2016

Veterans at SUNY Buffalo State

Heidi Lynn Olsen, SVA BSC VP Liaison

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Introduction

Never before in today’s American society has there been a demand for better quality

services for United States service members, Veterans, and military families, especially those who

enroll in colleges and universities. In today’s American society the constant fear of terrorism has

become a new sociological reality. There have been two wars in Iraq and Afghanistan which

have lasted for approximately a decade, and will probably still continue. In addition the US

military still maintains a military presence in South Korea, Vietnam, and other places around the

world.

The National Disabled American Veterans issued a summary research document covering

the unique challenges that women face after military service. Burgess, and Augustine (2015)

report that women make up a substantial number of those currently serving in the US military

armed forces. Approximately 20 percent of those recruited are women with 14.5 of the one

million active duty components of the US military armed forces branches, and 18 percent of

850,000 serving in the reserve component. These authors cite that in the year 2020 the male

population is expected to decline and a significant increase in female veterans is expected to

grow dramatically to approximately 11 percent of the US Armed Forces Veteran population.

Burgess and Augustine cite that unlike civilian women, and male Veterans, female

Veterans face more complex issues related to adjustment after a period of time serving in the

United States Armed Services. From mental health to physical health, many of the female

Veterans face complex issues when adjusting to life outside of military service. The authors cite

that the nation has not yet recognized the contributions females have made to military service,

while serving in the military, and after they have left military life. Burgess and Augustine (2105)

cite that the rates of female Veteran homelessness is at least twice as high resulting in a higher

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risk for homelessness than civilian women. Overall, the authors recommend that changes be

made to include female Veterans in the care they now receive in all areas of society.

From the federal mandates such as the “Vow to Hire Heroes’ Act”, “Housing First”

initiatives for Veterans, and other state programs for assisting Veterans, it is becoming a catch

phrase that there is a “Veteran friendly” program and institution.

This paper will seek to provide some insight into some of the current issues social

workers, school and campus officials, and policy and stake holders can utilize when assisting

current Veterans. First, this paper will address current best practices for serving Veterans on a

college campus while addressing issues regarding Veteran services on Buffalo State College.

Second, the paper will address historical perspectives and current information regarding the Post

9/11 GI Bill. Finally, this paper will address perspectives and best practices that academic

institutions can adopt.

Research and Demographics

Current research studies indicate that student Veterans will become a larger percentage

of the student population attending colleges and universities (Green & Hayden, 2013; Cate,

2014). In response to this demographic research several colleges and universities have

responded to the needs of student Veterans by having an on campus Veteran’s Service center

connected with a student Veteran lounge. The NASPA Research and Policy Institute (2013) that

while monetary resources are dedicated to support military and student Veterans, 25%

understood the root causes of stop-out and dropout among this population. One noteworthy

statistic is that institutions with at least 100 student Veterans or more have a dedicated office as

opposed to a single staff member supporting active duty and student Veterans. Sponsler, Wesaw,

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and Jarrat (2013) in this study also note that 75% of academic institutions which responded to the

survey indicated having a specific staff member, or office focused exclusively on the student

Veteran population.

A 2012 Washington- Huffington Post article, highlighted the dropout rate among

Veterans stated that at least 88 percent of those Iraq and Afghanistan Veterans who enroll in

colleges and universities will drop out and are seven more times likely to commit suicide than

civilian counterparts. Frustration and feeling of isolation in an academic culture. The article also

highlights that many of the Veterans enrolled in colleges and universities approximately one

third had received diagnoses of severe anxiety, one third received severe depression diagnoses

and approximately 45 percent experienced significant symptoms of PTSD, post-traumatic stress

disorder.

Vacchi (2012), points out that student Veterans have different experiences in the military.

