planning and organization, thechallenges that certain online students face may be addressed so thatstudents may be more successful in distance learning environments.Responsive web. Because of online education going mobile on aplethora of devices, it is important that websites are easily and properlydisplayed across devices and on different size screens. For example,if you are enrolled in an online English class, you would want yourdiscussion board screen to appear similarly whether you are accessingit on your tablet or laptop. If you are working on a class blog andneed to view Wordpress on a desktop, you will want your blog postto look the same if someone sees it on his or her smartphone or iPad.Responsive websites are designed to detect the size and type of devicebeing used to access the site and then modify the site appropriately formaximum compatibility with the device.Pamela Rossow is a freelance writer who works withhigher education clients such as eLearners.com. Sheis a native south Floridian who enjoys photography,literature and hockey. You can follow her on Google+.Subscribe at www.CareerCollegeCentral.com | 41

dr. pietro savoYou Can’t Be TooMilitary-FriendlyThe most successful institutions do more thangrant certificates and degreesBy Dr. Pietro (Pete) Savo, Service Disabled Veteran Owned Small BusinessNOVEMBER 2013 | 42

Education is power, regardless of where you earn yourcredentials. Once you have earned an education, noone can take it from you. What we are attempting tounderstand is what schools do “above and beyond” awardinga degree or certificate to U.S. military service members, theirfamilies and veteran higher education students. What activitiescan colleges and universities embrace to engage their militarycommunities? What I discovered is a genuine enthusiasm to workwith the military community, which I am excited to share withyou.My day job transports myentire education team face-tofacewith thousands of servicemembers and their familiesweekly. I have determinedfrom the many conversationsI’ve personally conducted andwitnessed that a veteran’s No.1 concern before taking on theever-so-important mission ofhigher education is, “How willthis education result in a wellpayingjob?” There is no easyway to answer that question.I have been privileged toengage in conversations withpassionate people workingwith service members, theirfamilies and veterans attendinguniversities and colleges coastto coast. These committedindividuals include educators,administrators and staff whoare doing everything in theirpower to help these specialstudents engage in and complete the right education to reachtheir dream careers. I have identified many college and universitypractices that current and future student-veterans may find wellworth exploring.The right education results in the best future. I selected themost veteran-oriented schools through research based oncertain keywords: military, college, jobs, career and education.These search words yielded a diverse group of higher educationinstitutions not typically grouped together. They included FloridaNational University in Miami, Fla.; Grantham University inKansas City, Mo.; Texas Tech University in Lubbock, Texas; andWhen schools go aboveand beyond awardingdegrees and certificatesto U.S. military servicemembers, their familiesand veterans, this extrainitiative opens upnew opportunities forveterans and employersalike.Wentworth Institute of Technology in Boston, Mass. We do notsee a list of institutions such as these advertising together in anyhigher education marketing venue as military-friendly, but theyhave made commitments to service members and veterans that arewell worth writing about.In my many and endless conversations with school officials, onecomment left me speechless – the school official actually thoughtwe had lost the phone connection because I stopped talking. Dr.Ryan Van Dusen, Associate Director of Military and VeteransPrograms for Texas Tech University and a former soldier in theU.S. Army, said, “You can’t be toomilitary-friendly.” That statementby Van Dusen left me in stunnedsilence, which rarely happens.The most basic question that canbe asked of a college or universityis how it works to ensure that aneducation at that institution canresult in a well-paying job. Theanswer, on the other hand, is muchmore complex; there is no simplelist of tasks an institution cancheck off. However, I did witnessa common element among thesuccessful institutions; they areall characterized by the passionto do more than grant certificatesand degrees. The principle of “youcan’t be too military-friendly”became clear as a guiding forceand defining characteristic of thefollowing schools:Grantham University –Kansas City, Mo. – Grantham University was founded in1951 by World War II veteran Donald Grantham, who wanted tohelp fellow veterans improve their lives through higher education.Grantham University is a 100-percent online university serving ahighly diverse student population. I spoke with Johanna Altland,Grantham University’s Director of Communications, and shespoke at length about educator obligations. To paraphrase Altland,the best way we can be advocates for veterans is by educatingthem to be career-ready, which is why we are all here in the firstplace. Grantham takes a multifaceted approach to student-veteransuccess. The university uses many internal and external initiativesto pave the way for future employment of veterans and serviceSubscribe at www.CareerCollegeCentral.com | 43

members. First, it educates its student-veterans; second, it preparesits student-veterans for employment in the civilian workforce. Theuniversity takes this model one step forward, smoothing the pathfor its students in the civilian job market by taking the time toeducate employers on the value of hiring veterans. This providesbusinesses with veteran recruitment strategies that benefit theveteran as well as the potential employer.The internal and external initiatives educate and prepareGrantham’s staff, their students and potential employers. Thecement that I believe holds this model together is twofold andincludes Grantham Pathways, a virtual online job portal and aseries of free e-books called Military-to-Civilian Transition Guide.This series comprises five books: Entering the Civilian Workforce –Your Journey Starts Here!, Choose a Career You’ll Love and NeverWork a Day in Your Life, Professional Branding That Gets YouNoticed, Make the “Call Pile” With Attention-Grabbing Resumesand Cover Letters, and How to Ace the Interview … and Stand OutFrom the Crowd. Throughout my research, Grantham’s strategy toeducate and prepare emerged as an obvious theme of deliveringstudent-veteran successes.Florida National University – Miami, Fla. – FloridaNational University held its first class in 1988 in the city ofHialeah, Fla., under the name Florida International Institute. Asecond campus opened in Miami one year later; a third campuswas opened in a second Miami location in 1990. A fourth campus,the Online Learning Campus, was initiated in 2005. FloridaNational University offers Master’s, Bachelor's and Associatedegrees; diploma programs; and certificate programs.Florida National University President Maria C. Regueirospoke with me about the university’s veteran support services.The needs of our honored service members, their families andveterans are many, said Regueiro. She went on to explain thatthe Florida National University team understands that travel anddeployment can conflict with campus learning and provide achallenge for those in the military. Florida National Universityseeks to solve this problem with a combination of quality andflexibility, aiming to help service members obtain a career byproviding them with online programs that are easy to accessfrom wherever they are stationed. The university provides thesestudents with academic advising, numerous resources and, mostof all, support to carry on their academic dreams. The university’sstaff believes that one size does not match each military student’sneeds. Instead, it develops and implements education programsthat meet individual needs, backing these programs up with theuniversity’s regional accreditation.The university’s student-veterans obtain more than an education;the institution’s career support stands out and continues to providea resource to students long after graduation. The career supportstaff establishes a personal rapport with military students, givingthem quick responses to their queries, concerns and needs. Thestaff believes it is critical to understand the limitations andspecial needs these students face, always letting them know thatNOVEMBER 2013 | 44

the university team members are there to support students intheir career paths. Regueiro emphasized that the staff at FloridaNational University is grateful for the sacrifices student-veteranshave made to preserve our freedom.Wentworth Institute of Technology – Boston,Mass. – Wentworth Institute of Technology (WIT) is atechnical design and engineering college. Wentworth wasfounded in 1904 and offers career-focused education throughits 15 Bachelor's degree programs in areas such as architecture,computer science, design, engineering, engineering technologyand management, as well as Master’s degrees in architectureand construction management. My conversation with MaureenDischino, Executive Director of Admissions, and Jamie Kelly,Associate Vice President of Public Affairs, inspired in me anOprah Winfrey-type "aha!" moment when they described twomain student-veteran initiatives.The first initiative involves faculty mentors. Wentworthprovides an informal student-veteran mentoring program,which provides student-veterans with a support structure inthe form of mentors who have a military background. Thesementors understand veterans’ history and have a commonconnection with them that helps the mentors have a positiveimpact on the students’ academic journeys, improving retentionand completion rates and building lifelong relationships.Dischino explained that Wentworth focuses on trying tobe as veteran-friendly as it can be. Wentworth welcomesveteran relationships. The counseling center has gonethrough specialized training to better support veterans and totake the concept of being veteran-friendly to a higher level.This military-friendly training begins with the university’scommitment to veteran success and an understanding thatcareers and jobs play a critical role in veterans’ future.Wentworth looks for leadership qualities and maturity fromstudents interested in pursuing careers, paying attention to thework student-veterans have done while in the military. Thatestablished leadership quality prepares student-veterans formemorable academic success at Wentworth.The second initiative is a co-op. Wentworth students’ jobmarket industry advantage is fostered by a cooperativeeducation (co-op) that touches more than 1,400 students eachyear, providing educational journeys that promote lifelongcareers. Dischino said, ‘‘At Wentworth, we prepare students forspecific careers.’’ Through two mandatory semesters of co-op,students fulfill a professional experience requirement neededto graduate. Wentworth’s co-op model creates the opportunityfor potential employers to interact with Wentworth’s students,creating relationships built on motivated students seeking outreal-world employment experiences. The co-op is an educationmodel that links classroom learning with potential employers.Co-op students are paid by local, national and internationalemployers, who then hire these students after graduation,resulting in an “education designed for return on investment(ROI).”Don’t turn prospectivestudents away becausethey don’t have financingWe can help!Call us today for more info!New York800-832-2733TFCtuition.comSCHOOLS FOR SALEINTERNATIONAL, INC.Specializing in the Purchase and Saleof Career Schools and CollegesDr. Barry Berkowitz(561) 483-9554Certified Business Intermediary (IBBA)Licensed Real Estate Brokerwww.sfsintl.comCareer Schools and Collegesare our Only Business!Susan F. Schulz& Associates, Inc.California800-832-5626Consultants to the Career Schooland College SectorDr. Susan F. Schulz(561) 483-9554susan@susanfschulz.comwww.susanfschulz.comSubscribe at www.CareerCollegeCentral.com | 45

