IA01 Technical Exhibit 15 - AHE Facilitator Guide_2018 W9124D20R0016.pdf

Facilitator Guide 2018

Technical Exhibit 15

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Capstone Service members participate in Capstone to validate and verify that they are prepared to be successful following military service by producing documentation that they meet all Career Readiness Standards (CRS).

Accessing Higher Education Track Guides and assists service members pursuing college education with preparation for the college application process. Topics covered include identifying educational goals, finding education funding, and researching and comparing institutions.

Career Technical Training Track Guides and assists service members pursuing career technical training with preparing for researching and selecting institutions and technical fields.

Entrepreneurship Track Service members pursuing self-employment in the private or non-profit sectors learn about the challenges faced by entrepreneurs, the benefits and realities of entrepreneurship, and the steps toward business ownership.

DOL Employment Workshop (DOLEW) Informs and assists transitioning service members with preparation of the tools and steps required for a successful transition to civilian employment.

VA Benefits Briefing I & II Informs transitioning service members of their veteran’s benefits options.

MOC Crosswalk Translate military skills, training and experience into civilian skills, education and credentialing appropriate for civilian jobs.

Financial Planning for Transition Provides information and tools needed to identify financial responsibilities, obligations and goals after separation from the military.

Continuum of Military Service Opportunity Counseling Informs service members of the opportunity to continue their military service by joining a Reserve Component.

E-Benefits Registration Provides web-based information to service members, veterans, and their family members on how to access veteran benefits, resources, services, and support.

Pre-Separation Counseling Introduces service members to the full range of transition programs and services available

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Military Life Cycle

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Facilitator Overview Checklist

Learn about your audience’s ‘profile’ prior to the class and prepare your examples accordingly.

To allow for audience customization, compile your own examples of transcripts, College Comparison Chart, Application for Admission Checklist, and sample admission or scholarship essays, including having a copy available.

Check Internet access or have a prepared slide presentation of screenshots to show necessary websites.

Check all web links in all modules prior to delivery.

Check markers and other supplies (note paper, pens)

Become familiar with the Education portion of the ITP, Block 3.

Review “Principles of Excellence Fact Sheet” for reference during class

Review the “Federal Student Aid: Find the information you need” for reference during class (Appendix).

Review Accessing Higher Education Guide Resource Links for reference during class (Appendix).

Review “8 Keys to Veterans’ Success on Campus” for reference during class.

Review the Comparison of VA Education Programs (Appendix).

Bring examples of well-written admission essays or share links of quality examples.

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Facilitator Management Tips

• When possible have participants work through activities, create lists, and provide answers, before you begin to share specific information/provide answers. This will keep them engaged in learning.

• Break larger groups into smaller working groups – mix these groups up in the afternoon.

• Validate participant answers.

• Convey that the appendices will be used throughout the course, so participants should have them readily available.

• Recommend facilitators offer a 10-minute comfort break every 50 minutes.

Transition GPS Participant Assessment

At the end of each module, participants are requested to complete the Transition GPS Participant Assessment. As the facilitator, please encourage all participants to complete the online assessment. Here are some pertinent details to share with the class:

• Participant assessments are completely anonymous; demographic information is not stored, therefore needs to be completed every time the assessment is accessed

• Participant must only check the box for the course that was just finished; otherwise, the assessment for each checked box will be given

• The assessment information is gathered and analyzed quarterly, and is used as service member feedback during the annual curriculum review.

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Introduction and Icebreaker

Activity: Icebreaker

Time: 15-20 minutes

Instructions: Assign participants into pairs and have them interview each other. Participants should share:

• Their name

• Post-military education plans (type of school, type of degree, previous educational experience, timeline for attending college)

• Previous educational experiences

• Expectations for the Accessing Higher Education workshop

You can include one of the following “icebreaker” or “energizer” questions:

• Have you taken any college courses yet? Which course was most difficult and why? Which course did you enjoy the most and why?

• Name one benefit of pursuing higher education (other than increased lifetime earnings)

• What is one concern you have about attending college as a veteran?

Allow the pairs a total of six minutes, three minutes per person. After the pairs interview each other, ask them to introduce their partners to the other participants, answering the question and their expectations. Chart the expectations and display the list through the duration of the workshop.

