Q&A: Linda Frank
MAE 2012 Volume: 7 Issue: 1 (February)
Linda Frank
President
CCME
Q: How have your background and education helped prepare you to meet the demands of your position leading CCME?
A: I have been working in the field of military education at SUNY Empire State College for approximately 12 years. I oversee all military programs including eArmyU, GoArmyEd, the Navy College Program Distance Learning Partnership, the Air Force AU-ABC program and our veterans’ education services across the college’s 35 locations. Prior to my position at Empire State College, I worked at Clinton Community College for several years, so I have experience working at both traditional and non-traditional schools.
I served on CCME’s executive board in multiple capacities for five years prior to becoming president, during which time I had the opportunity to observe and learn from other board members and presidents. During my term as vice president I served as the CCME liaison to the National Association of Institutions for Military Education Services [NAIMES]. I currently serve on Senator Gillibrand’s Veterans Affairs Working Group, which was formed to identify and address issues that affect veterans in the state of New York.
I hold a master’s degree in social policy with a concentration in education policy. As a married, working adult with two children, I attended college part-time for 10 years to accomplish my educational goals. I completed my associate degree at a traditional community college and my bachelor’s and master’s degrees at a distance learning school. A portion of my tuition was covered by tuition assistance, and I paid the balance out-ofpocket. I know what it takes to complete a degree successfully while managing multiple commitments and responsibilities.
I’ve learned a great deal, established some valuable friendships and developed a reliable network of resources and connections, all of which have helped to prepare me for the role of president of CCME.
Q: As you look back on the year, what were the highlights of your term as president of CCME?
A: We held our very first webinar in August, which was a huge success thanks to Carolyn Baker and Indtai Inc. Over 5,000 viewers joined to hear Carolyn’s update and pose questions regarding the Department of Defense Memorandum of Understanding.
I was invited to speak at several events on behalf of CCME. I spoke at two of the state ACME [Advisory Council on Military Education] conferences: the New York State ACME and South Carolina ACME. I also presented at the Coast Guard ESO symposium in Norman, Okla., and the National Association of Graduate Admissions Professionals [NAGAP] conference in Washington, D.C. I enjoyed the speaking engagements tremendously. They gave me the opportunity to share CCME’s vision and goals, to network and to learn more about the organizations that sponsored the events.
We also began the new “CCME Grapevine” monthly column in MAE, thanks to the efforts of our Public Affairs Chair, several board members and MAE.
Q: What were your priorities as president?
A: My main priorities included keeping our membership informed and engaged throughout the year, expanding CCME’s network, and planning the 2012 symposium. We provided information to our membership through frequent postings and comments on our Facebook page, “Breaking News” items on our website, our new monthly “CCME Grapevine” column in MAE, and our first webinar. I connected with two new organizations that have interests similar to CCME: the Association of Higher Education and Disabilities and NAGAP. Symposium planning proceeded as expected. We have another informative and exciting conference with presentations addressing current topics in military education, employment issues and, for the first time at CCME, a showcase of artwork from the Veteran Artist Program.
Q: In light of the current fiscal environment, could you discuss the impact a reduction in tuition assistance funds would have on military students?
A: Tuition assistance caps impact out-of-pocket expenses and length of time to degree completion for students. If funding is reduced, students will need to adjust their academic goals accordingly. Out-of-pocket expenses for tuition differentials will need to be covered by the student, either with personal finances, loans or additional funding sources such as scholarships and state funding. If students are unable to cover the difference in tuition, they might choose to decrease the number of courses they take each term in order to remain within the annual cap, and/or consider schools that offer tuition rates within the semester hour caps. Students can also control tuition expenses by earning college credit through standardized exams and exploring potential credit for experiential learning.
Q: The Post-9/11 GI Bill has undergone a series of changes since it was originally passed. How do you see it affecting veteran students?
