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Learning online has be-come increasingly popu-lar over past years, espe-

cially for those pursuing a mas-ter’s degree or completing an undergraduate degree.

Online enrollment as a percent of total enrollment has more than tripled since 2002. The 2011 Sloan Survey of Online Learning – a survey of more than 2,500 colleges and insti-tutions – reports that 31 per-cent of all students in higher edu-cation are online students.

More i mpor t a nt t ha n t he quantity of online learners, however, is t he qua l it y of education offered by distance learning providers.

According to the same survey, the quality of online learning rivals that of face-to-face. The major it y of chief academic officers – and students too – describe the academic rigor of online education as equal to that of a traditional classroom.

This means you can enjoy the independence of learning on your own schedule while feeling confident you’re getting a first-rate education.

Considering online learning? Answer the following questions to see if it’s the right choice for you:

1. Do I enjoy reading, learning new things and meeting new people? Online courses require a significant amount of reading, studying and interacting with others.

2. Am I disciplined and com-mitted? Good time manage-ment is critical.

3. Do I have regular access to a computer with an Internet connection? It could be at home, at work or at the library.

4. Can I communicate effec-tively in writing? Most online courses require a fair amount of writing.

5. Do I have the support of my family and/or my employer?

6. How will I finance my educa-tion? Options include federal financial aid, school or other scholarships, and/or your employer’s tuition reimburse-ment plan.

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 20122 COLLEGE BOUND

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By Alanna Conn Saint Joseph’s College

Getting ahead with online education

Cassie Dove, from West Baldwin, is an online student in the MSEd program.

Online educationpage 3 ‰

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 2012 3COLLEGE BOUND

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If you decide to pursue an online education, make sure to research the following about your institutions of interest:

• Accreditation. Accreditation is critical; it provides an indi-cation of an institution’s repu-tation and quality. General accreditation applies to the entire institution as a whole and is awarded by one of six re-gional accrediting agencies.

• Program “fit.” You may need a degree to remain competitive in your job or to earn a promotion, your job may require continuing education to stay employed or you may just want the personal satisfaction of earning your degree. For most students, it is a combination of factors.

• Experience with distance learning. The length of time an institution has offered distance and online education is important, since it means the school has established policies and procedures that work for adult students learning remotely.

• Faculty credentials and ex-perience. Information about the instructors’ credentials should be readily available.

• Credit transfer. Most institu-tions will provide credit for previous college courses, and some will also award credit for work experience and/or other professional training.

• Tuition and fees. When con-sidering costs, be sure to factor in the money you save with reduced commuting costs or not paying for child/elder care, and the extra family time you may gain by learning at your location of choice.

Ask these six questions of your-self, and investigate these six areas for each school you are in-terested in, and you will be more successful in your personal pur-suit for an online education.

Saint Joseph’s College offers more than 30 online graduate and undergraduate programs in business, criminal justice, edu-cation, health administration, nursing and theology.

Online courses are open 24/7, providing the f lexibility of at-tending class and participating in discussion at t imes con-venient to each student’s per-sonal schedule.

At the start of each program, Saint Joseph’s connects stu-dents with a personal academic advisor who acts as a coach and mentor, guiding them through their program of study to help them achieve their goals.

Learn more at online.sjcme.edu or by contacting an admissions counselor at 800-752-4723.

Online educationfrom page 2 529 College Savings Plans

Unlike prepaid tuition plans, these plans do not lock in tuit ion rates and ma ke no g ua ra ntees. T he v a lue of investments in these plans will f luctuate based on the investment vehicles chosen and market conditions; savings may not be enough to cover all college expenses.

Most 529 savings plans offer a variety of investment options such as stocks, bonds and money market accounts as well as age-based investment options that are invested based on the number of years until the funds are needed.

529 plans are state-sponsored invest ment prog ra ms. You should consider the potential ta x benef it s (i f a ny) t hat your own state plan offers to

residents prior to considering another state’s plan.

The maximum permitted ac-count balance (per beneficiary) will be specified by the plan you choose. It is over $300,000 in many state plans. In most state plans, the minimum con-tribution is small. Unlike some college savings vehicles, the 529 plans do not impose in-come restrictions on contribu-tors. Contributions may be made by parents or others, e.g., gifts from grandparents.