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Table of Contents

Individual Transition Plan Deliverables ................................................................................................. ii Military Life Cycle Model ...................................................................................................................... iii Accessing Higher Education Curriculum Icons ...................................................................................... iv Opening Slides....................................................................................................................................... v Facilitator Overview and Checklist ........................................................................................................ vi Facilitation Tip and Participant Assessment ......................................................................................... vii Introduction and Icebreaker ................................................................................................................. viii Table of Contents .................................................................................................................................. ix Accessing Higher Education Overview .................................................................................................. xi

Section 1: Incorporate Career and Personal Goals into Institution Selection

1.1 Career Goals

1.2 Personal Factors

1.3 Academic Readiness

Section 2: Factors that Contribute to Selection of a Higher Education Program and Institution

2.1 Typical Factors Influencing Institution and Degree Program Selection

2.2 Types of Alternative and Transfer Credit

2.3 Selecting a Degree Program

2.4 Servicemembers Opportunity Colleges (SOC) Consortium

2.5 Graduation Rates

2.6 Accreditation

2.7 Culture

2.8 Methods of Instructional Delivery

2.9 Guard and Reserve Mobilization/Activation

2.10 Veterans Support

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Section 3: Funding Factors for Selection of Higher Education Institution

3.1 Access to Funding

3.2 GI Bill

3.3 Types of Federal Student Aid

3.4 Non-Federal Grants and Scholarships

3.5 Plan Ahead, Graduate with Less Debt

3.6 Be an Informed Consumer: Avoid Scams and Misinformation

Section 4: Admission Requirements

4.1 The Admission Package

4.2 Develop Admission Package and Application Process

4.3 Gather, Organize and Plan

4.4 After Acceptance

4.5 Career Readiness Standards

Transition GPS Assessment: Your Feedback is Important Career Goals and Personal Factors Chart College Comparison Chart Application for Admission Checklist GI Bill Addendum Federal Student Aid: Find the Information You Need Accessing Higher Education Guide Website Links

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Accessing Higher Education Track Overview

By selecting this track, you have recognized the potential benefits of higher education to your career. Higher education is a pathway that can help you access new opportunities, and can be a prerequisite for a number of jobs in the U.S. economy. This course is designed to guide you through the variety of decisions involved in choosing a program, preparing for the college admissions application process, and securing funding. The expected outcome is that you will create a customized plan for a successful transition to a higher education institution.

One of the major benefits of military service is financial assistance to pay for higher education. This benefit can have some lifelong implications, such as, increased job opportunities and higher earnings. With this information and guidance, you will be able to navigate the various options that can help you invest prudently in a quality academic program that leads to a satisfying career path.

In this track, participants will learn how to meet the Education Career Readiness Standards (CRS) and complete their Individual Transition Plan (ITP). This includes:

• A completed assessment tool to identify aptitudes, interests, strengths, and skills used to inform a service members’ decision about selecting higher education or career technical training toward a desired future career field.

• A completed comparison of higher education or career technical training choices.

A completed college, university or technical training application or receipt of an acceptance letter.

A confirmed one-on-one counseling with a college, university or technical training institution advisor or counselor.

Updated ITP Education: Block 3, Section V

NOTE: Let the participants know that they will not necessarily complete all of these standards as part of the two-day class, but must complete all elements prior to separation. The CRS will be discussed during the Capstone event.

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Service members should bring to class:

Results from the Military Occupation Code (MOC) Crosswalk Gap Analysis

Verification of Military Experience and Training (VMET)

Military transcripts and other educational transcripts (unofficial)

Individual Transition Plan (ITP)

12-month Post-separation budget

Individual assessment results (Kuder Journey, My Next Move, etc.)

Personal computers, if allowed by installation

NOTE: It is your responsibility as a facilitator to create an engaging learning environment for all learners on the subject matter. This guide will provide key points and activities that will assist you in guiding your participants through this course. You will need to understand you audience and be able to answer questions, as well as research the answers to questions you are unable to answer in class, to effectively deliver this material.

Graduate student information is included throughout this curriculum, and it is highlighted with the Graduate Education Curriculum Icon to the left. As you learn about workshop demographics, you should inquire about students pursuing graduate education.

NOTE: For the purpose of this module/course, we use the term transitioning to define those retiring or separating from military service and those eligible guard and reserve service members who are demobilizing/deactivating from full-time active-duty under Title 10.

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Competency

Upon completion of Section 1, participants will evaluate career and personal goals to make informed decisions regarding potential institution selections.

1.0 Learning Objectives

Participants will be able to:

Incorporate personal and career goals into the Career Goals and Personal Factors

Chart

1.0 Career Goals

1.1.1 MOC Crosswalk

During Transition GPS (Goal, Planning, Success) you completed a Military Occupation Code (MOC) Crosswalk and a gap analysis. After completing this workshop, you determined occupations that may be a good fit for your military experience, training and skills and the education and training requirements for those career fields.

However, research has discovered that over half of service members will eventually pursue a career outside of the specific technical skills associated with their military occupation. The AHE track is designed to help you achieve your personal and career goals through education.