A: The Post-9/11 GI Bill is making it possible for hundreds of thousands of veterans to attend college. The series of changes appear to support a wider distribution of funds by decreasing funding in some areas and adding new funding in others. For example, students studying entirely online at more than half time will now benefit from a distance learning housing allowance, while students who previously received the full in-residence housing allowance for attending a traditional classroom more than half time but less than full time will now receive an allocation that is based on a less than full-time rate of pursuit. Veteran students will be affected differently by the changes depending on their circumstances. One area of the bill that presents a common challenge to students is its complexity. It took a substantial amount of time and effort to become familiar with the Post-9/11 GI Bill when it was implemented in 2009. With changes come new frustrations as students familiarize themselves with the amendments and make appropriate adjustments.
Q: What are the most significant challenges facing military education today?
A: Some of the challenges involved with serving veteran and military students include accessibility, affordability and transferability. Military commitments, deployments, health issues, and family and work responsibilities often make it difficult for students to attend a traditional classroom during a traditional semester. Educational institutions are faced with the challenge of developing accessible, high quality and cost-effective course delivery options that remain affordable for students.
Transferability is an ongoing challenge for students with substantial amounts of prior learning credit, such as ACErecommended credit for military training, credit for standardized exams and transfer credit from other schools. Residency requirements at educational institutions limit the amount of credits students can transfer toward degree requirements, but even when those residency requirements are met, schools may not recognize ACE recommended credit or standardized exams for transfer.
Q: In August, CCME hosted its first Webinar featuring Carolyn Baker, chief of voluntary education for DoD. Are there plans for additional webinars?
A: Yes, CCME plans to continue offering webinars. Suggestions for webinar topics can be submitted to board members.
Q: Could you please discuss CCME’s partnerships with organizations like NAIMES, SOC, ACE and DoD and how they facilitate CCME’s mission?
A: CCME is ‘… an active proponent for the professional development of those serving in the military education community by providing a forum for the exchange of information on educational programs, strategies and innovation among its members and associated partners.’ The timely distribution of accurate information requires open access to reliable sources and experts, as well as an effective means for distribution. Our partners are often our reliable sources and experts. CCME’s primary forum has been the annual symposium with attendance ranging from 800 to 1,100. The symposium agenda is based on input from our membership and our board, which consists of liaisons from SOC, ACE, DoD and NAIMES. CCME plans and sponsors the symposium, but the symposium itself would not be possible without the participation of representatives from our partner organizations, many of whom are general session speakers and workshop presenters.
The CCME board and its membership consist of knowledgeable, experienced and well-connected representatives, but our ability to fulfill our mission relies on the expertise, participation and collaboration of our partner organizations. Our missions are similar and our common purpose is strengthened through collaboration.
Q: What programs or initiatives are you most encouraged by?
A: There is a multitude of programs covering a wide range of services including transition assistance, academic counseling, benefits counseling, health services, peer-to-peer mentoring, career counseling, military-specific orientations, training for service providers, instructor tool kits and so much more. It’s encouraging to see such overwhelming support for our military community. I think the most effective and beneficial initiatives are those that pool the efforts, resources and expertise of several organizations and agencies. Because of the unique and diverse needs of the military community, it’s very difficult for any single organization to address every aspect of an individual’s situation, particularly when situations and circumstances can vary so extensively from one individual to another. For example, in addition to adjusting to the education environment, military and veteran students might also be adjusting to a new work environment, and/or trying to re-integrate into their community and family environments following their return from a deployment or separation from the military. In order to be successful in the education environment, students need access to resources that can help them deal with the challenges they are experiencing outside of the classroom. Institutions can support students by partnering with appropriate services and agencies that provide assistance beyond the classroom.
Q: What advice could you offer servicemembers who may not know where they see themselves following separation from the military but want a degree to be in that future?
A: Servicemembers need sufficient time to think about what it means to transition out of the military. It may or may not be an easy transition and if it is not, having an awareness of the potential challenges and how to address those challenges could help to ease the transition. For those servicemembers that have already decided a college degree is in their future, a college readiness self-assessment is a good place to start. There are several readiness assessment tools available, including the DANTES distance learning readiness self-assessment available at www.dantes.doded.mil and Peterson’s Online Academic Skills Course available at www.nelnetsolutions.com/dantes, both of which are available specifically to servicemembers.