Texas Tech University (TTU) – Lubbock, Texas –Founded in 1923 on the South Plains of West Texas, Texas Techis a comprehensive research university that retains the sense of asmaller liberal arts institution. Texas Tech earned my attention witha quote on its website by Kent Hance stating that the university“provides resources and educational opportunities needed to succeedin civilian life.” I found that intriguing, and I reached out to VanDusen, who explained the Texas Tech University veteran supportmodel. Working directly with the university’s huge career center,Texas employers come to Texas Tech because they know that theinstitution instills a work ethic that equals a success-oriented mindsetin its students. Van Dusen added that having military experiencetoday can make a student very marketable to prospective employers.Van Dusen pointed out that the career center is staffed by formerU.S. military service members who help the military studentstranslate their military experiences into terms civilian employerscan understand. This process of reframing professional experiencebecomes the foundation for a resume that demands attention fromhiring companies. The career center supports the resume-buildingprocess and provides resources that improve interview skills.Many of the university’s student-veterans are 26 years old andfeeling out of place attending college with 19-year-olds. They feelthat they are already behind the bell curve. TTU strives to helpmilitary students understand that the experiences they gained inthe military are going to put them significantly ahead of their nonmilitarypeers in terms of employment marketability.Van Dusen went on to say that, for a veteran support career centerto be truly effective, it must go well beyond being simply militaryfriendly– after all, “you can’t be too military-friendly.” TTU’smission is to help any student who comes to the career center witha problem. “Beyond military-friendly” appears to be Texas TechUniversity’s secret sauce to success, combined with their strongemployer-community relationships.We all have a responsibility to our military community to identifyinstitutions that go beyond being simply military-friendly and havethe attitude that you cannot be too military-friendly. When schools goabove and beyond awarding degrees and certificates to U.S. militaryservice members, their families and veterans, this extra initiativeopens up new opportunities for veterans and employers alike. Thefeatured institutions have implemented proven higher educationsolutions that are working across our great nation and prove that theprinciple “you can’t be too military-friendly” begins with you.NOVEMBER 2013 | 46Dr. Pete Savo is the Chief Financial Officer of a ServiceDisabled Veteran Owned Small Business (SDVOSB), ahigher education service business that provides qualifiedstudent candidates to military-friendly colleges anduniversities nationwide. Savo, a respected lecturer andpublished author, was employed 18 years with SikorskyAircraft and six years as a Direct Business Operationsand Lean Manufacturing Consultant for the U.S. Air Force Small BusinessManufacturing Technical Assistance Production Program (MTAPP), Air ForceOutreach Program Office and the Department of Defense (DOD) supply chainmissions. He can be reached at psavo@education-resource-information.orgor 603.321.6224.

Direct Response Advertisingfor Schools Since 2001510-465-6200 xt 101WWW.BECKERMEDIA.NETEmployers Require It. Make Sure You Have It.Allied Health Certification Through AMT:uuuuuuMedical AssistantsPhlebotomy TechniciansDental AssistantsMedical Administrative SpecialistsMedical Lab TechniciansMedical TechnologistsFor more information go to: www.americanmedtech.orgccc print.indd 1Subscribe at www.CareerCollegeCentral.com | 476/7/2013 1:21:19 PM

Do you wantto recruitinternationalstudents?The Student World has been designed to support you in reaching out tostudents in the UK, Ireland and South Africa interested in studying overseas.We organise the largest international study abroad events in the UK and Irelandand Road Shows in the UK and South Africa that visit top schools with aselect number of international universities.The USA is the top destination for British students looking to study abroad,with almost 40% of all UK mobile students enrolling at US institutions. With thetrebling of tuition fees in 2012 and the increased competition for places at topuniversities, there has never been a better time for international institutions torecruit from the UK.Spring 2014 EventsNetworking Day, UK: Friday 21st March 2014“The staff are amazing! I attend a lot of fairs,and my experience with The Student World isalways stellar. They really pay attention to detailsand making the experience excellent for everyoneinvolved. Over 75% of the students were exactly atthe level in their studies (1st or 2nd year of A levels),and this is perfect timing for an undergraduatecollege such as us, Berkeley College.”Berkeley College, USALondon, UK: Saturday 22nd March 2014Leeds, UK: Sunday 23rd March 2014Road Show, UK: Monday 24th March 2014 -Wednesday 26th March 2014Networking Day,Ireland: Friday, 28th March 2014Dublin, Ireland: Saturday, 29th March 2014Johannesburg,SA Road Show: May 2014Discover more about the exhibitions and the UK market byvisiting our website:www.thestudentworld.com/exhibitorsNOVEMBER 2013 | 48

P O W E R E D B Yp r o u d s p o n s o rReal Service to America’sMilitary and Veteran StudentsPrivate sector colleges and universities provide agreat value to America’s new traditional students.These students are often adults with jobs who, forpractical or financial reasons, desirethe flexibility, convenience and quality of ourinstitutions. Because of this, private sector collegesare increasingly attracting members of America’smilitary and veterans.The numbers don’t lie. Our institutions educate13 percent of all postsecondary students yet haveserved more than 28 percent of all veterans underthe GI Bill. Our institutions serve more than325,000 veterans, spouses and dependents. Quitesimply, we meet the educational needs of today’sveterans. Vets often don’t want to live in a dormand take five courses per semester. They want afocused, accelerated delivery of academic programsthat supports their transition from active duty toemployment as soon as possible – exactly what ourinstitutions offer.The vast majority of these veterans are seekingcertificates and a ssociate degrees. It’s not surprisingthat they are attending our schools. Several studies,including those conducted by Harvard Universityand The George Washington University researchers,show that private sector students complete certificate andAssociate degree programs at higher rates than students at otherinstitutions.More than 40 percent of military and veteran students pursue acredential in a health care field, and 20 percent pursue a credentialin a skilled trade.Recently, APSCU convened the Blue Ribbon TaskForce panel to recommend best practices for militaryand veteran students. The goal of the report was tobuild on the excellent work our member institutionsdo in serving veterans and identify some of the mosteffective practices.The recommendations include establishing anoffice of military and veteran affairs to lead supportprograms and provide military- and veteran-specificadvisers. The report also highlights the benefitof compiling data to track military and veteranstudent success. Many postsecondary institutionsstand to benefit by reviewing these best practicesand adopting those that will help their military andveteran students.So, what does high veteran enrollment, excellentoutcomes and a commitment to improvement meanfor members of our armed forces? Basically, it allcombines for a high return on investment (ROI).Staff Sgt. Thomas Windley, a student at ECPIUniversity, can attest to that firsthand. While deployed toAfghanistan, Windley was able to earn his bachelor’s degree incomputer information science online.P O W E R E D B YSubscribe at www.CareerCollegeCentral.com | 49

example of the benefits of the flexible, accelerated educationaldelivery systems common at private sector institutions.“I think Ashford’s edge has been the ability to make the schoolaccessible to everyone,” Hoffman said. With a bachelor’s degreein human resource management, Hoffman now has the credentialsto reach her goal of a career in cybersecurity.“Earning my degree led to another promotion, which was due tothe tools and benefits of ECPI,” Windley said.Sydney Hoffman, a graduate of Ashford University, also earnedher degree while serving in the Army in Afghanistan. She is anProviding a quality postsecondary education to military andveteran students is critical in helping to fill the 55 million jobopenings that are projected to be available by 2020. To serve ourmilitary and veteran students best, our institutions offer flexiblelearning environments, high completion rates, a commitmentto improvement and innovation, and skills-based education.Our men and women in uniform have courageously served ourcountry, and our institutions are committed to providing themwith the education they need to succeed when they come home.To read more about the return on investment of our institutions,visit www.apscu.org/roi.Building aBridge to theMiddle ClassBy Steve Gunderson, President and CEO, APSCUwe conclude this fall, the APSCU agenda was andAs continues to remain full-steam ahead. We beganwith the focus on Gainful Employment Negotiated Rulemakingfollowed by issues on Capitol Hill. And, of course initial discussionssurrounding the reauthorization of the Higher Education Act. Thebroader focus, however, remains on leading our institutions inmultiple ways from communications to grassroots.Board of Directors RetreatIn early October, the APSCU Board of Directors met in Chicagoto develop the framework (priority directions and focus) for anew strategic plan for APSCU. Currently, APSCU senior staff isworking to convert the ideas and outcomes from those discussionsinto a draft Strategic Plan for consideration at our January 2014board meeting. Our goal is to finalize the draft in time for it to bethe primary agenda item at the Annual Business Meeting in LasVegas at our Annual Convention in June 2014.Inaugural State of the Workforce Symposium:“From Education to Employment”We are finalizing details for the Inaugural State of theWorkforce Symposium in Washington, DC on Dec. 9-10.This event will convene a broad and diverse audience thatgoes beyond our institutions leaders to include employerallies, labor economists, workforce professionals andpolicymakers. The goal is to take a closer look at emergingoccupational skill demands in the workplace. Such an eventenables us to bring together diverse voices in ways that liftup our important and collective role in preparing workers forreal jobs, with real incomes and a real chance for a place intoday’s middle class.I look forward to continuing this important conversation withyou all at the symposium. I encourage you to register today atapscu.org/workforce.NOVEMBER 2013 | 50