1.1.2 DOL Employment Workshop

The Department of Labor’s Employment Workshop (DOLEW) gave you the tools to research your desired occupation and understand the experience, education, skills, certificates, abilities, and requirements to be hired. The workshop also demonstrated how to verify that the chosen occupation is trending positively, as well as where jobs are located in that

FACILITATOR NOTES:

Section 1: Incorporate Career and Personal Goals into Institution Selection

Time: 1.5 hours

Describe the competency and learning objectives to participants.

As this should be a review for most of the participants, be sure to facilitate accordingly.

Walk participants through a review of their results from pre-separation counseling, MOC Crosswalk and the DOLEW. Reassure students that completion of Transition GPS is not mandatory. They will still be able to fully participate and complete the activities.

Accessing Higher Education Facilitator Guide 2018 page 2 occupation. In your occupational research, you identified the required education to compete in the job market. This is an important factor to attaining your career goals.

The websites used for this information were:

Bureau of Labor and Statistics www.bls.gov/ooh/ Career One Stop Veterans Reemployment Resources www.careeronestop.org/reemployment/veterans

1.1.3 Skills Assessment

During the Transition GPS workshop, you may have completed an individual skills assessment or interest profiler. The results of this assessment will help you inform your career decision-making process.

If you have not yet completed a skills assessment, please speak with your education counselor, or visit one of the following websites:

Kuder Journey through DANTES dantes.kuder.com My Next Move Interest Profiler www.mynextmove.org/explore/ip

1.2 Personal Factors

In addition to your career goals, other factors may contribute to your decision to attend one higher education institution over another.

1.2.1 Location

Location of the institution, for some, may be the first factor considered and of the highest priority. Do you want to be near family? Or possibly live with family? Is the institution located nearby or does it partner with local employers that are likely to offer career opportunities when you graduate? Would a local community college or university be suitable? Determine how important this factor is when making your institution selection. If you have compelling reasons to stay in a particular area, identify what factors can be flexible.

Assess participants’ preparation for the workshop. Did they bring the materials described above and completed in previous Transition GPS workshop?

MOC Crosswalk GAP Analysis Skill Interest Inventory (Kuder Journey, My

Next Move Interest Profiler) http://www.bls.gov/ooh/ http://www.careeronestop.org/reemployment/veterans http://dantes.kuder.com/ http://www.mynextmove.org/explore/ip

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1.2.2 Family Requirements

What requirements do you have in your personal life? Would an online learning program work better due to family obligations? Many times, there are family needs or demands that must be included as part of the educational plan.

1.2.3 Budget – Personal Finance for Transitioning Service Members

Be sure to evaluate your future budget, an outcome from attending the Transition GPS Personal Finance for Transition course. Using this budget, along with prioritizing your other personal preferences and values, can determine if you will be looking for a full time or a part time program, or an accelerated program. Will you need to work while attending school?

1.2.4 Veterans Supportive Educational Environment

Be sure to research the success of veterans.

Many colleges claim they are “military friendly” or “veteran friendly”. Here are some questions to research on the GI Bill Comparison Tool when looking for a school that supports service members and veterans:

Does the institution accept credit for military experience?

What is the graduation rate for veterans?

What specific veteran services are provided?

Does the school participate in the Yellow Ribbon program?

How many veterans attend this school?

What do veterans say about the school?

1.3 Academic Readiness

There are several considerations when determining whether you are sufficiently prepared to continue your education. Ensure you identify whether any of the following situations apply before enrolling.

Section 1.2 Personal Factors Discussion Questions:

What are some of the important factors to consider in pursuing higher education?

What is most important to you when you transition out of the military?

What are you passionate about?

o Is it where you live?

o Is it providing for your family?

o Or, is it the kind of work you want to do?

Guard and Reserve service members generally pay more attention to location to be sure that it is compatible with Reserve component obligations.

Instruct the participants to catalog any financial constraints on the ITP – remind them the analysis was done during the financial module to determine if they will need to work while attending school. Financial factors will be

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1.3.1 Remedial Classes Required

Individuals may require foundational classes in math, reading and/or writing as a prerequisite to higher education due to the length of time away from academics. You should take an individual assessment, to identify your current basic education skills levels. Addressing any knowledge or skill gaps before you enroll will often save you time and money. If you have the opportunity, take these courses prior to transition, maximizing the education benefits of your Service by using Tuition Assistance.

If you are transitioning before you have the opportunity to take these courses, identify an institution in your transition location that offers them.

One way to prepare is to use the Online Academic Skills Course (OASC) or College Placement Skills Training (CPST) offered through DANTES. This website can prepare your for university placement tests or improve your current knowledge in academic foundational classes. By improving these basic skill areas, you may be able to raise your skill level sufficiently to save time and tuition assistance or VA benefits by passing remedial courses at the precollege level.

