One reason why I am changing careers

I am changing careers.  After 25 years as a technologist, I am going into instruction and training.  I resigned my position as a business analyst in early August and stepped out in faith.  Originally, it was because my former employer could not place me in a business analyst position.  As I began to look for business analyst positions, I found that the fact I had been working in a different aspect of Information Technology for over one year severely impacted my ability to get a business or systems analyst position.  Instead of lamenting that, I have chosen to make a change.  Those who know me know that my passion is for education, particularly adult education.  I am devoting myself to changing to a career that involves instruction, training, and instructional design.

I have an application for a full time instructor position at a college that offers online instruction.  In a discussion with the recruiter for that position, I explained that one of my burdens for going into education is the plight of the combat veteran, who after leaving the service, finds that combat skills are not highly prized in the civilian workforce.  I wrote the following to her:

Sadly, the greatest danger to combat veterans these days is not the battlefield; it is coming home.  By Labor Day, more veterans will have killed themselves in 2013 than died in the entire Iraqi conflict.  When I was in seminary, I volunteered to serve in the first conflict as a chaplain.  The law does not allow seminarians to deploy overseas, but I was allowed to serve as a chaplain at Ft. Hood as part of the recovery effort in 1991.  I was on the ground for 18 hours when I was called to the Psychiatric ward of Darnell Army Medical Center.  One of our soldiers tried to kill himself by taking 400 Tylenol because he couldn’t cope with life after war.  One in four homeless people are veterans.  Remote education is a weapon to combat those problems.  Veterans can start to learn before they leave the service.  Veterans that have returned but are facing unemployment or underemployment can go to school after business hours.  Not having a meaningful job can lead to despondency.  Despondency is dispelled by hope.  Hope comes from a knowledge that something better is possible.  Career-focused education can provide hope.

There are three types of occupations: jobs, professions, and callings.  A job is something you take to put food on the table, regardless of what the duties are or if there is room for advancement.  You have obligations and are committed to meeting them.  Having a job is a fine and noble thing.  A profession is an occupation that your are committed to for the long haul.  You work extra hours, go to school for it, attend seminars and workshops to improve your skills, and take risks to demonstrate just how good you are.  Professions are also fine and noble.  A calling is a profession that is so all-encompassing that you cannot be satisfied with anything else.  A calling drives you to sacrifice.  A calling keeps you up at night and makes you excited for the next opportunity to operate within it.  My calling is in education.

I have made many applications and have some solid leads, but as with any career change, especially when you are older, finding positions is challenging.  If you know of an opportunity, please let me know or pass along my résumé (the link is below).

Andrew Knaster – Resume

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A Second Open Letter to Sen. Tom Harkin

On September 24, 2012, I posted the following letter to Senator Tom Harkin’s Senate Web page.

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Senator Harkin:

As a veteran and taxpayer, I appreciate your desire to have the money used to educate our veterans be used effectively and efficiently. However, the presentation that you authored has issues. I’m trained in statistics and because of that, I could make a laundry list of issues. You are a very busy man so instead of going item for item, please allow me to point out one blatantly wrong slide. You have a slide entitled “For-Profit Colleges Employ Many Recruiters But Few Placement Staff.” From a subjective perspective, to have a slide with a title that indicates an issue with For-Profit Colleges as a group but then indicts a single one is disingenuous and ineffective because your case is that many schools have this problem, yet you showcase only one. It also smacks of a lack of objectivity and personal bias. Even if your chart is accurate, it does not make the point that this is a systemic problem.

Objectively, the slide in incorrect. University of Phoenix, the largest school under the Apollo Group umbrella, has an extremely robust Career Services site that covers the gamut of services from resume writing to career research to interview preparation. The site also lists major employers that Phoenix partners with to help find jobs for its graduates.

Your data was gathered from 2007 to 2010. I started at Phoenix in 2010 and I don’t know what its career placement services were like then. It could be that in 2010, your statement was accurate. However, it is nearly 2013 and it definitely is not accurate.

If I had the 20-30 hours free to write it, I would write a report that shows slide for slide, just how bad this report is. I don’t have the time to write it and anyone as busy as you doesn’t have the time to read it. Please consider making this “update” to your report as a show of good will. I’ll be the first person to thank you for that by making a post to that effect on my blog, andyknaster.com.

Since your Senate Web site has a link to that report on its home page, it appears that this is a report you are proud of and feel the people need to read. Don’t you owe it to your constituents and all of America to be accurate and up-to-date?

This is my second letter to you. I requested a response to the first one and I have not received it. I posted to your Facebook page and got no response. Please respond to this message. This is a very non-partisan issue. In this highly contentious and partisan time, taking action on a non-partisan issue is something I think would resonate well with many Americans.