APSCU Best PracticesLead the Way forPostsecondaryEducation CareerServicesAPSCUis pleased to announce the releaseof "Recommendations for BestPractices in Career Services and Placement." The recommendationsaddress ways all institutions can support the transition to employmentduring the student’s entire postsecondary education experience,including campus-wide engagement in career services and effectivemanagement of a career services program.To develop these best practices, APSCU established a task forcethat convened several higher education and workforce leaders whoall provided insight to the discussion. The methods and techniqueswere cultivated from APSCU’s member institutions that currentlyoffer students rich opportunities to prepare for their future careersand personalized support for their career search process.example, some activities an institution may consider using to promotean outcomes-focused approach include:• Monitoring employment and placement rates at regular intervalsto ensure that the number of graduates in specific programs ofstudy reflects the current market demand.• Creating and implementing plans to drive continual improvementin placement outcomes.• Staying informed about workforce trends.• Identifying skills-gap issues that might be impacting placementand being proactive in designing programs to address specificworkforce needs.The role of postsecondary career education has always been tomeet employer demands for skilled workers. In turn, career-focusededucation has also strived to help its students’ goals of obtainingquality jobs. The "Recommendations for Best Practices in CareerServices and Placement" offers institutions examples of the programsthat best serve the growing new traditional student population. Newtraditional students often balance the needs of family, full-time orpart-time work, and postsecondary education.The recommendations are organized into four categories:I. Career ServicesAPSCU member institutions define their missions in helpingstudents prepare for the workforce and measure success by the levelof skill their students achieve (certificates, degrees or licensure) andgraduate employment rates, among other measures. This outcomesbasedmodel is a good fit, particularly now, when higher educationinstitutions in all sectors are being asked to demonstrate their valueto students and the public in terms of a return on investment. ForP O W E R E D B Y

II. Career Services Student LifeCycleStudents take many paths on their journeys toward collegecompletion. It’s important for institutions to review thestudent life cycle and apply services to a student’s specificjourney in ways that will reap benefits for the student. Forthe prospective student, introductory conversations aboutthe student’s responsibilities for achieving successfuloutcomes are important. During the student’s early tenure,instituting orientation programs that go beyond academicprogramming and relate to career services and outcomes arethe main focus. During a student’s mid-tenure, a portfolioof assignments that showcases a student’s specific skills iscreated along with the development of a career preparationroad map. As a student prepares for graduation, careerservices should help the student identify a clear and easyto-followpath as he or she begins the job search journey.Additionally, alumni relations may be an institution’s mosteffective source for new employment opportunities forgraduating students. In turn, inviting alumni to attend anyworkshops conducted on campus is also recommended.III. Campus-wide Engagement inCareer ServicesTo help drive positive outcomes, it is recommended thatinstitutions consider campus-wide engagement, which caninclude regularly scheduled events on campus and withinthe community, providing externship or internship andservice learning opportunities, and developing professionalrelationships with students that help prepare them forsuccess in the job market.IV. Effective Management of theCareer Services ProgramColleges should have a process for collecting and reviewingdata for program improvement. Areas of opportunityidentified for improvement should have concrete plans, andprogress should be tracked and understood. Data sourcesshould include information about student satisfactionwith their educational experience as it relates to careerpreparation, instructor-generated data, and employergenerateddata. Additionally, it is recommended thatinstitutions establish a verification of employment processthat meets the needs of the institution and any accreditingor regulatory bodies.This is the second in a series of best practicesrecommendations for postsecondary education by APSCU.The first set was the "Best Practices for Military and VeteranStudents," released earlier this year. To view a copy of the"Recommendations for Best Practices in Career Servicesand Placement," visit www.apscu.org/careerservices.PittsburghTechnicalInstitute OpensAmericanAcademy ofCulinary ArtsProvides a career services “road map”for studentsPittsburgh Technical Institute (PTI) held a ribbon-cuttingceremony to officially announce the opening of the AmericanAcademy of Culinary Arts (AACA). More than 200 chefs,general managers, food service directors, restaurateurs and hoteliersattended and tasted hors d’oeuvres prepared by AACA’s new students.The first class has 35 chefs in training who are pursuing either a15-month certificate or a 21-month associate degree in science.Students will study under the direction of internationally acclaimedChef Norman Peter Hart, a member of the American CulinaryFederation and the exclusive Honorable Order of the Golden Toque.According to Hart, AACA will deliver a strong foundation in culinaryfundamentals, including precision knife skills, mastery of the fivemother sauces, basic cooking methods, sanitation and professionaldevelopment.“Once we’ve established our foundation, AACA students areimmersed in the distinct, diverse world of American cuisine,” Hart said.“We will prepare students to think and act like a professional chef –then explore, innovate and experiment with fresh interpretationsuntil graduates have mastered a revolutionary approach to Americanculinary arts.”AACA has already implemented some of the recommendations fromthe APSCU Best Practices in Career Services and Placement." Theirstrong encouragement of in-field internships provides their studentswith the experience, knowledge and skill sets they need to succeedin the job market.AACA’s educational facility, the Culinary Arts Center, is a 5,500square foot space located on PTI’s campus on McKee Road in NorthFayette, Pa. The center houses two teaching kitchens, hot and coldstorage areas, and a dining lab. It also features the latest in culinaryNOVEMBER 2013 | 52

technology, including new kitchen equipment, suchas state-of-the-industry combination and convectionovens, specialized stoves, and All-Clad professionalcookware.Chef Norman Peter Hart points out thebrand new equipment in the a la cartekitchen, one of two in the CulinaryArts Center, during the grand openingof the American Academy of CulinaryArts at Pittsburgh Technical Institute.PTI President Greg DeFeo pointed out the need fortrained culinary professionals and the warm receptionfrom the local industry. “Living Social recentlyreported that the average adult eats 4.8 meals ina restaurant each week. The National RestaurantAssociation reported that there are 24,628 eating anddrinking establishments in Pennsylvania,” DeFeo said.“This aligns with what we are hearing from our AACAadvisory board and employers who have called alreadyfor graduates. There is a growing need for culinaryprofessionals throughout western Pennsylvania.”PTI’s ability to identify and proactively design programsto address specific workforce needs demonstrates theinstitution’s strong desire to help its students succeed.“The AACA student has the distinctive advantage ofPTI’s long tradition of preparing career-motivatedstudents for the American workforce, our campushousing and student life programs, and the commitmentof an experienced team of career services professionals,”DeFeo said.BBQ pulled pork and smoked cheddarcheese biscuit sliders and limehummus with ginger pickled carroton a toasted pita chip were the horsd’oeuvres prepared by students in thefirst class at AACA.AACA students will benefit from an in-field internship, acooperative learning experience between the AmericanAcademy of Culinary Arts and the professional culinarycommunity. A network of culinary professionalssupports AACA and helps guide the development ofcurriculum, professional development projects andinternship sites.According to Hart, the AACA experience is designedto reflect the formal apprenticeship programs that wereavailable during his training years.“Our training is deeply connected to the Americandream,” Hart said. “From owning andAACA students mingle with members operating the classic American dinerof the hospitality industry, including to working as an executive chef for achefs, general managers, food servicefive-star establishment, the Americanproviders, wholesalers, restaurateursAcademy of Culinary Arts will provideand hoteliers as they serve mini cakesto guests at the grand opening. graduates the skills they need to becomethe great American chef.”P O W E R E D B YSubscribe at www.CareerCollegeCentral.com | 53

Inaugural State of theWorkforce SymposiumDecember 9-10th | Hyatt Regency Capitol Hill, Washington, DCWE NEED YOUR VOICE!Join workforce influencers from industry, academia and government for a lively andproductive dialogue on the nation’s current skills gap impacting workforce readinessand employers’ ability to fill current and future in-demand jobs.BE A PART OF THE SOLUTION!Learn how postsecondary education programs and business leaders can worktogether and better prepare workers for skilled, well-paying jobs that will contributeto the nation’s global leadership position.Visit apscu.org/workforce and register today.Group rates available.NOVEMBER 2013 | 54

Lincoln Technical InstituteProvides military andveteran students withResources to SucceedFormilitary and veteran students, making thetransition from active duty to civilian life cancome with some challenges. Often, traditionalinstitutions are not the best fit for their lifestyle. Military andveteran students do not want to live in a dormitory and take fivedifferent three-credit courses at once. Most prefer a focused andaccelerated delivery of instruction that can provide them with acertificate or Associate degree in 18 months.According to Veterans Administration data, private sectorinstitutions have served more than 325,000 veterans, or 28percent of all veterans using their Post-9/11 GI benefits and theirfamilies. At Lincoln Technical Institute in Queens, N.Y., militaryand veteran students receive the resources and support they needto make the transition smoothly and successfully.After 11 years in the Navy, Stephanie Spencer enrolled in LincolnTechnical Institute. “I actually looked at the veteran website for[institutions that accept] the GI Bill, and Lincoln Tech was listedunder my Zip code,” Spencer said.Spencer joined the Navy immediately following high school.She was transferred to the state of Washington aboard the USSSacramento where she worked as a machinist mate, also knownas a mechanic.Spencer enrolled in Lincoln Technical Institute’s AutomotiveMechanic program and quickly realized she’d made a good choice.“I thought I already knew a lot [from being in the Navy],” Spencersaid. “But I realized I didn’t know even a quarter. Lincoln Techteaches with depth, beyond the basics. They go above and beyondwhat you should know.”After a few years in Washington state, Spencer changed commandsto Jacksonville, Fla., and was placed in charge of training squadronunits to work on the tow tractors that support the planes. There shewas promoted to supervisor. After the birth of her two sons, she wastransferred back to the state of Washington aboard the aircraft carrierUSS John C. Stennis.“I was in charge of three work centers or shops,” Spencer said. “Eachwork center included cranes, generators, AC units and tow tractors.”After moving to Italy, where Spencer supervised two mechanicalrepair shops, she found herself in a position to find a second careerafter military reduction forced her separation.Stephanie Spencer (in front) with Lincoln TechnicalInstitute Executive Director James Morrissey (left ofSpencer) and New York Senator John J. Flanagan ofLong Island (back row, center) with members of his staffvisiting Lincoln Tech’s campus in Whitestone, N.Y.Spencer is now an operations supervisor for ConEdison, theprimary lighting and electrical provider for New York state,working with the fleet of vehicles for mechanics.P O W E R E D B YSubscribe at www.CareerCollegeCentral.com | 55