OASC is available to all service members (Army, Air Force, Marines, Navy, Coast Guard, National Guard and Reserve) and their families. All military service members and their families can register directly at www. Nelnetsolutions.com/DANTES/. OASC is designed for anyone who wants to build their reading comprehension, vocabulary, and math skills to continue their education, excel in their jobs, advance or change their careers.

discussed in Module 3 of AHE, on the morning of the second day.

Reveal to service members they can decrease their time in school by preparing before they attend.

Using this opportunity to increase their skill in math, English, language arts, and reading, service members can decrease the amount of money spent on lower level or foundational classes.

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A quick pre-assessment will determine strengths and weaknesses. Results of this pre-assessment will develop a customized learning path for each individual. Lessons include interactive exercises, along with practice questions and explanations. Interactive exercises include drag and drop matching, video game-style multiple choice, and virtual flash cards with audio reinforced learning concepts.

Each lesson teaches a specific concept or skill. Reading comprehension and verbal lessons include skill areas of reading and interpreting text, building vocabulary, understanding the main idea, and reading for the author’s tone, among others. The math lessons include percentages, rates, equations, averages, basic geometry, and more.

OASC provides instant feedback on progress, and gives an overall post-assessment in each area. Students can progress through this online course at their own speed, and return to it anytime. This online course is available seven days a week, 24-hours a day.

College Placement Skills Training (CPST) serves as a companion tool and resource to the Online Academic Skills Course (OASC). CPST is a comprehensive online course to help improve scores on college entrance exams and in college level classes. The CPST lessons include English and language arts, geometry, college level algebra and trigonometry, with 132 lessons available. Service members and their families can register at www.nelnetsolutions.com/DANTES .

Both OASC and CPST are available on the same website. Both courses are available using the same login.

Additional, inquire at the local community college, base education centers and other centers of Adult Education to find ways to increase your knowledge and skill in preparation for college level coursework.

1.3.2 Pursuit of Current Degree Programs

Service members who are currently pursuing a degree program, may find their transition out of the military may disrupt this pursuit. It is important to identify whether completion of the program is possible through the current institution, or if previously earned credits will be accepted toward the degree program if transferred to another institution.

Web Demonstration:

OASC & CPST

www.nelnetsolution.com/DantesNet Time: 10 minutes Instruction: Visit

1. Before class have created an account.

2. Go to the website and log in

- Explain the difference between OASC and

CPST

- For college choose CPST; click on Enter

3. Explain students are to take a placement assessment. Using the results, the computer will create a lesson plan designed to provide additional assistance in the necessary areas.

4. The progress & results tab shows what areas the student has completed.

5. Practice tests are provided to ensure mastery of content before attempting placement tests at the school.

http://www.nelnetsolutions.com/DANTES http://www.nelnetsolution.com/

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If your entire degree program is online, this is not so much of an issue but if you plan to transfer your credits to complete a degree on a campus, understand that most colleges and universities have an academic residency requirement. This requirement obligates a student to earn a specific number of credits from that institution in order to be awarded a degree or credential. Some institutions have exceptions for veterans who are using the GI Bill; but you may need to ask if this exception is available.

1.3.3 Graduate Level Pursuit

To apply for admission into a graduate-level program, there may be additional tests that you must take to be accepted into a program.

Identifying these tests early and acquiring the appropriate study aids will help you while seeking acceptance into your institution of choice. This is discussed in detail in Section 4 of this course.

Activity: Analyze Career Goal and Personal Factors Priorities

1. Upon completion of this section, you should have a better understanding of the decision factors and priorities that may influence your school selection process.

2. Review the Career Goal and Personal Factor chart located in the appendix; write your career goal in the space provided.

3. Rank your personal factor priorities from 1-5; 1 = Highest Priority, and 5 = Lowest Priority

4. In the larger box, write the reason for the ranking as reasons may change over time.

This first activity is designed to give the participants an opportunity to reflect on what is important to them regarding choosing an institution.

Activity: Career Goal and Personal Factors Priorities Time: 5-10 minutes Instructions: Instruct participants to view the Career Goals and Personal Factors chart in the Appendix. In the chart, they should write their career goal in the area provided and then prioritize the personal factors, 1-5, writing the reason for the priority next to the factor.

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Competency

Upon completion of Section 2, participants will evaluate higher education institutions and degree programs in order to make informed decisions regarding potential institution and degree program selection.

2.0 Learning Objectives

Participants will be able to:

Compare and contrast the types of institutions and degree programs Identify degree programs to transfer recommended military credit

2.1 Typical Factors Influencing Institution and Degree Program Selection

Several factors could influence your choice of college, university, or other higher education institution. This section will cover the primary areas of consideration that could help you determine which institution is the best for you.