Unlike prepaid tuition plans, the monies from the account may be used at any qualified institution of higher learning w it h i n t he Un ited States. If your child does not go to college, the money can be used for another family member’s

qualified education expenses or you may w it hd raw t he money and pay taxes and a 10% federal tax penalty, and in some states additional state penalty taxes may apply.

A 529-plan locator to determine the plan(s) available in your state is at www.collegesavings.org. Please note that assets in a 529 plan could impact the ben-eficiary’s ability to qualify for grants and student loans.

Please carefully consider in-vestment object ives, r isks, charges, and expenses before investing. Federal tax law al-lows one 529 accou nt per beneficiary to be rolled over in any 12-month period with-out changing beneficiaries. – Courtesy of MetLife.

Good to know: Students who have completed a course or degree through an online school participate in a lot of interaction with their peers and professors. Students are able to discuss their ideas through email, instant chat systems and community message boards.

Maine’s First Lady Ann L e P a g e p r e s e n t e d S er ge a nt Jonat ha n

Shapiro with an award that was related to his graduate project in the Masters in Leadership S t u d i e s p r o g r a m a t t h e University of Southern Maine’s Lewiston-Auburn College.

Maine Governor’s Children’s Cabinet a nd t he init iat ive, Keeping Maine’s Children Con-nected, recognized Shapiro for his efforts in developing the “An Improved Police Response to Ju-veniles in Crisis” program.

Shapiro, a Maine State Police officer for 23 years, works as supervisor of Troop A which is the southern-most troop in the Maine State Police. The Masters in Leadership Studies program at USM LAC was attractive to Shapiro because of its flexibility.

“The MLS program doesn’t hold you to a specific discipline. You can learn the general philoso-phy of leadership within the discipline that is relevant to your own work,” said Shapiro.

Add it iona l ly, t he prog ra m a l low s s t ude nt s t o s t ud y w it h i n t hei r ow n persona l i nterest s versus related to work. “My interests go beyond law enforcement and so I was pleased that I could study other topics like theology and political

science, and do that under the leadership framework.”

As a member of Maine Gov-ernor’s Children’s Cabinet for District 1, which deals predomi-nantly w ith juvenile issues, Shapiro became knowledge-able about what programs and agencies were doing to promote the well-being of children and youth in Maine.

“A large part of my job is review-ing the work that my troopers do and I look for trends. I noticed that over the last several years there was a significant increase in troopers responding to calls that are colloquially known as ‘juveniles out of control.’ I took a look at how we were responding to those calls, from whether or not we should even be respond-ing to these types of calls to, if we do respond, what are we ac-tually doing when we arrive at the scene,” said Shapiro.

Shapiro convened a group to look at the problem, and the group decided that there were several issues going on. One of those issues was how the police actually viewed these calls and the lack of education on the part of the police in regard to what these calls really were about.

Another issue was that once the call was identified as a juvenile in crisis, the question arose as to

what needed to be done at that point, whether the activity was a mental health issue or crimi-nal or both, and how to interface with multiple agencies. Shapiro said the types of agencies that may come into play in these sit-uations include “mental health agencies, the Department of Health and Human Services, schools, parents, hospitals, dis-trict attorney’s offices, and Juve-nile Corrections.”

The group developed a lesson plan that was accepted by the Maine Police Academy and is now mandator y training for all police in the state of Maine. “I’ve personally trained about 500 police officers in traditional lect u re st yle. Ot her Ma i ne off icers in the state w il l be trained online,” said Shapiro.

“We’ve put together a protocol. A f ter of f icers a re educated they can identify by definition what a juvenile in crisis is, what infor mat ion needs to be captured in order for the relevant stakeholders to act suff iciently, and then where that information can be sent, being cognizant of privacy laws. There’s a mechanism in place to hold the agencies that receive this information accountable for acting with the juvenile.”

Before this program was put in place, the stakeholders were not

always aware of the recidivistic nature of some of the juveniles in crisis calls to which the police had responded.

“With this program, we were able to take the interface with the stakeholders to another level which allowed services to be put in place effectively. Now, we are able, in most cases, to get the child and family the help that they need by creating a secure mental health environment for the parents and child without having to take the child out of the community,” said Shapiro.