Perhaps the most interesting aspect of Lincoln Tech’s militaryfriendlyprograms lies in its admissions department. BernardClarke, director of admissions at Lincoln Tech and retired MasterSergeant of the Marine Corps, makes it a point to meet everystudent veteran at Lincoln Tech.“I work with all students, but if we enroll a veteran student, Imake sure I meet with them to answer any questions they mighthave on the Post-9/11 GI Bill,” Clarke said.Clarke began his service as a Marine in the Military PoliceDivision. He pursued that avenue for about ten years beforetransitioning into recruiting in the New York area.Currently, Alcalde is in the AC course. The next step in theprogram includes completing an internship.“I just interviewed with Mercedes-Benz,” Alcalde said. “Careerservices is helping me weigh my options for right now.” Alcaldeplans to finish the program by November of this year.When asked about what his dream job or company would be, hereplied, “I’d just like to work for a busy company. I’m not pickywith brands.”“[Veteran students’] biggest concerns involve what their benefitswill cover, the flexibility of schedules LTI offers – many of ourveteran students have families – and how LTI prepares them fora career after graduation,” Clarke said.Lincoln Tech not only provides flexible schedules for studentveterans and a clear, easy-to-follow path for a career aftergraduation, but they’ve also established a student veteranorganization.“The organization will operate similarly to our student alumniorganization,” Clarke said. “It will help students with theireducation, navigate the military benefits system and will providea means for networking.”In late May, Clarke was honored at Citi Field at a Mets vs. Yankeesgame for his military service. He was invited on the field to shakehands with Mets players and represent both Lincoln Tech and theMarine Corps.Another hero’s story comes from Rowell Alcalde who joined theArmy in 2003.“I always wanted to join, but I didn’t have the guts,” Alcaldesaid. “As soon as 9/11 occurred, it gave me a little moreencouragement.”Alcalde was deployed to Iraq from January 2005 to January2006. From June 2006 through May 2008, he served in the ArmyReserve. After the service, Alcalde decided to pursue what healways liked – automotive mechanics.“In the Army, I was in armor repair – fixing the top part of thetank, artilleries, cannons and small arms weapons,” Alcalde said.“[It] sparked my interest in automotive – working on engines.”Master Sergeant and Director of Admissions at LincolnTechnical Institute Bernard Clarke with his wife anddaughter at Citi Field.P O W E R E D B YNOVEMBER 2013 | 56

The Business of BetterPEARSON & PRIVATE SECTOR AND CAREER EDUCATIONMillions of Americans look to your privatesector and career education institutions forbetter education and career opportunities.Pearson can help you deliver better learningoutcomes and institutional effectiveness whileyou prepare students for rewarding andfulfilling careers—improving lives throughlearning. That’s the business of better.Partner with Pearson’s team of educationexperts to build innovative and results-drivenprograms to better:• Prepare for college and career readiness• Optimize the potential of online learning• Train for workforce demands andplacement successExplore how Pearson can help you find better.www.pearsonlearningsolutions.com/private-sectorSubscribe at www.CareerCollegeCentral.com | 57

vincent scaramuzzoTRUECOLORSInterview questions that reveal a candidate’s true qualitiesBy Vincent Scaramuzzo, Ed-Exec Inc.Nearly everything you ever wanted to know can be foundon the Internet. This includes common interview questionsasked at major companies and the most successful answers.You can get a true feel for your candidate by going beyond the standardinterview questions to really improve the process.Hiring decisions are mostly, if not wholly, based upon the interview. Awell-prepared candidate is ready to answer the stock questions: Whatis your greatest strength and weakness? Where do you see yourself infive years? For the economy of the future, I am sure you will agree,these questions really don’t give you a good sense of how the candidatewill perform on the job.time they are expected to leave and other points. Paint a brutally honestpicture here. Then ask the question. Candidates up for the challengewon’t miss a beat and usually will tell you how they work similar hoursnow and are up for the challenge. Others will cringe and not be able tohide their reaction.Why do you want to work here? This is a great question to ask evenbefore a candidate is brought in for a formal interview. With the ease ofMany of our clients are changing their stock interview questions. Thisnew take on interviews has helped better identify the most qualifiedcandidate not only for the position but also for the company as a whole.Here are some interview questions that can shake up the process.How’s your stamina? We’re not talking primarily about physicalstamina here, although that’s part of it. In a lot of institutions, theworkload can grind people down if they aren’t strong enough tohandle it. It’s important to let candidates know that a position will bedemanding, as well as to see how they rate themselves in the fortitudedepartment.What are your thoughts about our typical workweek? The averageworkweek in private postsecondary education is substantially longerand more intense than your “average” job. One of the commoncomplaints clients have about employees is “they are not willing toput in the work required.” So I recommend describing a standard weekto potential candidates: total hours and days, time they come to work,NOVEMBER 2013 | 58

point-and-click applications through search apps, this helps weed outthose who are clearly not a good fit for your institution. A candidate whohas done his homework and feels a connection with the company willbe able to quickly give a compelling reason why he wants to be a partof your team.What have the last few years taught you? Anyone who’s been ineducation for a while knows that the sector has had some serious upsand downs. This question is designed to get at what the job candidate haslearned through the periods of explosive growth as well as through thetough downturns, tight budgets and changes in regulations.What is your favorite book/movie/musician? Where do you liketo travel? What is your favorite city? Why? The answers to suchrapid-fire questions show you how the candidate thinks on her feet. Thequestions are meant to be simple and not related to the position. However,they reveal how the candidate reacts to this form of questioning. It alsocan show the genuineness of the candidate and her responses to otherquestions. Be sure, however, to make it a conversation and not aninquisition.What type of people do you like to work with? Even if you get acanned response here, you may be able to get a glimpse of the candidate’spersonality. Previous experiences and genuine preferences will oftenfilter through to her answers. For example: “I like to work with peoplewho really know what they’re talking about, not people who just wantto show everyone how smart they are,” “I like to work with people I canbounce ideas off of,” “I like to work with people who respect what I do.”Can you handle telling other people no? If you don’t want to be “Mr.or Ms. No” for your organization, you need people on your team who arewilling and able to share the load. Of course, you don’t want someonewho’s chomping at the bit to slap people down, either. But it can berevealing to see how many candidates respond along these lines: “I don’treally feel comfortable telling other people they can’t do things. I justworry about my own responsibilities.”How do you stay current? Because this one comes right out ofInterviewing 101, most candidates will be ready for it. But it’s still acritical question that must be addressed. The technology changes soquickly that all of our past experience decreases in value daily. You can’thire an IT professional without assessing his plans to keep abreast ofnew products and technologies.By asking a few nonstandard questions during the interview, you cangain greater insight into candidates. With greater insight, you can makebetter hiring decisions.Vincent Scaramuzzo is President of Ed-Exec Inc., oneof the leading executive search firms in education. Asa specialist in the education field, Scaramuzzo worksnationally with universities, colleges, online schools andcareer schools. He can be contacted atvincent@ed-exec.com or 860.781.7641.Subscribe at www.CareerCollegeCentral.com | 59

luigi valdiviesoStressingRetentionRetention is moreimportant than ever to thelife of career colleges andonline programsBy Luigi Valdivieso, Florida National UniversityFinancial constraints have forced most colleges to reevaluatehow their limited financial resources should bespent on implementing retention. This issue is of morecritical significance to online schools, which face a greaterrisk of losing students due to the higher level of commitmentand additional effort required by distance learning. Accordingto an article in U.S. News & World Report entitled “CurtailingDropouts at Online Universities,” online programs require higherlevels of discipline by the students and elevated levels of effortby the faculty in comparison to traditional programs. Since careercolleges have to invest more heavily in each student and have asmaller pool of qualifying students, increasing retention is of evenmore significance for them.Universities are allocated funds by states, generally on the basis ofstudent enrollment, to ensure a moderately equitable distributionof spending per student across educational institutions. However,since enrollment itself is not reflective of the overall performanceof a college or university, these institutions have to invest instudent retention because the proportion of students who completetheir educational programs is reflective of the standard of anyuniversity. This ideology is supported by Noel-Levitz HigherEducation Consulting, which states, “Student persistence to thecompletion of educational goals is a key indicator of studentsatisfaction and success.”NOVEMBER 2013 | 60