Respectfully yours,
Andrew Knaster, BA, MA, MCP
University of Phoenix Master of Information Systems student, class of 2013

Sen. Tom Harkin needs to tell the truth

Senator Tom Harkin (D-IA) released a report that takes to task for-profit educational institutions such as the University of Phoenix, Capella University, DeVry, Kaplan, and others.  One of his slides states the Apollo Group, the owner of University of Phoenix has no career services or placement staff.

Senator Harkin's incorrect graph about the University of Phoenix's career placement staff

Senator Harkin’s incorrect graph about the University of Phoenix’s career placement staff

Source: http://www.harkin.senate.gov/documents/pdf/4f9ac62292704.pdf

That would be a very serious problem if it was true.  However, as the next picture clearly indicates, Sen. Harkin needs to study the facts a bit more and tell the American people the real truth instead of his truth.

University of Phoenix career services page

University of Phoenix career services page

University of Phoenix

I am a four classes away from finishing my Master of Information Systems degree at University of Phoenix. It has been made known to me that there are some who doubt the value of an online education at Phoenix and other quality schools with the mission of providing the highest quality of distance education available. Please accept this as my personal testimony in regard to the quality of what UoP provides. First, I want to address the reasons that I am writing this. Then I want to tell the story of many other students, my colleagues, some of whom have become lifelong friends.

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I am a sixteen year veteran of the IT analysis profession. When I came to Phoenix, I already had a Bachelor’s in Psychology and Sociology from Rutgers University in Newark. Rutgers is one of the top research universities in the nation. I was made a member of Psi Chi, the National Honors Society for Psychology. I was also in the R.O.T.C program at Seton Hall University. Like Rutgers, Seton Hall is known by many to be a school of excellence. I received a diploma in Military Science from Seton Hall. My education there lead to my first career as an officer in the United States Army. While in the Army, I attended several schools including the Armor Officer Basic Course at Fort Knox, KY, the Chaplain Officer Basic course at Fort Monmouth, NJ, and Nuclear , Chemical, and Biological Warfare training at Ft. Bliss TX. I logged over 1,000 hours on the instructor’s platform and I wrote the training evaluation program that was used to assess the combat readiness of Cavalry scouts. Several years after leaving the Army, I made a career change to being a full-time minister in a very large denomination. During that time, I earned a Master of Arts in Biblical Studies. I finished my studies in 1994 via distance learning that used video tape and textbooks. At the age of 32, I was accepted into the Doctor of Sacred Ministries program at what is now known as Northland International College. I was the youngest member of my class. Although I enjoyed my time in ministry, I realized that I did not have the temperament to be as effective a minister as I needed to be. Because I was a computer help desk lead for the three years I was getting my first Master’s, I was able to go into the technology field. My first job after being in the ministry was as a software instructor for a nationwide chain of computer stores owned by a stalwart of American business, The Tandy Corporation. Within two months of taking that job, I doubled my classroom capacity, added two part-time instructors, and had the second most successful training operation in the entire company. Tandy, the parent of Radio Shack, decided to close down the chain eight months after I was hired. In 1996, I became an applications analyst. The word “analyst” has been in my job title for most of the last 16 years.