I would also advise servicemembers to assess their current situation by asking themselves a number of questions. What are their priorities? If they want to go to college, how will they pay for school? Will their current financial situation allow them to attend full time, or will they need to work while going to school part time? Will their family and work situations support attendance at a traditional school or will they need to study online? If necessary, will they need to postpone their education until they can stabilize their family and/or financial situation? These are just a few questions to consider carefully before making any major decisions.
Q: With all the institutions out there, what advice do you have for servicemembers who may be overwhelmed with the choices?
A: Begin with a visit to the education center to talk with an education counselor. Choosing the right school is important and requires some research. When searching for a school, it’s extremely important to consider the school’s accreditation status in order to avoid diploma mills. Students can visit websites such as the Council of Higher Education Accreditation at www.chea.org to learn about accreditation and to view a list of accredited institutions. Veterans planning to use VA benefits can access a list of VA-approved programs and schools at www.gibill. va.gov. Veterans should also speak with a VA benefits advocate as one of their very first steps.
Talk with friends who are attending or have attended college to get their feedback. Talk with school representatives and academic counselors. Think about what is important in a school and then find out if those services/opportunities are available at the school. For example, if a student is interested in connecting with other student veterans on campus, then a student veteran club might be one of the deciding factors in the selection process.
And lastly, but not least, servicemembers and veterans should know the value of their military training. Military students have gained a great deal of knowledge and experience while serving their country. Military-friendly schools are familiar with military transcripts and will accept ACE-recommended credit for transfer if the credits are applicable to the degree requirements. Receiving college credit for military training can save students significant time and money.
Q: The term “military-friendly” has grown as a popular moniker. In your opinion, what denotes a truly “military-friendly” institution? How can colleges and universities better support military and veteran students who are enrolling in school?
A: The SOC pledge is actually a good example of what it means to be military-friendly. According to SOC’s website, “SOC Consortium colleges pledge to be military-friendly and design policies and practices in the student services, admissions and marketing areas that provide easy access to accurate information about the school, its degree programs, policies and procedures.” SOC’s examples of military-friendly policies and procedures include reasonable transfer of credit, reduced academic residency requirements, credit for military training and experience, and credit for nationally recognized exams.
The extent to which colleges adapt their policies and processes in order to serve the military community can depend on accreditation requirements, state university policies and state education regulations. But truly military-friendly institutions will find ways within their means to support military students. Schools can develop military-specific orientation programs, implement training programs that educate the college community about military culture, provide flexibility with deadlines and processes where appropriate, establish military student clubs, provide pre-application assessments of potential transfer credit and military training, and provide scholarships to servicemembers, veterans and spouses.
Schools can also get involved with their state ACME to help identify and address military education issues in their state. If an ACME does not exist, schools within that state should work together to get one started.
Q: What is the most impressive lesson you’ve learned this past year?
A: The most impressive lesson learned this year—a lesson not necessarily newly learned but reaffirmed—is the power of working together to support our military community, whether it’s to advocate for policy changes, support important initiatives, or plan a CCME symposium. I am impressed with the extent of collaboration that takes place among CCME partners and affiliates, and I am even more impressed with the number of people that volunteer their time and service to support the CCME initiative and give back to our military community.
Q: Where do you see CCME in five or 10 years?
A: I believe CCME will continue to grow in size and reputation. The organization has seen steady growth within, and outside of, the military education environment over the last several years. CCME will also reach new levels of communication as it becomes more organized in its ability to gather and distribute information. We have been successful in tapping into the expertise of our partner organizations, but we don’t yet have a consistent way of tapping into the knowledge and experience of our membership. CCME leadership will continue to explore ways for the membership to engage in discussions and provide feedback through webinars, Facebook and the chat capabilities on the CCME website.
Q: Do you have any closing thoughts?
A: I want to thank the members of the CCME Board for their support throughout the year, and for their incredibly hard work and dedication. It is an honor to be surrounded by such extraordinary wisdom and enthusiasm. And, most importantly, and on behalf of CCME, I extend our sincere appreciation to our military community for all that they do. ♦