From the limited financial resources available to them, FloridaNational University spends a notable amount of their budget onimplementing retention within its institution. To reduce spendingin this area, each university needs to establish the reasons forunusually low retention. Development and implementation ofeffective strategies can increase retention to the extent that lessneeds to be spent on retention efforts. Careful deliberation ondevelopment of such strategies can result in improved retentionpractices that are consistent and have long-term effects.To reduce the budget for retention within American universities,particularly online schools and career colleges, the following strategiesand practices can be implemented:• Using information from prior student retention studies, thecharacteristics of such students can be used as proof for elevatedquality control in recruitment and higher standards for admissions.• Researching the reasons why students remain enrolled can enableuniversities to develop programs and make relevant changes inongoing ones to increase student retention.• Implementing effective emotional and financial support programscan provide timely assistance to students who would otherwise beunable to continue their education due to personal issues, such asloneliness, family problems or lack of money.• Supporting students facing academic difficulty includes identifyingthe issue before they decide to leave school. Academic supportfrom peers or faculty can provide essential assistance in a timelymanner.• Establishing systems – especially at online universities – foreffective communication with students can help to develop strongcommitment levels and to gain insights into student satisfactionlevels with the programs and institution.• Paying special attention to enrollment procedures can leadto identifying student profiles that may not have a strongcommitment to the program they are enrolling in.Subscribe at www.CareerCollegeCentral.com | 61

• Determining the needs and characteristics of students canenable universities to set priorities about the areas with needs,discover available resources, and assess an assorted collectionof successful programs for implementation of formal and widerangingretention programs that meet the institution’s needs in thebest manner.• Integrating retention efforts to incorporate academic andnonacademic elements for the design and development of suchprograms can create socially supportive and inclusive academicenvironments. These should address the academic, social andemotional needs of students.• Developing early identification, intervention and monitoring ofassessment grades, GPA in initial semesters, attendance records,socioeconomic information and nonacademic information candevelop profiles of students at risk.• Evaluating the effectiveness of current retention programsand efforts can be used to conduct a cost-benefit analysis. Thisinformation should be used to choose the programs that shouldbe continued or aborted.Retention programs with established systems in place result insignificant success and reduced budgetary spending. At FloridaNational University, this is based on partnerships between studentand academic affairs as well as collaborations between variousdepartments and responsive units. One of the major reasons whystudents leave a college, according to author Neil Raisman, is“dissatisfaction with how the staff treats them,” which is why,fundamentally, every member of the faculty, administration andstaff has the responsibility to improve student retention andshould collaborate to promote the university’s success.Luigi Valdivieso is an Admissions Supervisor for theDistance Learning Department at Florida NationalUniversity. He has a Master's degree in psychology anda Bachelor's degree in criminal justice. He has more than10 years of combined experience in education and socialwork, a dual expertise that led to his appreciation of themany situations and obstacles students encounter duringtheir path to a higher education.NOVEMBER 2013 | 62

Therightstudentmattersmost.Our data-driven strategiescut through the clutter of achanging media landscape toattract successful students.If you’re ready to work witha full-service partner that’spassionate about education,step up to PlattForm.Step Up913.254.6000Subscribe at www.CareerCollegeCentral.com PlattForm.com | 63

karen southall wattsBreakingBarriersCommunication issues betweeneducators and veterans stemfrom differences in how eachgroup views the purpose ofcommunicationBy Karen Southall Watts, Contributing WriterDuring the past few years, in the wake of a terrible economicmeltdown and with the availability of the Post-9/11 GI Bill, studentpopulations have swelled as thousands of veterans have returned toschool. This group represents a unique and challenging subset of the studentswe call nontraditional, and many times neither they nor their colleges areprepared for the trials that await them. As a nation, we want to invest in ourveterans and their education; it is only a small payment on the debt we owethem for their service. However, as a sector, adult education sometimesfails to connect with these students. We just don’t seem to speak the samelanguage.Over the years, I’ve been privileged to work with many veterans in mycapacity as an instructor and a tutor. The struggles of these students toeffectively communicate within the college environment can be especiallyfrustrating to watch as men and women who have given so much to ourcountry try to acclimate to the language and manner of the college world.Failure to communicate appropriately in the college environment, either inperson or in writing, prevents many veterans from achieving the successthey so earnestly desire. When college staff and faculty better understand thecommunication differences between our system and the military mindset,we can then bypass some of the frustration and move on to achieving ourmutual goal of sending veterans out of our doors better prepared for the nextchapter in their lives. Better communication is the foundation for everythingelse we do for these deserving students.One of the wonderful things about working in both the worlds of academiaand business is that many concepts do transfer from one environment to theother. One of these realities is the need to understand the communicationstyle and preferences of others in order to improve the quality of interactions.Communication difficulties between educators and student-veterans canbe traced back to a few common differences in how each group views theprocess and purpose of communication.NOVEMBER 2013 | 64

Expertisefor theDigital WorldThe need to questionFor generations, scholars have had a need to ask questions. Perhaps we canattribute this need to the classic Socratic method that forms the foundationof teaching philosophy for many college educators. Our student-veteransdon’t always share this burning desire to participate in lengthy questionand-answersessions to discover or reveal knowledge. This creates a seriouscommunications disconnect, because there’s a mismatch in the comfort levelof student-veterans and their instructors with questioning. Veterans come tocollege from a regimented environment filled with order and structure wherefollowing orders is expected, and questioning the hierarchy is discouraged.Veterans often see exploratory discussions as a waste of time that could bebypassed if their instructors simply provided the required information andmoved along. If instructors want student-veterans to contribute to and enjoyWebSiteSEOMobileOnlineMarketingSEMEmailMarketingAffiliateMarketing“The way wecommunicatewith others andwith ourselvesultimatelydetermines thequality of ourlives.”– Tony Robbinsthese sessions, they must bridge this gap by explaining the importance of themethod as well as the value placed upon the opinions and ideas of all students.A corollary to this is the requirement that instructors create safe discussionenvironments that allow for diverse opinions, since the political and socialviews of experienced military personnel may greatly differ from those ofcareer academics or traditional students.The key to marketing success is a powerfulInternet presence created by steadfast onlinecampaigns. MDT offers a full suite of Internetmarketing services, including:Search Engine Optimization (SEO)Search Engine Marketing (SEM)Website Design and AnalysisMobile Campaign DevelopmentCross Media Campaign SolutionsUser Experience and Analytics ReportingCall MDT today to generate a more effectiveprogram and better results.1.866.371.5332www.MDTDirect.comThe need to get to the pointMilitary personnel are trained to function in high-stress and often dangerousenvironments – there is no time to expound on any topic. Military unitsneed everyone to get to the point quickly and clearly. This desire to havecommunications as short and blunt as possible can lead to problems whenstudents are expected to create written assignments of a particular lengthAdvertising that Stands Out

or with exhaustive detail. A student-veteran may feel a bulleted list of sixstatements adequately conveys information, while his or her instructor isexpecting several pages complete with academic citations. This mismatchin opinion about what constitutes “enough” information can plague studentsand instructors alike. It is important for educators to acknowledge the skill ittakes to condense communication down to its most essential and effectiveform, because this is a skill most graduates will use in the world of work.At the same time, instructors must encourage student-veterans to learn toexpand upon ideas and to properly incorporate academic research and writingtechniques into their skill set.Continued training and practice to improve communication skills should beroutine for all professionals. The need for this training becomes all the moreurgent when we realize it is the key to understanding and better serving andeducating our veterans. The Department of Veterans Affairs has publishedan online document, The Veterans Employment Toolkit, which includesa valuable section on understanding the military experience, culture andlanguage. This, combined with lots of open discussion on our campuses withour student-veterans, is a good place to start for anyone in our sector.The need to speak another languageLike all subcultures, both the military and academia have a vast and fluidvocabulary of jargon, abbreviations and slang. In accordance with humannature, members of both groups accept their own terminology as naturaland obvious and, therefore, struggle to comprehend why people do notWhen college staff andfaculty better understandthe communicationdifferences between oursystem and the militarymindset, we can thenbypass some of thefrustration …understand their messages. Being immersed within a subculture’s languagefor months or years can blind any one of us to how cryptic our communicationsounds to outsiders. Veterans who go back to school may feel they’ve beendropped into a totally new world where people are ignorant of the dangerousand complex problems military service exposes to service members. Tomake matters worse, when they try to relate stories about their experiences,veterans may find many in academia and the general public don’t understandthe shorthand language they’ve learned to use. This, coupled with having tolearn a new set of foreign terms (How many people say things like gradingrubric during a normal day?), can be extremely frustrating. Equally frustratedare the instructors who feel their simple syllabus or instructions are beingignored, sometimes without realizing that the truth is the academic languageis confusing.Much about our personal communication style and effectiveness can betraced to how confident we feel. Student-veterans often confess to feelingisolated, bored or old beyond their years while interacting with others oncampus. Those who are suffering from injuries or mental health problemsas a result of their service have multiple issues that could be chipping awayat their self-esteem and confidence levels. Many colleges and universitieshave programs and departments dedicated to helping veterans navigate theadult education world. While it is essential that schools have staff that focuson things like benefits, tuition paperwork and providing social networks forsupport, without attention to communication – the most basic element ofthe educational relationship – problems with student-veteran satisfaction,academic and career success, and low completion rates will persist.Karen Southall Watts began teaching businessin 1999. Since then, her business and educationwriting has been featured in Forbes.com, ReachMagazine, The Educator’s Voice, Evolllution.com and on various business blogs. Shehas been quoted on CareerBuilder.com, FoxBusiness.comand in The New York Times. Watts works with students andprivate entrepreneurship and management clients in the UnitedStates and Canada. Contact her at KarenSouthallWatts.com or@askkaren on Twitter.NOVEMBER 2013 | 66