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If you examine the previous paragraph, you will not see any technology education. Until recently, that was not much of an issue. I have a Master’s, lots of experience, I have trained myself to program in several languages, and I am a Microsoft Certified Professional. I was able to get jobs that required someone with an IT Master’s degree because a line in the qualifications section of job postings used to say, “Has a Master’s degree in a technology field or commensurate experience.” Today, jobs such as the one I currently hold have dropped the “commensurate experience” from the qualifications. I found that out the hard way in 2010. I was a contractor on assignment to the Bureau of the Census. I wrote the requirements for the single largest operation in the 2010 Census. The application that was developed from those requirements impacted 49 million American homes. Once the Census was over, like most contractors, so was my job. It was then that I faced something I had only faced once in my life, unemployment. Apart from two weeks of unemployment while I was still in college, I have always been employed. I wasn’t concerned about finding a new position. After all, I thought that I was bringing so much to the table, that it would be only a matter of days until I found another job. That’s when I noticed the “commensurate experience” phrase dropped out of job descriptions. It took me seven weeks to find a new job. I was out of money and totally frustrated because all I had worked for counted for nothing to most employers because I didn’t have an IT degree. Within days of getting my new job, I enrolled in the Master of Information Systems program at Phoenix.
You might wonder why I have gone through this litany of education and experience. There is a simple reason. I am about to give my testimony of what the University of Phoenix means to me. Whoever is reading this needs to know when I speak of the quality of education, I speak from significant experience. When I speak of the modern technology workplace, I know first-hand what it is like. When I speak about the value of education, remember that I trained our soldiers in skills that meant something far more important than how to be profitable. I taught them how to avoid being killed and how to defeat the enemies of our great nation. My former unit, the 3d Armored Cavalry Regiment, was the first over the line during Operation Desert Storm in 1991. I did not worry for them because I was only one of an untold number of men and women who, regardless of formal education, made teaching them to succeed in the most hazardous work environment on Earth, the modern battlefield, their purpose in life. I have degrees from ground-based institutions and I had my first distance learning experience in 1994. I understand that many of the people that will be attempting to influence the place on the education landscape of schools like the University of Phoenix have never been in an online classroom. I am somewhat baffled over how someone that has not even audited an online class feels qualified to determine the value of an online education. I know the value of an online education. I am staking my career on it. I carry a 4.0 GPA average at Phoenix that I have worked extremely hard for. For those in Washington who feel that the University of Phoenix is some sort of “diploma mill,” I issue you a challenge. Stand up in front of your colleagues and read one of the papers I’ve written while at Phoenix. After having read it, I challenge you to tell anyone in this nation that Phoenix is a diploma mill. I live in Baltimore, MD, just an hour north of The Capitol. If you like, I’ll hand-deliver the paper to you. In fact, if you want, while I’m there, invite me to stand on the floor of Congress so that you and your colleagues can ask me about my education. If you like, find a GS-15 Functional Analyst and have him or her quiz me on business and systems analysis. It will be easy to find me. I’ll be the 50-year-old guy with the red and white University of Phoenix ball cap.

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Allow me to share a University of Phoenix story that took place just a few days ago. I am fortunate to have an unusual amount of experience in the class that I am in as of this writing. That comes through in the answers to the discussion questions that each student is required to submit at least twice a day, four days per week. (As an aside, I’ve not experienced a ground-based program that has such a requirement. My first class at Rutgers University had over 400 students. Nobody was required to raise their hands, let alone make what Phoenix calls “a substantive contribution.”) One of my classmates asked why I didn’t just test out of the class. Apart from the fact that such a thing isn’t done in my program, I had the following answer for him:

I have been in this business for a lot of years and I know a lot of things but I am self-taught. The inherent danger of being self-taught is that you teach yourself what you need to know, so by default you don’t know what you don’t know. That results in knowledge with holes in it. I have never had a class here where I didn’t discover at least one hole in my knowledge. When I start my teaching career, I owe it to my students to be as free as possible from holes in my knowledge because I can’t teach them about things I know nothing of.

You see, I have one more career change ahead. For most of my adult life, I have wanted to teach professionally. It was shortly after I started at Phoenix that I finally decided I would leave my career in IT and teach IT to distance learners full time. I have already been accepted into the post-graduate program of Liberty University in Virginia. Liberty has a fully-accredited online education program as well as a fully-accredited ground-based program. In case you are wondering why I am not getting my Doctorate at Phoenix, it is because the Liberty is faith-based and I want to have the Christian worldview of Liberty impact me in a way that a secular university cannot.

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If you think that a quality education can only come through a ground-based education, please consider the following. By the time I complete my Doctor of Education degree at Liberty, I will have attended the school both online and on the ground. I do not anticipate learning less while at home than I will on the ground. Bricks and mortar are not key ingredients in getting a world-class education. If they were, then I guess Sal Khan didn’t get the message because he educates almost as many people as Phoenix. If you don’t know who Sal is, you should consider improving your studies in contemporary education. If bricks and mortar are your thing, then before you discount Phoenix because its students can get degrees online, please remember that the University has over 200 ground-based schools, including three within driving distance of my home, that I may attend any time I want to. I have physical limitations that make such a thing extremely difficult. Fortunately, the only wall between me and the University of Phoenix is a firewall. There is something else you should be aware of. American institutions like Harvard and American University in D.C. have online programs now. So does my alma mater, Rutgers University. Those three schools have been teaching people for a combined total of 740 years. I think it is safe to say that they know a lot about education. Have they made mistakes in offering online learning? Maybe Congress should discount their value as well. If you do discount their value, then I guess you are saying Congress made a mistake when it chartered American University in 1893.
Here is something else to consider. If learning from home is less than credible then maybe working from home is also less than credible. If that is the case, then I guess the years that I have worked from home as a contractor to the Department of Veterans Affairs are not fully credible.