Section 2:

Time 4.5 hours

Discuss competency and learning objectives with participants.

Remain neutral when discussing the different types of schools Public, Private, and For-profit.

Present information such as the Principles of Excellence, the FTC’s “choosing a school:

Questions to Ask,” and the student testimonials to help participants become informed consumers.

Customize this section to your audience. For example, if your audience does not have any Air Force attendees, then do not discuss CCAF.

Activity: Group Brainstorm Time: 10 minutes Instruction: Before showing the next slide, ask a volunteer to be a scribe and have the class create a list of factors that may be used in determining their institution choice. After 5 minutes or when the

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Some typical factors that influence the selection of a higher education institution include:

There are three main types of higher education institutions, public schools, private non-profit schools and for-profit schools.

Public schools include community colleges and larger public university systems. Public schools receive money from the state are generally less expensive for in-state students than other types of schools.

Private schools rely mainly on tuition, fees and private sources of funding. They tend to have higher costs than public schools, which could mean graduating with more debt. However, private donations can sometimes provide generous financial aid packages for students.

For-profit schools generally operate like other businesses – they are backed by investors and focus on profits. They may also have higher costs than public schools.

Some for-profit degree granting institutions lack the regional accreditation that private and public universities have and are more likely to be accredited by national accrediting bodies.

Credits earned at a nationally accredited school may not transfer to a regionally accredited school. We will cover the different types of accreditation later in this section.

factors list is complete, go over the list with the class, choose a few factors. Ask:

Why are these factors important?

If every factor is important to everyone?

How do they determine what is important?

Ask any other questions you feel fit the personality of the class.

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Where you go to college and what you study will be one of the most important investment decisions you will make in your life. Over the next few sections, we will review some key indicators of affordability and value that you should consider before enrolling in classes.

While most schools will put you on the right track for success, some are just trying to get a piece of your hard-earned benefits. Here are some helpful questions from the Federal Trade Commission (FTC) as you consider choosing a college, “Choosing a College: Questions to Ask” www.consumer.ftc.gov/articles/0395-choosing-college

Getting a degree or professional certification can improve your career choices.

For-profit schools generally offer certificates or degrees and often specialize in career and job-related training. Unlike non-profit educational institutions, they generate profits for their owners. As you evaluate your options, be aware that some schools may stretch the truth to persuade you to enroll.

- Federal Trade Commission

Some schools may take your money and leave you without the training and qualifications to gain a position the career you want. They tell you to sign up for courses that do not suit your needs, or press you to take out loans that will be hard to pay off and you do not need. Before committing to any program, do some research, know exactly what you are paying for, and determine if the program will provide you with the necessary credentials.

For help in selecting an institution and finding the answers to many of these question utilize the GI Bill® Comparison Tool and the U.S. Department of Education’s College navigator and College Scorecard websites.

This executive order limits college recruiters’ access to military bases; develop a complaint system to track violations by school; compel colleges to provide graduation rates and student debt information; and limit the use of the term “GI Bill” in institutions’ veterans outreach efforts.

Web Demonstration:

Display the FTC’s “Choose a College: Questions to Ask” website Time: 15 minutes Instruction: Visit https://www.consumer.ftc.gov/articles/0395-choosing-college http://www.consumer.ftc.gov/articles/0395-choosing-college https://www.consumer.ftc.gov/articles/0395-choosing-college https://www.consumer.ftc.gov/articles/0395-choosing-college

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2.1.1 Principles of Excellence

Executive Order 13607, signed in 2012, established the ‘Principles of Excellence for Educational Institutions Serving Service Members, Veterans, Spouses and Other Family Members’. The Executive Order calls for federal agencies to work together to ensure that military associated students have the information they need to make informed choices about their education benefits. This order also encourages schools to adopt policies to help student veterans be more successful while they are enrolled and to provide protection to service members and veterans from deceptive or predatory colleges.

Schools that have agreed to follow the Principles of Excellence should be providing the following to service members, veterans and their families.

The Principles of Excellence encourages institutions to:

• Provide personalized forms covering the total cost of an education program

• Provide educational plans for all military and veteran education beneficiaries

• End fraudulent and aggressive recruiting techniques and misrepresentations

• Accommodate service members and reservists absent due to service requirements

• Designate a point of contact to provide academic and financial advice

• Ensure accreditation of all new programs prior to enrolling students

• Align institutional refund policies with those under Title IV, which governs the administration of federal student financial aid programs

Most schools have agreed to the Principles of Excellence and it is strongly encouraged that you attend one of these schools. The majority of veterans attending school using the GI Bill, attend schools who have signed this agreement.