Shapiro summed up the pro-gram, “The program is the edu-cation of police officers to know

what they’re looking at when re-sponding to a call. An educated police force is going to be able to handle the juveniles in crisis calls more effectively with this knowledge. The second part of the program is the Police Ju-venile Report form which is a three- or four-page protocol in which the officer captures all the information that is not nec-essarily police-required infor-mation, but is information that all the other agencies need to act definitively to help the child.”

Until Shapiro developed this program, there was no check on which agencies were working with a family. Mental health

agencies could be providing the family with services, the police could still be called multiple times, and the mental health agencies may or may not know that their ser vices were not working properly.

Shapiro said, “There needs to be a mechanism for communica-tion and a commonality of lan-guage as well which is why the police Juvenile Report Form is so important. It was developed in collaboration with these other agencies in accordance to what information they need. That en-ables police officers to talk with mental health providers with a commonality of language. That made a big difference.”

Many of the skills that enabled Shapiro to develop this program were ga i ned t h roug h USM L AC’s Masters in Leadership Studies program, according to Shapiro. “I was able to utilize the leadership theories and skil ls that I learned at USM LAC, particularly the creative processes that are so important when dealing with multiple agencies. The courses were very relevant to my work and helped me reach my goal of developing this program to help police respond more ef fectively to juveniles in crisis.”

For more information about the Leadership Studies program at USM’s Lew iston-Aubu r n College, please visit www.usm.maine.edu/leadership or call 207-753-6536.

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 20124 COLLEGE BOUND Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 2012 5COLLEGE BOUND

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Leadership Studies program enables students to use skills on the job

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How the global economy will transform working and learning

For U.S. workers, holding a se-ries of jobs with multiple em-ployers is replacing the tradi-tional, decades-long career with a single company – and that can be good news for you. To win these positions in a global mar-ket, workers must embrace new technology and skills and be-come lifelong learners.

A new book by the vice president and managing director of Apollo Research Institute describes the shifting nature of work and ca-reers in America. In “Society 3.0: How Technology Is Reshaping Education, Work and Society,” Dr. Tracey Wilen-Daugenti ex-plained how the international busi ness env i ron ment w i l l transform old ideas of hiring, worker skill requirements and career planning, while inspiring solo entrepreneurs to innovate in profitable new ways.

“Globa l i zat ion now a f fects all workers and businesses,” said Wilen-Daugenti. A former Silicon Valley executive, she noted that videoconferences, virtual teams and other tech-nolog y-based col laborat ion tools will improve efficiency and cut costs.

Cultural competence and the ability to build trust in these new environments will be prime traits for leaders of international

work groups. Another new glob-al workforce reality: American employees face overseas com-petition. “Significant gaps exist between the skills workers offer and those employers require,” said Wilen-Daugenti.

If this deficit persists, U.S. com-panies risk losing business – and American jobs – to foreign firms w it h better-educated sta f f. Workers must make continu-ing skill renewal and education a priority to master an evolving job market. As an alternative to serial employment, more peo-ple will go solo or launch small

businesses. Self-employment has been rising – even during the recent downturn – as baby boomers choose freelancing or business ownership over tradi-tional retirement.

“America’s smallest firms and startups create the most jobs du r i ng recessions, prov ide half the nation’s nonfarm GDP and have provided many of its brightest technology success stories,” noted Wilen-Daugenti.

Education fuels the entrepre-neurial mind-set; 95 percent of the surveyed company found-

ers held bachelor’s degrees and just under half of those founders held master’s degrees. “By start-ing or resuming their higher education, workers can keep their skill sets competitive or explore independent careers,” said Wilen-Daugenti. “Whether they work for themselves or not, they will be better able to inno-vate and develop their potential while seizing opportunities in tomorrow’s global economy.”

For more information about Society 3.0, visit www.apollore-searchinstitute.org. (NAPSI)

College students can stay ahead of the curve by staying on top of emerging technology.

The 2010 Bureau of Labor Statistics report “Education Pays ...” illustrates that higher earnings and lower un-employment rates are often reported among bachelor’s degree holders, compared to those with only a high school diploma. The 2010 median weekly earnings for bachelor’s degree holders was $1,038, compared to just $626 for those with only a high school diploma.