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That’s my story. Allow me to share the story of another group of University of Phoenix students, those who are depending on their degree to help them make a change in their lives. As much as I struggled to find a job during my seven weeks of unemployment, I could have easily had a job in the high five-figures instead of the six-figures I was accustomed to. The folks I’m talking about have no hope of a future without an advanced degree. As part of giving back to the school, I volunteer my time to mentor my classmates that are struggling with the material. These folks fall into roughly three categories. The first are students with a native tongue other than English. They have come here from all over the world. I remember of couple of Serbian students who lived in danger every day. During DBM/502 (a database management course), I worked with a man who came here from Serbia. The gentleman was very intelligent but was struggling with grasping some concepts because English doesn’t always translate well, especially technical terms. My facilitator let me take time with him so I could explain some of the principles he wasn’t catching by presenting him with several analogies. He got it and finished the class. Without Phoenix and other high-quality online institutions, this man’s American dream would be limited to jobs that paid far less than those he had the ability to hold. He has a wife and three children along with a full-time job. No ground-based program in this country would have worked for him.

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The second group of people are single moms with children at home. Some of them had not worked outside of the home for years while others worked in technical jobs but had hit the limit of what jobs they could get. These women are like lionesses watching over their cubs. They sacrifice to provide for them as well as they can. I remember spending hours tutoring and counseling with a single mom from California. Her husband left her with no support and three kids. She was a nurse but like a lot of tech-savvy non-IT people, she was the one that people went to for solutions to their computer problems because the help desk was backed up or because it was three AM and while the help desk is sleeping, the nurses are working. She tried getting tech jobs but she found out very quickly that being tech-savvy didn’t qualify her for jobs, even if she knew how to do them. Where and when is that woman going to get the degree she needs?

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I remember working with another single mom that had great grades but she was struggling with an important concept in the class we took together. She wasn’t available to work with me until later in the evening because she worked all day and had to put her kids to bed after spending some time with them. I set up a Web conference with her and we worked through that tough spot for almost six hours. After that, she was rock-solid for the rest of the class. I guess I am particularly sympathetic to their plight because I was raised in the 1960’s by a single mom. In those days, being a single mom was not commonplace like it is today. She worked very hard and eventually became the vice-president of a company.

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The last group is closest of all to me. These are the veterans that never quite made the transition from the military to the civilian world. I was fortunate to make the transition. When I was in the Army, I had an additional duty that required me to learn office automation. Even with that skill, it was hard for me to find a job. I was a Cavalryman in one of three Armored Cavalry Regiments in the Army. My Regiment’s mission was to conduct reconnaissance, find the enemy, engage with them, start killing them, and then draw them toward the heavy armored units to finish the job. There is not a lot of a call for those skills in the civilian world. I was two days away from running out of money when I finally got a job offer for a position that paid $20,000 less than I made as an Army officer.

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At Phoenix, I’ve worked with many vets but let me tell you the story about one of our patriots that I am working with right now. In the University of Phoenix, unlike ground-based schools, we are required to share a biography with the class before getting started. Let’s call the vet I’m about to talk about Bill. Bill’s biography showed a man full of frustration and anger because after eight years in the military, he was never able to get the sort of job he needed to take care of his family, a wife and eight children. The class facilitator treats Bill with exceptional grace but there is only so much he can do because he is, as are most of the facilitators, a full-time IT professional. Bill has made it clear to the class that he knows technology but without this degree, he’s just not going to make it in the world. Bill, like so many others, has had low-end tech jobs, but because he does not have the appropriate degree, he has stagnated. As a former Army chaplain with some of pastoral counseling experience, I feel confident in saying that he is depressed and possibly bordering on despondency. For a vet, despondency can be fatal. In the 90 or so minutes that I have been writing this, one of our veterans has taken his or her own life. 18 veterans per day die this way. More veterans have died this way in the last 12 months than during the entire conflict in Iraq. I asked the facilitator if it was acceptable for me to work with Bill on the side. He most gladly gave me permission. Bill is a hard case. After two days of working with him, I was telling my wife about him and I broke down crying because I wasn’t sure if I could get through. She encouraged me to stay with him. After all, I hope to be a full-time educator in a few years and there are a lot of hard cases out there. The next few days weren’t very different but two days ago, after another attempt at getting him to understand a concept that he wasn’t getting, he made a post to our team’s discussion forum. There were three words in that post that should be carved in stone as a testimony of what the University of Phoenix and other quality online institutions can do in the lives of their students. The words were “I got it.”

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Education is the key to breaking down so many barriers in our country. Even today, we discriminate against people because of their color, their gender, their sexuality, and particularly their levels of education. Online learning is a battering-ram that breaks down those barriers. I am so committed to it that when I walk the platform as Dr. Knaster instead of Mr. Knaster, I’m quitting my job and teaching Bill, the single moms, the former refugees, and anyone else that wants to live out the American dream by working hard and earning a degree. Please do not mitigate against my dream or the dreams of the hundreds of thousands of American distance learners in this country and around the world. Some people’s lives depend on it.