Creative Proofer 2: AS Proofer 2:Work Date: 10/10Empowering CareerCollege LeadersKUCCELKeiser University Center for CareerEducation and Leadership• Graduate certificate, master’s and doctoral degreeprograms designed for career college professionals• Small classes taught by industry experienced faculty• Classes offered onlineRevision 1 Revision 2 Revision 3 Revision 4Creative Proofer 1:Creative Proofer 2:AS Proofer 1:AS Proofer 2:Insertion Date:Client:Job Number:Product/Pub:Size:Production:Work Date:888.884.9198KeiserUniversity.edu/GraduateSchool10/15Gragg Advertising011-1251 CCC-Results_8x5_9-26Career College Central8"x 5"PK9/26G e t r e s u l t s .G o f u r t h e r .You’re taking your school to the top, but now it’s timefor the next step. Put distance between you and yourcompetitors with an agency designed to set you apart.By combining traditional branding strategy with proven,direct response marketing tactics, Gragg Advertisingcreates measurable data-driven solutions to deliverthe leads you need to grow. Having options to helpfurther your school’s image across all platforms isimportant to us.That’s why we provide a comprehensive range of servicesto make measuring results easy.• CreativeServices• Media Buyingand Planning• InteractiveServices• ComplianceMonitoring• Internet2Phone• LeadVerifier• WebChatFor quick results, call 866.476.2214 or visit graggdirectedu.com, today.GRAGGDIRECTEDU.com 866.476.2214M e M o r a b l e C r e a t i v e - M e a s u r a b l e r e s u l t sSubscribe at www.CareerCollegeCentral.com | 67

mallory ragonA MoreInformedMilitaryNew requirements with military tuition assistanceprograms aim at transparencyBy Mallory Ragon, Staff WriterThe programs. The department published the proposedDepartment of Defense has issued new requirementsfor schools participating in military tuition assistancerule in the Federal Register in late August, and it was designed to fulfillthe objectives of President Barack Obama’s Executive Order 13607. Theorder directed government agencies – including the departments of Defense,Veterans Affairs and Education – to strengthen the rules for the use of federalfunds. The proposed rule was designed to accomplish this by establishingprinciples of excellence for educational institutions that receive federalfunding through military educational benefits programs.Military service members have access to educational programs whilethey are serving on active duty (or as a member of the selected reserve).These programs can include high school education completion; literacyimprovement; career and technical education; credit for military training;and postsecondary education that leads to industry-recognized credentials,undergraduate degrees or graduate degrees.The proposed rule is an amendment to a policy regarding voluntary educationprograms published in December 2012, which established eligibility criteriafor schools to receive tuition assistance from military programs. Thisinstruction also created a memorandum of understanding (MOU) betweenthe Department of Defense and institutions of higher learning. A signedMOU is required for any school wanting to participate in tuition assistanceprograms (in the form of military tuition assistance, VA funds, militaryspouse programs or Title IV funding) with members of the military.Executive Order 13607 called for more definitive rules regarding thestipulations of the required criteria outlined in December and to strengthenthe requirements in the memorandum of understanding. To that end, theDepartment of Defense has specified that institutions of higher learningprovide meaningful information about the cost of educational programs; donot engage in unfair, deceptive and abusive recruitment practices; and provideacademic support services to military students and their families.The intention is to encourage transparency with schools. They will berequired to share specific information about the full cost of the programsavailable, information about access to funding benefits and an educationplan for completing the program. Carolyn Baker of the Office of the UnderSecretary of Defense for Military Community and Family Policy said thedepartment’s hope is for students to be more informed about their educationwhile in the military and to have ready access to additional information theypreviously didn’t have or didn’t know to ask for. Additionally, the departmentis continuing to implement rules to ensure military students are not targetedby unfair recruitment practices. The executive order specifically stipulatesthat institutions of higher learning may not recruit on military bases unlessthey are present as part of an organized education fair.The executive order also includes instructions for the creation of a newcomplaint system. Currently, each branch of the military service has its ownprocess for receiving and resolving complaints. Because they are separatedby branch, there is no capacity for communication between services, trackingof complaints across branches or consolidation of issues. The new systemNOVEMBER 2013 | 68

“It’s very important for our servicemembers to continue their educationwhile they’re in the service. It reallyhelps them with their skills and theirjobs, and it also assists them whenthey leave the military. They’vealready got some education, and theycan go on and use their VA benefitsand finish their education.”– Carolyn Baker, Office of the Under Secretary of Defense forMilitary Community and Family Policy“It’s very important for our service members to continue their education whilethey’re in the service,” Baker said. “It really helps them with their skills andtheir jobs, and it also assists them when they leave the military. They’ve alreadygot some education, and they can go on and use their VA benefits and finishtheir education.”There are currently about 3,200 schools with signed memorandumsof understanding, and more are being signed every week. Once thesenew instructions are in place, however, the boilerplate memorandum ofunderstanding will have been updated, and all schools will need to sign a newversion in order to remain eligible for participation in the aid programs. Afterthe rule is final and has been signed into effect by the Department of Defense,schools are expected to have 60 days to agree to and sign the new version.For more information about the MOU and how to apply, institutions of higherlearning can visit DODMOU.com.will be a centralized one and will be available online. Students participatingin military educational benefit programs who have complaints aboutrecruitment practices or educational services will be able to submit complaintsonline, where they will be collected, investigated and filed. The departmenthas designed the system to help expedite addressing and resolving issues,especially those found to be prevalent across multiple branches of the military.The Department of Defense is confident that these amendments to the earlierrules will help maintain the integrity of voluntary education programs formilitary students by strengthening the rules already in place.Mallory Ragon is a Compliance Officer atPlattForm. She has a Bachelor’s degree inEnglish from the University of Missouri and agraduate certificate from the University of DenverPublishing Institute. She can be reached atmallory.ragon@plattform.com.Subscribe at www.CareerCollegeCentral.com | 69

nicole kardellYOUR OTHERREGULATORYCONCERNCareer colleges should watchfor the “informal” rulemakingthat occurs in legal settlementsBy Nicole Kardell, Ifrah LawCompanies large and small understand how important it is to stayon top of federal and state regulations and to stay compliant. Thisis particularly true for industries consistently in the crosshairsof government enforcement agencies, such as the Department of Justiceand state attorneys general. Alas, the for-profit education industry is oneof the “favorites” of federal and state investigators and is under almostconstant scrutiny. Much of the attention may be in the wake of battleagainst the industry Senator Tom Harkin, D-Iowa, initiated several yearsago. Regardless of origin, the wake is long and wide and shows no signsof dissipating. This means the likelihood of getting hit with a subpoenaor civil investigative demand is greater for for-profit educators than forcompanies in many other sectors.Considering this backdrop, it is important for for-profit education members tocomply with applicable federal and state regulations and to maintain a recorddemonstrating compliance. Maintaining a respectable compliance recordcan dramatically reduce the costs associated with responding to a subpoena.It also may appease investigators who would otherwise continue probing acompany if the subpoena response is drawn out or delayed. Recordkeepingfor compliance measures, therefore, should be treated with the same level ofattention that is dedicated to documentary support for financials and taxes.NOVEMBER 2013 | 70

It is also important to stay informed of industry developments in legislation,regulations and enforcement actions to be able to anticipate and to preparefor what may be coming down the pike. It may seem common sense,or be common practice, to keep up with activity on Capitol Hill, at theDepartment of Education and state equivalents. But too often overlookedare the enforcement actions and almost inevitable settlement negotiationsbetween other industry companies and government agencies. (It is commonfor an investigating agency to find some wrongdoing that warrants asettlement or further action.) Settlement agreements between governmentagencies and other companies can shed light on the matters investigatorsare most interested in. Issues arising out of previous investigations andenforcement actions are often fodder for new legislation and revisions toregulations. Settlement agreements also serve as bases for agreements withsubsequent companies.Too often overlookedare the enforcementactions and almostinevitable settlementnegotiations betweenother industrycompanies andgovernment agencies.And, unfortunately, some government agencies seem to treat their settlementagreements as binding precedent for all industry members (in other words,they expect all industry companies to adhere to applicable terms of thesettlement agreement, and they may pressure other companies into adoptingthose terms). This latter phenomenon is especially evident when the initialsettlement agreement is made with a company that has a significant industrypresence. Although this type of extrajudicial rulemaking has been challengedat the Federal Trade Commission by POM Wonderful, companies who wantto question a government agency’s authority will have an uphill battle. It maybe more expedient for a company to simply implement standards that satisfythe government’s apparent concerns.So, this past August when New York Attorney General Eric Schneidermanannounced his office’s sizable settlement with Career Education Corp.(CEC), a red flag should have been raised for other for-profit educators.The settlement was the result of an investigation into disclosures made byCEC to students, accreditors and the state of New York. According to theattorney general’s press release, CEC “significantly inflated its graduates’ jobplacement rates.”The inflated rates were the result of CEC’s method of calculating andcharacterizing job placement. For example, CEC apparently countedgraduates’ employment at single-day fairs and mischaracterized graduates’employment duties in such jobs as retail sales to qualify them as in-fieldemployment. As a result of these practices, the attorney general argued,current and prospective students were misled into believing that anartificially high percentage of graduates were employed in their field ofstudy or a related field. The attorney general also contended that CECfailed to adequately disclose that some programs lacked programmaticaccreditation and that class credits at certain schools were not transferableto public or nonprofit colleges.The settlement terms included a $1 million penalty, a $9.25 million repaymentto students, and “substantial” changes in how the company calculates andverifies placement rates. This latter part of the settlement, along with theissues outlined by the attorney general, can provide guidance to other forprofiteducators.The CEC settlement with the New York attorney general imposes stringentrules for calculating and disclosing placement rates (requirements thatexceed those of CEC’s accreditors) and requires CEC to do the following:• Hire an independent auditor to verify placement rates for a three-yearperiod.• Provide job placement assistance services to graduates.• Stop offering programs that have low job placement rates.• Cease offering programs that are not accredited or in the process of beingaccredited.• Provide adequate disclosures concerning the accreditation status of itsprograms and the lack of transferability of credits.The allegations laid out by the attorney general, along with the terms of thesettlement, provide a decent gauge for what other institutions could anticipatein the form of revised laws or regulations, or in the form of regulatoryactions, with any number of states. The New York attorney general is makingheadlines over his suit against Trump University, alleging that its promisesof graduate success were deceptively “trumped up.” Other state attorneysgeneral, most notably Kentucky Attorney General Jack Conway, are onthe bandwagon of investigating for-profit educators. Even the Securitiesand Exchange Commission is showing interest in for-profit education, asCorinthian Colleges Inc. disclosed last summer. The issues covered by thisone state agency, and the terms of settlement, will certainly inform other stateand federal agents.For-profit educators should, therefore, pay close attention to how theirschools’ placement rates are being calculated and ensure that their practicesdo not cross the lines enunciated by the government. For-profit educatorsdo not have the luxury to push envelopes and challenge standards. Manyparties – from state and federal agents to consumer watchdogs – have theseeducators in their sights.Nicole Kardell is an Attorney at the Washington,D.C.-based law firm of Ifrah Law. She representsclients across matters involving governmentaction. From federal and state enforcementactions to government contract work, Kardellhas spent most of her time as a lawyer representing clients onthe opposite side of the table of government regulators andprosecutors. She has worked on matters involving the FederalTrade Commission, Department of Justice, Internal RevenueService, offices of inspector general of several federal agenciesand attorneys general of numerous states. She can be contactedat nkardell@ifrahlaw.com.Subscribe at www.CareerCollegeCentral.com | 71

