Transcript Military PLA: A System Approach

Military PLA: A System Approach
November 13, 2014
Apurva Naik, College Credit for Heroes
Donna Ekal, AIMS Network
Key Issues Facing Veterans in Texas

Unemployment rate for veterans ages 18-24 was over 30% in 2011, nearly
twice the rate of their peers.

Barriers to veterans getting degrees and certifications to enter the workforce
exist at colleges, accrediting bodies, and professional licensing agencies.

Historically veterans have not fully used their GI Bill benefits, but recent
changes to the program have seen a recent spike in enrollment.

Medical Education Training Campus built in San Antonio $800 million plus
facility has 7,000 students at any one time studying in 64 programs.
Origin of the project

April 2010 TWC approved a $3 million initiative to maximize veterans’
military experiences for college credit and employment.

May 2011 Senator Leticia Van de Putte authored SB 1736 that authorized
the College Credit for Heroes Program.

July 2011 TWC contracted with seven Texas Community Colleges to create
acceleration curricula for veterans in allied health.

June 2013 CCH Phase II contracted with 11 schools to create acceleration
curricula in high demand, growth occupations.

August 2014 CCH Phase III request for proposals

3 key areas of focus:

Web Portal for evaluations

Acceleration Curricula

Network of Participating Colleges
College Credit for Heroes Website
• www.collegecreditforheroes.org, a web-based database for veterans and service
members to get additional college credit hours with a transcript that can be used at
colleges throughout the state.
• As of November 1, 2014 the site has received over 65,000 visits; has 37,000
veteran users and guests; and has received over 6,000 requests for evaluation from
veterans.
• After 3 years of operation, an average of 25 credit hours are awarded per veteran.
Since 2011, streamlined curricula in:
•Nursing, other health careers
•Information Technology
•Advanced Manufacturing
•Engineering
•Oil Field Technology
•In total, 76 curricula accelerated for Veterans
•In total, acceleration curricula can award up to 59% of total credits
Houston Community College (Houston)
Accelerated certification program for veterans who were trained
as surgical technologists.
Alamo College System (San Antonio)
Accelerated Associates in Nursing Degree, can cut time in half
for well-qualified veterans
Lonestar College System (Houston)
Fast-track field service technician (part of Oil Field
Certification)
Temple College (Temple, Texas)
Accelerated program in Emergency Medical Services (EMS) for
veterans and service members with military medical
experience.
Angelo State University (San Angelo, Texas)
Accelerated pathways to Bachelor’s and Master’s degrees in
Cyber Security
Statewide Expansion
• For the Veteran: Standardized credit for military experience
• For the College: Valuable service/resource for colleges and universities
• For the State: Centralized database for translating military training
To date over 37 Texas Colleges and Universities have signed on to the project, and
that number is growing…
Additional Measures
• Since 2011, CCH has created new acceleration curricula in more than 17
fields, with over $5 million in funding
• April 2014, Approved for over $1 million for more expansion in
streamlining military experience into college credits, workforce certifications
and licenses.
Contact Info
Apu Naik
Director
College Credit for Heroes
Strategic Workforce Initiatives
Texas Workforce Commission
101 E. 15th Street
Austin, Texas 78778
(512) 936-3103
[email protected]
[email protected]
www.CollegeCreditForHeroes.org
A Kresge Foundation / University of
Texas at El Paso jointly funded
opportunity to increase degree
completion of Military-Affiliated
Students
How do we better serve our military affiliated
student population?
• Who is ‘we’ ?
• Who is our military-affiliated student
population?
• How do we serve?
• What do we do well and how can we
leverage that to better serve our militaryaffiliated student population?
The Beginning
• The University of Texas
at El Paso and El Paso
Community College
• UTEP – 23,079
EPCC – 30,394
• Shared student body –
approximately 80% of
UTEP students have taken
one or more classes at
EPCC
• A network of shared
programs
• The University of Texas
at El Paso and El Paso
Community College
• Fort Bliss and the
Military Affiliated
Student Population
Fort Bliss
• 1,700 square miles
• Army’s 2nd largest
installation behind the