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2.1.2 GI Bill Comparison Tool

The GI Bill Comparison Tool provides veterans, service members and eligible dependents with key information about college affordability and value so they can choose the best education program to meet their needs. The comparison tool brings together information from more than 17 different online sources and three federal agencies into an easy-to-use online resource. Through the GI Bill Comparison Tool, VA publicly releases data about the number of students receiving VA education benefits at a particular school.

With one click, a veteran can see how much their Post 9/11 GI Bill benefits will cover at a particular school and have access to key measures of value and affordability.

You will use the GI Bill Comparison Tool throughout the Accessing Higher Education workshop to conduct institutional research creating your College Comparison Chart.

GI Bill Comparison Tool: https://www.vet.gov/gi-bill-comparison-tool

Web Demonstration: GI Bill® Comparison Tool – https://www.vets.gov/gi-bill-comparison-tool Time: 25 minutes Instructions: Visit the GI Bill® Comparison Tool – Fill out the sections below or ask for a volunteer to provide the information.

Click the Search Schools button and click on a school to view the school’s profile

Review each section of the school’s profile page:

General information (number of GI Bill students, program, type, locale, size)

- Your Estimated Benefits

- Veterans Program

- Student Outcomes

- Cautionary information (caution-flag complaints)

- Student Reviews

- Additional information https://www.vet.gov/gi-bill-comparison-tool

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Web Exploration Instructions: GI Bill Comparison Tool

1. Enter your military status, GI Bill benefit you plan to use and your cumulative Post 9/11 Active-Duty service from the drop down menu.

2. Choose ‘yes’ or ‘no’ if you will be taking classes online, then enter a city, school or employer name; Click Search

3. Click on View Details below the name of the school you want to know more about.

4. Notice how much the Post 9/11 GI Bill will pay for at that school. How much will be paid to the school? How much will be paid to you?

5. Change the type of GI Bill form Post 9/11 GI Bill to the Montgomery GI Bill and watch how the benefits change. Switch it back to the Post 9/11 GI Bill.

6. Change the “Enrolled” drop down to “3/4 time” and watch the living allowance and the book stipend rates go down.

7. Scroll down to the “Veterans programs”. Note which veterans programs are offered by that school (e.g., student veterans group or Yellow Ribbon scholarship)

8. Scroll down to the “Student outcomes”. Compare how outcomes for student veterans stacks up against the national average and all students attending that school

9. Scroll down to the “Cautionary information”. Has the school the received any complaints? Is there a caution flag warning?

10. Scroll down to the “Additional Information”. Is the school accredited? What type of accreditation?

2.1.3 U.S. Department of Education Online Resources

The Department of Education’s (ED) College Scorecard provides key information about an institution through a user-friendly interface and a search-and-compare function. For example, you can find out an institution’s graduation rate compared to the national average, average student debt, most popular programs, and the average salary a student receives post-graduation.

Web Demonstration: Utilizing other search tools Time: 15 minutes Instructions: Share with students a few different tools for researching colleges. Remind students that while some information will be consistent across tools (Degrees, Enrollment, etc.); each tool will value certain attributes differently. Demonstrate the process of researching the same school using different search tools. Highlight the differences and emphasize the importance of getting complete information by not relying on any single source.

College Scorecard:

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College Scorecard: https://collegescorecard.ed.gov/

Still looking for additional information on a particular institution? Try the College Navigator, which includes detailed information on admissions considerations, athletics programs, faculty-student ratio, crime statistics, and more.

College Navigator: http://nces.ed.gov/collegenavigator/ https://collegescorecard.ed.gov

- Demonstrate the ability to use college scorecard to find a school based on size, location, degree, etc.

- Walk through the site, showing what is offered under each tab

- Information on cost, graduation rate, salary after attending, financial aid & debt, student body, SAT/ACT average scores, Academic Program

Main difference for College Scorecard is ability to find school based on different sets of parameters.

College Navigator:

https://nces.ed.gov/collegenavigator/

- Allows searching for schools based on location, degree type, type of institution

- Show the following sections:

o General info, tuition, financial aid, net price, enrollment, retention, service members, accreditation, Each of these websites provides similar information with minor differences and all are available to service members after transition. For AHE course, the GI Bill Comparison Tool is the primary search tool used. However, they should use a variety of tools, websites and resources to choose the best education program to meet their needs.

https://collegescorecard.ed.gov/ http://nces.ed.gov/collegenavigator/ https://collegescorecard.ed.gov/ https://nces.ed.gov/collegenavigator/

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2.2 Types of Alternative and Transfer Credit

As you prepare to transition into an institute of higher education, it is possible to jumpstart your degree using alternative and transfer credit. These credits may be applied to your degree at the discretion of the institution; possibly as credits within the major or more likely as elective credits. Either way, having credits already completed can shorten your time spent in school and save money spent on the degree.