kevin kuzmaOnDifferentPagesThe Department of Education’s gainful employment negotiatedrulemaking process is an exercise in futilityBy Kevin Kuzma, EditorIn a variety of educational backgrounds. While it was widelyselecting a committee to rewrite its gainful employment rule,the Department of Education had its choice of applicants fromnoted throughout the career education sector that the final rulemakingcommittee was imbalanced with representatives from traditional highereducation, logic would say the final panelists would be on the same pageabout the concept of the gainful employment rule itself. But apparently thatwas a task too steep for the department.At times during the negotiated rulemaking sessions at the department’sK Street offices in Washington, D.C., Sept. 9-10, committee membersshowed they were at odds with the very notion of judging the success of aneducation program on the eventual earnings of recent graduates.The gainful employment committee, of course, has been challengedwith redrafting the gainful employment regulations. The department’scontroversial first attempt at writing the rules was nixed earlier this year bya federal judge. The rule would eliminate federal funds supporting careertraining programs if they don’t meet certain standards that measure theirgraduates’ earnings in relation to their student loan debt.Comprised of 28 negotiators, 14 primary and 14 alternates, thecommittee represented a number of constituencies. But the lonerepresentatives of career education were Brian Jones, General Counselat Strayer, and Marc Jerome, Monroe College.From the outset, it was made clear by the facilitator for the negotiations,Francis “Chip” Cameron, that while the committee was assembled todetermine the final language for the rule that would determine the fate ofhundreds of programs, the future of many schools and the educationalchoices of the students attending those schools, it was possible that thedepartment would disregard the committee's input and push forwardin drafting the rule’s language on its own. The committee also votednot to record the negotiations and to remove a stenographer who wasprovided by the department.One key exchange showing some discord concerning the rule’sfundamental premise came midway through the first day of negotiationswhen Belle Wheelan of the Southern Association of Colleges andSchools Commission on Colleges said that colleges “can't control theeconomy or availability of jobs. We need clarification on the purpose ofgainful employment formula.”NOVEMBER 2013 | 72

Jerome dominated the first morning of discussions with his concerns aboutloan repayment calculations and the limited response times colleges areallowed to make corrections to struggling programs. He asserted that thedepartment's timing – notifying the school of failing programs midwaythrough their first year – does not allow them enough room for correction."If you fail for one year and the transition period, you fail."Jones said the repayment timeline suggested by the department isinconsistent with the direction of President Obama's education policy.He said repayment periods beyond 10 years should be dropped if thedepartment found them to be bad policy.Continue to follow ourcoverage of gainfulemployment and thenegotiated rulemakingprocess in our dailynews blast and online atCareerCollegeCentral.com.observation: “I’m not sure we’re any further along than when we started onthis conference call.”On October 14, the Department of Education cited the federal governmentshutdown in cancelling the second round of negotiations over regulations onvocational programs at community colleges and career colleges.Whether or not the committee will reschedule the second round ofnegotiations is unclear. We will see if the department is willing to go throughthe additional effort to continue a façade of public debate. The concept ofthe rule itself is the issue: If the department cannot find consensus amongschools that would not be impacted by the rule, doesn't that mean somethingabout the rule is fundamentally unsound? Expect the department to pushahead with its rule – and expect that rule to be as fundamentally flawed as thecommittee that thought its input would be taken seriously while drafting it.Kevin Kuzma is Editor of Career College Central.His feature writing, essays and short stories haveappeared in The Kansas City Star, Urban Times,Review, Ink Magazine and Present Magazine. He canbe contacted at kevink@careercollegecentral.com.The department handed out its loan repayment calculationsto the committee, drawing what might have been the mosthumorous comment of the sessions from Wheelan. She saidthe calculations and the data they used from various yearswere "clear as mud."Unable to get beyond extensive comments and concernsabout the general draft language of the rule, John Kolotosof the department stopped the committee before breakingfor lunch to voice his concerns that, at its current pace,the group would not be able to cover all the items on theagenda.When their public negotiations ended, the committeeagreed to break up into six working groups to concentrateon repayment rates, placement rates, transition periods/opportunities to improve, program-level cohort defaultrates, upfront requirements and student consequences. Thesegroups were asked to submit their proposals to the departmentby Sept. 30.On Sept. 25, the committee held a conference call to continue itsdiscussion on the proposed draft regulation. About 90 minutes intothe two-hour call, Helga Greenfield of Spelman College made a strikingSubscribe at www.CareerCollegeCentral.com | 73

dr. amir moghadamSUPPORTINGVETERANSIN BECOMINGGAINFULLYEMPLOYEDTraining for career servicesprofessionalsBy Amir Moghadam, Ph.D.MaxKnowledge Inc.Career colleges and universities play a critical role in preparinghundreds of thousands of military and veteran students for theworkforce. And our sector is always striving to improve itsofferings and services to those that bravely serve, or have served, in ourarmed forces.As an example, the Association of Private Sector Colleges andUniversities (APSCU), the prominent national association representingour sector, recently released "Best Practices for Military and VeteranEducation" to provide recommendations and suggestions to institutions ofhigher education for improving the educational experience of America'smilitary and veteran students. The best practices document was createdby APSCU’s Blue Ribbon Task Force composed of institutional leadersof campus military programs, state leaders and representatives ofveteran services organizations who served as special advisers. APSCU’sdocument identifies ways that institutions of higher education can betterwelcome, accommodate and support our military and veteran students inthe pursuit and completion of their education goals.Inspired by APSCU’s best practices document, MaxKnowledgeimmediately initiated the development of an online training courseproviding specific and practical how-to strategies for career servicesprofessionals to better support and serve student-veterans.CS108: Supporting Veterans in Becoming Gainfully Employed has nowbeen launched on all online training centers powered by MaxKnowledge.The course is facilitated by Garland Williams, Ph.D., who served as amember of APSCU’s Blue Ribbon Task Force to help identify, collectand document best practices in meeting the unique needs of military andveteran students. A recently retired U. S. Army colonel, Williams is theInspired by APSCU’s best practicesdocument, MaxKnowledgeimmediately initiated thedevelopment of an online trainingcourse providing specific andpractical how-to strategies for careerservices professionals to bettersupport and serve student-veterans.NOVEMBER 2013 | 74

Associate Regional Vice President, Military Division, for Universityof Phoenix. He leads a division of more than 800 people consisting ofenrollment advisers, academic counselors and financial advisers, whosesole mission is to assist our nation's military in the pursuit of their highereducation.IMPROVE EMPLOYEE PERFORMANCEENHANCE INSTITUTIONAL EFFECTIVENESSThis course consists of four modules with the following learningobjectives:Two-world collision• Assess military-to-civilian transition as it relates to career management.• Debunk generalizations and negative stereotypes.• Examine how expectations often lead to frustration and sense ofhopelessness.• Recognize military-to-civilian transitional baggage.• Explore methods to enhance a positive attitude.Skills pay the bills• Compare civilian speak to military speak.• Convert military personnel backgrounds into the civilian workforce.• Translate military job titles into a civilian counterpart.• Interpret and enhance military personnel transferable and soft skills.• Identify companies looking to hire military personnel.Connecting to civilian life• Construe military networking insecurities.• Reveal digital traps and evaluate procedures to avoid scams.• Review online etiquette pertaining to military personnel.• Construct career marketing packaging requirements.• Uncover how the S.T.A.R. method connects with civilian employers.Mission accomplished• Determine what civilian hiring managers are looking for.• Analyze measures to eliminate adverse messages.• Formulate cover letter content from an employer’s perspective.• Review civilian career marketing expectations.• Develop interview strategies veterans identify with.For further information about this course, visit your association onlinetraining center or contact Robert Starks Jr., MaxKnowledge VicePresident of Learning Initiatives, at roberts@maxknowledge.com.APSCU’s publication "Best Practices for Military and Veteran Education"is available on APSCU’s website, APSCU.org.REAL TRAINING - REAL RESULTS• Create a Compliant Culture• Address Employee Skills Gaps• Improve Operational Efficiency• Enhance Student SuccessOver 100 Courses in 10 CategoriesAVAILABLE 24/7APSCU MEMBER DISCOUNTS AVAILABLECEUS AWARDEDOver 50 Expert Training FacilitatorsDr. Amir Moghadam is the Founder and CEO ofMaxKnowledge, the leading employee trainingcompany for the career college sector of highereducation. He has more than 25 years of experiencein career education, serving in many capacities,including Professor, Director of Education, AcademicDean, Director of Student Affairs, Campus Director, andCollege President and Owner. Moghadam earned his Ph.D. in Engineeringfrom the University of Cambridge at the age of 22. He is a recognized leaderin career education and has been selected as a Top Innovator by CareerCollege Central. Moghadam can be reached at amirm@maxknowledge.com.APSCU ONLINE TRAINING CENTERWWW.APSCUTRAINING.ORGSubscribe at www.CareerCollegeCentral.com | 75