adjacent White Sands
Missile Range
• Population: 8,591 (2010
census)
• Home to 1st Armored
Division, 32nd Army Air &
Missile Defense Command,
11th Air Defense Artillery
Brigade, 212th Fires Brigade,
and the 402nd Field Artillery
Brigade
• UTEP Military-Affiliated
Students (MAS): ≈ 1,500
• The University of Texas
at El Paso and El Paso
Community College
• Fort Bliss and the
Military Affiliated
Student Population
• What do we do well?
2 + 2 degree plans
Articulation committee
College Readiness committee
Shared student ID #s
Common student portal
Shared academic advising
Shared advisor training
Reverse transfer
Dual credit implementation
Shared grants
Transfer guides
Transfer student orientation
Transfer scholarships
Shared grants and research
• The University of Texas
at El Paso and El Paso
Community College
• Fort Bliss and the
Military Affiliated
Student Population
• Kresge Foundation
So, that’s the ‘we’ and
what we do well. Next
question …
• The Kresge Foundation
visited El Paso, Summer
2010
• Interested in working
with EPCC and UTEP
• Explored several areas
but working with
military-affiliated
student population
resonated
•
•
•
•
Coordinate course transfer
Enrich and coordinate the on-campus
experience
Professional development among faculty
and staff
Research
What is the network that would benefit
from and add to this set of services?
• El Paso Community
College and The
University of Texas at El
Paso
• Fort Bliss and the
Military Affiliated
Student Population
• Kresge Foundation
• Partner Institutions
Top in-and-out transfer
posts from Fort Bliss
• Fort Benning
• Fort Gordon
• Fort Leavenworth
• Fort Lee
• Fort Sill
Other top transfer spots:
• Korea
• Home
Mission
The Academic Institutions for Military Students
(AIMS) Network supports military-affiliated
students (active duty U.S. military, their
dependents, and U.S. military veterans) by
encouraging partnership among public colleges
and universities to facilitate ease of transfer
among participating academic institutions
leading to increased student engagement and
degree completion through the creation and
sharing of successful policies, programs, and
procedures.
• Course and Degree Alignment
Platform (CDAP)
• Academic Advising Modules
Platform (AAMP)
• Process Papers
• Focus Group in a Box
Course & Degree
Alignment Platform
Course & Degree Alignment Platform
• Intranet-style web-based platform housing
course and degree program equivalency
information aligned among Network
institutions.
• The course and degree information and
curricula belongs to each institution's faculty
and is updated based on their decisions.
• Maintained by the AIMS Network staff with
individual access per member institution.
Academic Advising
Modules Platform
Academic Advising Modules Platform
(AAMP)
• Level I: One hour overview of the national
MAS situation with space for individual
institutions to include their own information
• Level II: Academic Training for any general
academic advisor, faculty, or staff
• Level III: Academic Training for academic
advisors specifically focused on MAS
population
Process Papers
Process Papers
Process Papers are a series of initiatives that can be
implemented on member institution campuses to provide a
consistent, supportive presence for MAS. These are shared ideas
and practices to engage students in their on-campus academic
community.
A sample of the Process Paper topics:·
• Graduation Cords
• Graduation Celebration on Post
• Academic Institution Challenge Coins
• Recognition at Athletic Events
• Welcome Letter from the President/Provost
Focus Group in a
Box
Focus Group in a Box (FGB)
Research methodology allowing a comprehensive, efficient and
easily duplicated efforts in data collection.
Focus Group in a Box can be applied as a research method:
• Across a wide geographic region
• Saves time in conducting research
• Saves money in travel expenses
• Engages partners in research
• Demonstrates fiscal responsibility to potential funding
agencies.
Next Steps for AIMS
• Move from Planning Stage to Phase I
Implementation
• Develop the CDAP and AAMC from pilot to full
scale
• Create a business plan for AIMS long term
independence
Next Steps for You
Ask those same questions
How do we better serve our military-affiliated student
population?
•
•
•
•
Who is ‘we’?
Who is our military-affiliated student population?
How do we serve?
What do we do well and how can we leverage that to
better serve our military-affiliated student population?
What is the network that would help us do that?