2.2.1 Non-Military Credit

One type of non-military credit you could be eligible for is Credit for Prior Learning at certain academic institutions. Each institution has its own policy for accepting credit. It is worth the extra effort up-front to find out how many credits you may receive for prior learning, as you may be able to reduce the number of courses needed for graduation. That means your degree can be earned more quickly and affordably. After conducting a “transfer credit evaluation,” the institution will provide a review the evaluation to you and explain how your credits will be accepted at that institution. The transfer credit evaluation will explain if you are earning credit toward your intended degree plan, in the area of electives or as general education credit.

Transfer credits applied toward specific coursework in your degree program may be more valuable than credits applied as electives. Remember, only the institution can determine if the credit will be accepted and how it will be applied.

Examples of ways to earn credit before you even begin your program of study:

Advanced Placement (AP) credit International Baccalaureate (IB) credit Joint Services Transcript (JST) and CCAF transcripts Prior academic or college credit College Level Examination Program (CLEP) DANTES Subject Standard Tests (DSST)

Many institutions also post their transfer policies on the institutional website. You may want to search for keywords such as “transfer credit,” “military transfer credit,” or “transfer policies.” This information may provide some useful context, but you should not assume your credits will transfer unless you have obtained a review of your transcript and a determination of transferability of your specific credits from the institution itself. Contact the admissions office for specific information about transferring credits.

Discuss transferability of credit and possible ways of earning academic credit that can be applied to degree completion. Be sure to highlight the Joint Services Transcript and the CCAF transcripts, credit for prior academic work, the possibility of credit from exams, such as College Level Examination Program (CLEP) and DANTES Subject Standard Tests (DSST), and some have credits for Advanced Placement (AP) courses taken in high school.

It is very important to stress that it is the school that will make the determination if the credit can be applied as transfer credit and where. For example, the school may choose to only apply the credit to electives.

Explain the CLEP and DANTES and how these two exams can benefit the service member in their educational goals.

The Joint Services Transcript (JST) is the only document used to recommended college credit

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2.2.2 Recommended Military Credit

Based on your military training and education, you may have college credit recommendations to apply toward a degree requirement or program of study. Institutions will review your Joint Service Transcript (JST) or Community College of the Air Force (CCAF) transcript and provide you a summary of which credits will be accepted. Be sure to research the guidelines for each institution regarding the transfer of credit and understand their policy.

To determine the award of credit, the receiving institution must have evidence that the learning acquired through the student’s military training course or experience directly relates to the objectives of the academic courses that the institution offers. For example, a student with a credit recommendation for technical mathematics may be awarded credit for a similarly titled course, but will not be awarded credit for college algebra. The student’s selected program of study will also have a significant impact on the amount and type of credit that will be awarded.

The first step in receiving academic credit for your military training and education is to have a copy of your JST or CCAF transcript sent directly to the institution.

To view an unofficial copy of your JST or CCAF, follow the Web Exploration Instructions during the Web Exploration Activity.

for professional military education, training courses, and occupational experience of service members and veterans.

The JST makes it easier for institutions to compare military experience to their degree program requirements. It has been used for many years so many service members will not know about anything but the JST. But for facilitator information the JST replaces the Sailor Marine Corps American Council on Education Registry Transcript (SMART), the Army American Council on Education Registry Transcript (AARTS) and the Coast Guard Institute (CGI).

The Air Force’s Community College of the Air

Force (CCAF) is an institution of higher learning dedicated to the enlisted member.

Emphasize the JST or CCAF transcript does not guarantee an institution will award credit. Each institution establishes its own policies, and it is important to research transfer policies and explore degree requirements before you enroll.

Activity: JST Scavenger Hunt Time: 20 Minutes Instructions: Either instruct the participants where to find the JST/CCAF or have printed copies available.

Printed Copies: If you have printed copies for them to view, you can create question for the participants to answer, creating a scavenger hunt. If the class is mostly Air Force, using the CCAF is prudent and vice versa.

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Web Exploration Instructions: Search for your own JST.

1. Login with your CAC (if you do not have access to a Command Access

Card (CAC) or a CAC reader, you will need to register for a JST account at https://jst.doded.mil/smart/registration.do

2. Click on the link at the top that says “Transcripts”

3. You can view your transcripts by using the “Transcript” link.

a. This page also has links that allow you to view your transcript.

b. The transcript contains sections for the Military Course Completions, Military Experience and College Level Test Scores

4. Print or save the transcript for your records.

Web Exploration Instructions: Search for your own CCAF

1. Access the Air Force Virtual Education Center. Go to:

https://afvec.langely.af.mil/afvec/home

2. Login or create an AFVEC account

3. Under the Self Service selection select * CCAF Student Services * (must be on a .mil domain to access CCAF Student Services)

4. Click “Transcript” tab and then click “Print Unofficial CCAF Transcript”

*** Must be accessed from military network to view.

The Community College of the Air Force (CCAF) is a regionally accredited college sharing in Air University’s accreditation through the Southern Association of Colleges and Schools – Commission on Colleges (SACSCOC). Go to http://www.airuniversity.af.mil/Barnes/CCAF/ for more information.