making headlinesDr. Bill Pepicello to retirefrom University of PhoenixUniversity of Phoenix has announced that Bill Pepicello, Ph.D.,has informed the institution's board of trustees of his intentionto retire as president of the university. The board will initiate animmediate search to identify a new president of the university.Pepicello has agreed to remain in his position as president until asuccessor is named.In a memo to university staff, Pepicello said, "In my nearly 20years with University of Phoenix, the last seven of which havebeen in the role of president, I've had the privilege of workingalongside so many of you as we tirelessly built a university towhich we're so deeply committed. I look forward to working withyou as my career with this great institution draws to a close."Pepicello began his tenure at University of Phoenix in 1995and has held a number of leadership roles with the university,including Provost, Vice Provost for Academic Affairs and Deanof the School of Advanced Studies. His distinguished career inhigher education also includes service as Assistant Professor atUniversity of Delaware, Department Chair for the Classics atTemple University and Regional Dean for National University.Pepicello also served as President of the University of Sarasota,and assisted in transforming the institution into what is todayknown as Argosy University.Dr. Pepicello serves as the chairman of the Banner HealthFoundation's board of directors, and is a member of the board ofdirectors of the Greater Phoenix Economic Council, the UnitedStates Department of Education's National Advisory Committeeon Institutional Quality and Integrity, the Valley of the Sun UnitedWay, and the Arizona Commission for Postsecondary Education.Synopsis of: “University Of Phoenix Announces Retirement ofDr. Bill Pepicello”Source: Press ReleaseNOVEMBER 2013 | 76Public universities deal withmassive cutsDespite some recent tuition freezes for the 2013-14 school year,public universities continue to suffer from significant spending cutsby their own states. Education experts say the state funding cuts arethe primary driver of tuition inflation in recent years.Between 2007 and 2012, 15 states have experienced declines inhigher education funding of nearly 30 percent or more per full-timestudent, according to a report on higher education financing put outby the State Higher Education Executive Officers Association earlierthis year. Since the recession, 48 states have cut state appropriations,while just two have increased funding.New Hampshire is the state that's been hardest hit by state budget cutssince 2007. Funding has dropped by more than half.Synopsis of: “Sagging State Funding Jacks Up College Tuition”Source: USA TodayElite degrees, averagesalariesAccording to new research, graduates of elite colleges and universitiesdon’t necessarily make more money than their counterparts at lesswell-known schools. By using the first-year earnings of graduates ofcolleges and universities in five states, the study found that those fromregional and second-tier campuses, on average, earn about the sameas those who go to prestigious flagship universities.The study also confirms that students with Associate degrees oftenout-earn Bachelor’s degree holders, and that some new graduates inscience fields, including biology or chemistry, don’t make much morethan English language or literature majors.The study looked at first-year earnings of graduates in Arkansas,Colorado, Tennessee, Texas and Virginia, which have put thatinformation online.continued on page 78

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making headlinesBacking up earlier findings, it said new graduates with Associatedegrees and credentials earned as much as $11,000 a year morethan students with Bachelor’s degrees.Engineering majors are paid the most. People with nursing andbusiness degrees also have high salaries. Graduates in music,philosophy and the other liberal arts almost always earn the least.Synopsis of: “Study Finds Elite Degrees Don’t Necessarily EarnMore”Source: The Hechinger ReportPlattForm receives TellyAwards“Vet Tech Story” tells the success tale of one Brown MackieCollege graduate, but not from the usual point of view. Thenarration follows a dog named Todd, and the visuals show hisappreciation for the finer things, including a trip to his favorite,newly hired veterinary technician.In Liberty University’s “Shine Brighter” commercial, anemployee uses her evening hours to improve her future with theonline degree program of a respected and established faith-basedinstitution.Synopsis of: “PlattForm Receives Two Bronze Telly Awards”Source: Press ReleaseFor the third consecutive year, PlattForm has been honored in theannual Telly Awards for outstanding creative work and productionexcellence. PlattForm, a leading provider of comprehensivemarketing and enrollment management services to collegesand universities, received two Bronze Tellys for Brown MackieCollege’s “Vet Tech Story” and Liberty University’s “ShineBrighter” television commercials at the 34th Annual TellyAwards.About 12,000 entries from all 50 states and several countrieswere judged in the awards. Entries are judged individually ontheir creative merits to recognize a high standard of productionexcellence. Winners represent the best in online video contentand local, regional and cable TV commercials and programs.The judging panel was composed of 500 accomplished industryprofessionals. Each judge was a past winner of a Silver Tellyand a current member of the Silver Telly Council, ensuring botha tradition of expectations and a strong foundation for judgingnewer media like online video.NOVEMBER 2013 | 78

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why i choseMypath to finding the career I love was not a traditional one.In 1994, before I graduated high school, I enlisted in the Army. I wanted toget out of my parents’ house and away from my unsupportive mother. I neverwanted to join the military. I wanted to go to school, but the Army was thebest option for me at the time. I joined the National Guard and left for trainingimmediately after graduation.When I first went to the Army recruiting station, I took the Armed ServicesVocational Aptitude Battery (ASVAB) test, a required exam that determinesthe jobs armed forces applicants qualify for. I received a high score and hadmy choice of jobs: licensed practical nurse, dental technician, respiratorytechnician and radiologic technician. I knew I wanted a job in the medical fieldbecause of career longevity, and I chose to become a radiologic technologistbecause it was the most appealing to me.By Staff SergeantYolander Vines, R.T. (R)Pima Medical InstituteMy military career took me from Washington, D.C., to Korea, Colorado,Hawaii, Kentucky, Iraq and the state of Washington. Although I enjoyed whatI did as an Army radiologic technologist, it bothered me that I waited too longand could not take the boards. I didn’t feel like a real technologist because Iwasn’t registered. I couldn’t do what I loved to do in the civilian job marketbecause I had not challenged the boards. I couldn’t get out of the Army, either,because I probably wouldn’t be able to get a job.I became frustrated because everyone around me was furthering their careerin computed tomography (CT) or magnetic resonance imaging (MRI), whileI was stuck in diagnostic imaging. My frustration grew to the point where Ivolunteered to deploy to Afghanistan.Before I deployed, I was allowed to train in CT because every technologistis required to be CT trained in the combat environment, especially at combatsupport hospitals.In Afghanistan, my frustration only intensified. I wanted to be registered whilebeing in the combat zone more than I ever did being stateside. It was a weirdfeeling.I did a lot of online research and came across Pima Medical Institute. Myface illuminated when I discovered Pima Medical Institute had an AdvancedPlacement Track – Radiography program. It would allow me to use the skillsand knowledge I gained at the Army’s medical school, as well as my experiencein the field, to earn my Associate degree and become eligible to sit for the ARRTexams. After applying for the program, I was able to start my education whilestill deployed. I was so determined.I acquired my radiologic training at the Army’s medical school at Fort SamHouston in San Antonio, Texas. As an enlisted member of the National Guard,not full-time active Army, I returned home to Arkansas and participated inrequired weekend drills.I continued in the National Guard for two years and worked at a factory job,never in radiology. I was happy – or so I thought. One day, I realized that thelife I was living wasn’t going to cut it. I decided to go active Army. The militaryallowed me to come on active duty with my original military occupationspecialty (MOS) of radiologic specialist.After going active, I was stationed in Washington, D.C., at the Walter ReedArmy Medical Center for almost three years. I loved Washington and gotcaught up in the excitement of the city. I delayed taking the registry exam thatwould allow me to further my career in radiography. The American Registry ofRadiologic Technologists (ARRT) had a five-year post-graduation time limiton taking the boards, but the Army’s radiologic program does not require thatyou have your registry to work in the field. I ended up letting the deadline pass.NOVEMBER 2013 | 80My experience at Pima Medical was amazing, and I learned so much. My onlyregret is that I waited so long to do this. The Army radiologic program is not asstructured as the program at Pima. I learned not only how but why we do whatwe do as radiologic technologists. I am more knowledgeable than I ever wasbefore. I often find myself sharing what I learned with others.I graduated from Pima Medical Institute on April 12, and passed my boardsin Diagnostic Radiology on May 9. I currently work in CT at Madigan ArmyMedical Center at joint base Fort Lewis-McChord in the state of Washington,and I’m studying to pass the CT boards. After that, I plan to focus exclusivelyon studying for the MRI boards.As a result of going back to school and passing my boards, every door hasopened for me. Endless possibilities are in my future.student storiesTo nominate a student for Why I Chose,contact news@careercollegecentral.com.

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