Despite such clear benefits to earning a college degree, many students are not prepared for education beyond high school. In fact, according to data from the 2011 Pew Research Center report “Is College Worth It?,” 58 percent of college presidents say high school students are coming to college less prepared than they were 10 years ago.

Because of these figures and the United States’ falling rank among developed countries for college completion rates, many lawmakers have recommended efforts to in-crease the number of young adults with a college degree.

Some institutions are already working with high school educators to teach students about the importance of pre-paring for college. DeVry University’s HerWorld program was designed to provide young women with the tools they need to be better prepared to succeed in college, empow-ering them to reach their full potential. HerWorld also introduces young women to in-demand careers of the 21st century, including those in science, technology, engineer-ing and math (STEM) fields.

Findings from “STEM: Good Jobs Now and for the Future,” a 2011 report from the U.S. Department of Commerce’s Economics and Statistics Administration, illustrate that in addition to a lower likelihood of experiencing jobless-ness, STEM workers earn 26 percent more than their non-STEM counterparts. By exposing them to female leaders in STEM, HerWorld teaches young women that they can succeed alongside men in these positions, and gives the women a checklist for preparing to get there.

Now in its 15th year, HerWorld sponsors nationwide events each year that give high school girls the opportu-nity to interact with peers from other high schools in the area, participate in educational and confidence-building activities, and listen to local female leaders discuss how they achieved their career goals.

“HerWorld helps young women realize that they have the power to make their professional ambitions a reality,” says Donna Loraine, provost/vice president of academic affairs for DeVry University. “The stories of female leaders expand the students’ perspective and teach them the steps they need to take to forge their own career paths.”

This year, Olympic gold medalist Mia Hamm, U.S. Olym-pic and Paralympic athletes and hopefuls through 2012, and DeVry University Corporate Partners have teamed up to support National HerWorld Month in March. It is antici-pated that more than 7,000 young women from hundreds of high schools will participate throughout the month at more than 30 HerWorld events across the country.

“I am grateful for the opportunity to help high school girls harness the drive to accomplish their goals,” says Hamm. “I began playing soccer before it became a professional women’s sport in the U.S., so I never could have achieved my dream of becoming an international competitor with-out the drive to succeed.” (ARA)

Preparation key to college and career success

Federal deadline: Online applications must be submitted by midnight Central Time, June 30, 2013. Any corrections or updates must be submitted by midnight Central Time, September 23, 2013.

State deadline: Maine – May 1, 2012, by midnight, Central Time.

College deadline: Check with the college(s) you are interested in attending. You may also want to ask your college about their definition of an application deadline – whether it is the date they receive your FAFSA, or the date your FAFSA is processed.

When you complete the Free Application for Federal Student Aid (FAFSA), you receive an Expected Family Contribution, which is a number used to determine your federal student aid eligibility. For the 2012-13 school year, you will automatically qualify for an Expected Family Contribution of zero if your family income does not exceed $23,000. This is a reduction from the previous maximum income of $32,000.

The IRS Data Retrieval Tool allows students and parents to access the IRS tax return information needed to complete the Free Application for Federal Student Aid. Students and parents may transfer the data directly into their FAFSA.

Student aid deadlines for 2012-2013 from fafsa.ed.gov

As the economy begins to im-prove, all industries will require the expertise of management professionals to help sustain fi-nancial growth and prepare for new organizational structure.

Many recent grads and working professionals consider earning a master’s degree in Business Ad-ministration to set themselves apart. According to the Corpo-rate Recruiters Survey from the Graduate Management Admis-sion Council (2011), 67 percent of employers expect to hire re-cently graduated management talent in 2012, and they plan to hire in increasing numbers.

Will an MBA launch my career?

W hile an MBA can enhance your career, increase earning potential and possibly give you

a competitive edge, it isn’t al-ways necessary to obtain one to achieve these results.

Ta ke t he t i me to resea rch your desired position to gauge whether the ski l ls acquired through an MBA program are a necessary credential. Some graduates find it worthwhile to gain work experience before applying to business schools, and many business schools favor applicants who have real-world experience.