NOTES:

• To obtain copies your CCAF transcript after leaving the service, it will be necessary to submit your request in writing. For information and how to obtain copies and the request for to complete, print, sign and mail, go to:

https://www.credentials-inc.com/cgi-bin/dvcgitp.pgm?ALUMTRO012308

• To make changes or corrections to the JST, visit your local education office or go to:

https://jst.dod.ed.mil/smart/welcome.do For corrections to the CCAF, visit or call your Air Force servicing education office or go to: http://www.airuniversity.af.mil/Academic- Affairs/Registrar/

Online: If using the online JST/CCAF, have the student break into dyads, then looking over the JST/CCAF, have them write down 5 things they did not know about the document.

Examples:

- ACE recommended credit

- Dates taken

- Level

- Explanation of course

- ACE identifying number

- Credit for Military Experience

- CLEP/DANTES

- Other Learning Experiences (not recommended by ACE for Credit)

- DLPT

- College courses taken using TA

- JST Correction Procedures (by Service)

Explain that ACE evaluates military courses (i.e.

Boot Camp, Sergeants Course, etc.) to determine the recommended college credit equivalent.

Stress this is only a recommendation made by https://jst.doded.mil/smart/registration.do https://afvec.langely.af.mil/afvec http://www.airuniversity.af.mil/Barnes/CCAF/ https://www.credentials-inc.com/cgi-bin/dvcgitp.pgm?ALUMTRO012308 https://jst.dod.ed.mil/smart/welcome.do http://www.airuniversity.af.mil/Academic-Affairs/Registrar/ http://www.airuniversity.af.mil/Academic-Affairs/Registrar/

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American Council on Education (ACE)

The American Council on Education (ACE) is a higher education association representing all types of U.S. accredited, degree granting schools: two and four year, private and public, for-profit and non-profit. This council is the most frequently cited private association focusing on higher education issues.

ACE evaluates the military courses to determine how many, if any, credits it will recommend be awarded for the course. Credits for Army, Marine Corps, Navy and Coast Guard military experience and training is determined by the ACE and listed on the Joint Services Transcript (JST). ACE analyzes a MOS or Rating, along with the related military courses, to determine if the required knowledge and skills meet academic requirements for college credit. Air Force specialties are evaluated and granted credit through the Community College of the Air Force

(CCAF).

This is only a recommendation made by ACE. Information concerning the credits and evaluation process is included in the ACE Military guide which is located on the ACE website.

ACE only provides credit recommendations, the school or institution will determine if the credit will be accepted and how it will be applied to the degree program. The school is under no obligation to accept any credits, regardless of ACE’s recommendations.

For more information on the ACE Military Guide visit: http://www.acenet.edu/news-room/Pages/Military-Guide-Online.aspx

2.2.3 Competency-Based Education (CBE) for Veterans

Another option, which is gaining in popularity, is competency-based or personalized learning.

Competency-based learning allows students to progress as they show mastery of academic content, regardless of time, place or pace of learning. This provides flexibility in the way that credit can be earned or awarded and provides students with personalized learning

ACE, the school is not obligated to accept the credit.

It is a common misconception concerning the transfer credit policy and who determines which credits will be accepted. Try to make sure it is clear to them that ONLY the institution can decide if they will accept the credits and how they will be applied toward a degree.

Competency-based education is relatively new.

This information is intended to provide the basics and the fact this is a viable option for SM. It is not without its limitations on the number of degrees/concentrations available. Large universities (Purdue, Michigan, Wisconsin, and Arizona) are among the few who have started these programs. Suggest facilitator does research to be more knowledgeable on CBL.

http://www.acenet.edu/news-room/Pages/Military-Guide-Online.aspx http://www.acenet.edu/news-room/Pages/Military-Guide-Online.aspx

Accessing Higher Education Facilitator Guide 2018 page 18 opportunities. Credit can be earned through online and blended learning, project-based and community based learning and credit recover, among others.

As a veteran, a competency-based degree (CBE) can utilize your existing skills for which you may not have received any formal training. By completing the task and showing mastery of a subject to topic, the credit is awarded. Most are programs are self-paced, so you can complete your competencies as fast or as slow as works with your life situation.

CBE is still a relatively new concept in higher education, with universities beginning to create these types of programs and attaining accreditation within the school.