“Prospect ive MBA students need to look at the big picture,” said Dr. Donna Loraine, DeVry University provost and v ice president of academic affairs for DeVry, Inc. and dean of DeVry University’s Keller Graduate School of Management. “We’ve found that students who map out long-term career goals and

determine the potential benefit and relevance of an MBA in advance end up being the most satisfied with the value of their advanced degree.”

What is the financial ROI of an MBA?

It is crucial that students fully understand the commitment required for continuing educa-tion. According to the Corpo-rate Recruiters Survey from the Graduate Management Admis-sion Council (2011), tuition for an MBA program can soar above $100,000 – pursuing one can be a life-changing decision.

It can be beneficial to work with a financial planner to determine the return on investment. Schol-arships, financial aid options and paid internships can help ease the financial impact.

Is there only one type of MBA program?

MBA programs t hat can be tailored to specific schedules, concentrations, geographic lo-cations and online needs have made earning an additional de-gree possible for many students.

How can I maximize my MBA?

Career services can help stu-dents make the most of their education. For example, DeVry University’s Keller Graduate School of Management recently partnered with CareerBuilder to supply its MBA students with a variety of career resources and counseling at no additional cost.

Students have access to dedi-cated career coaches, writing assistance and online tools for effective job searching, as well as insight for building a com-petitive edge. Whether you are seeking more professional re-sponsibility or a higher salary or are striving to climb the cor-porate ladder, an MBA can be a valuable asset, but only when utilized correctly.

Conduct research and map out your options before making this significant career decision. By thoroughly preparing, you can increase the likelihood that your MBA delivers success. For more information about MBA programs, v isit us at w w w.keller.edu and www.devry.edu. (NewsUSA)

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 20126 COLLEGE BOUND

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Knowing the value of an MBA

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 2012 7COLLEGE BOUND

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Get your kids thinking about college

College no longer is just a rich learning ground, but a prerequisite to many of

today’s jobs.

Wit h t his in mind, parents increasingly are looking to send their children to college or go back to school themselves. And there’s no better time than the present to talk to your family about your or your children’s college dreams.

“The transition to postsecond-ary education can be difficult for even the most prepared fam-ilies,” said Sharon Darling, pres-ident & founder of the National Council of Family Literacy. “We need to ensure that more non-traditional adults are prepared to enter and succeed in postsec-ondary education and that par-ents are well prepared to inform and nurture the educational as-pirations of their children.”

Explore your options

It’s never too early for children to start thinking about a future career or too late for grown-ups to consider a different career.

Make a list of what you or your child likes to do and brainstorm potential careers that match those skills and interests. Then explore books about careers, preferably with your children. Preschoolers may like “Career Day” by Anne Rockwell or “Car-ing for Your Pets: A Book About Veterinarians” by Ann Owen.

For elementary kids, try reading “Career Ideas for Kids W ho Like Science” by Diane Lindsey and Lindsey Clasen and other books in this series. And you can engage your teen in exploring careers with “If You Could Be Anything, What Would You Be? A Teen’s Guide to Mapping Out the Future” by Jeanne Webster.

Make it a family goal

One way to ensure that dreams come true is to set goals and implement the steps to achieve them. But some long-term goals, like buying a house or getting a college degree, take many smaller steps before you can accomplish them.

Feel ing suppor ted by fa m-ily while achieving smaller goals can help build confidence so

that eventually, the larger goal is reached. Families should also take advantage of free resourc-es. NCFL has released multi-media resources to help people unfamiliar with navigating the U.S. college system gain access to the information necessary for preparing and succeeding in college. The resource, produced w it h suppor t f rom MetLife Foundation, is available free of charge at www.famlit.org .

Get involved

When parents are involved with their children’s school and in

their educational experiences, their kids are more successful – not only in school, but in l i fe. Develop a relat ionship with your child’s teacher, ask quest ion s w hen you don’t understand what is expected of your child, and talk to your child every day about school.

By bei ng i nvolved, hav i ng frequent conversations about education and pursuing your own higher education dreams, you ca n posit ively i mpact your child’s future. And isn’t that what every parent wants? (StatePoint)

Children are more successful when parents are involved in their education.

Visit Special Sections online atwww.sunjournal.com/specialsections

Advertising Supplement, Sun Journal, Lewiston, Maine, Friday, April 13, 20128 COLLEGE BOUND

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