In addition family members of military families also attend colleges and universities who may be

utilizing a family members GI Bill benefits for part, or all of their tuition fees. He points out that

while the term veteran is applied to the broad possibilities of people with association with the

military is a legal term which is used to determine eligibility for federal benefits (2012). Vacchi

defines in the following manner “A student veteran is any student who is a current or former

member of the active duty military, the National Guard, or Reserves regardless of deployment

status, combat experience, legal veteran status, or GI Bill use (17, 2012).” It is important to

recognize that this broader and more inclusive definition of student Veteran integrates the

broader generalist perspective and implies concepts of interdisciplinary practice. This definition

also recognizes the many different varieties and situations in which Veterans may attend and

bring with them to an education. When needs of this population are addressed on college and

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university campuses, student Veterans thrive and may outperform their civilian peers in

classroom performance and graduation rates (Green & Hayden, 2013).

One of the most significant and important research studies conducted was done at the

federal level by the Student Veterans of America (Cate, 2014). This studied utilized statistical

analysis of One Million Records of people who were identified by the Veterans Administration

as utilizing GI Bill benefits between 2002 and 2010 as well as data from the National Student

Clearinghouse which records data from participating colleges and universities. This allowed for

accurate recording of data of the records. The purpose of this research is to enable policy

holders, institutions, researchers, and other personnel to identify and develop policies and

services which would benefit student Veterans (2014). While the research was macro in nature it

excluded certain student Veteran populations from the study. It excluded student veterans who

have service connected disabilities, family members utilizing veteran benefits, and military

reservists and national guard utilizing national guard and reserve education benefits (2014).

However, there is room for future research on possible state and local levels replicating the

research methodology of the Million Records Project which can include these populations of

student veterans.

The research found that approximately 1 in 5 individuals in the sample was female (Cate,

2014) which is current with the current demographics of current Veterans receiving services. The

research found that student Veterans who utilize the GI Bill from 2009 to 2014 completed their

degrees within 5 to 6 years for associates and bachelor’s degrees. Other significant results which

the research states was that student Veterans complete their post-secondary degrees at public

colleges and universities where a majority of the population enroll in professional degrees in

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both the bachelors and associates levels (Cate, 2014). These professional degrees are business,

criminal justice, health professions, and science and engineering degrees (2014).

In dealing with the issue of the Post 9/11 GI Bill, Burgess and Augustine from the

National Disabled American Veterans, (2015) cite that in the period of 2000 to 2009 16.3 percent

of male Veterans obtained a completed college degree with a civilian comparison of 18.1

percent. In respect to the female Veterans 21 percent had obtained a college degree, which is a

higher rate than the overall male population and civilian women. Women also cite that education

benefits are one of the top reasons for serving in the US Armed Forces. While schools have made

serving the Veteran and US Military Service member a top priority, these authors cite that many

US Colleges and Universities are ill prepared, and unprepared to deal with the broad range of

issues this particular population of students. Some may feel stigmatized by utilizing campus

services, including disability services which are often provided free of charge. The authors also

state that these students are respectively older, have families and other obligations including

employment.

Changes recommended for colleges and universities to assist the female student Veteran

population is for colleges and universities to provide pilot programs such as virtual peer support,

child care, and comprehensive guidelines which schools can utilize to assess and improve

services on campus. The authors also recommend that the Veterans Administration should

enhance it’s reporting on colleges and universities which receive VA education Chapter funds,

including the Post 9/11 GI Bill funding.

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Current Practices for Addressing Student Veterans

The Buffalo State Student Veterans of America conducted a panel discussion on Tuesday

April 29, 2014. The panel discussed current issues with Buffalo State representatives in which

student Veterans felt were important issues. In the Spring semester of 2014, Military and Veteran

students attending SUNY Buffalo State were given priority registration for classes which had

just been enacted by the SUNY Buffalo State. This is a recognized evidenced based practice for

US Colleges and Universities. One of the issues presented was a designated space for student

Veterans to carry out business with the VA and for the chapter to carry out business with the

school community and the military and Veteran community. This space was provided in the Fall

of 2015 as initiated by President of SUNY Buffalo State, Conway-Turner.

In examining the current issues at Buffalo State it is important to consider best practices

from other locations. Lohken et. al. (2009) discuss how a state can approach assisting Veterans

on a state level. Saint Cloud State University in Minnesota developed a support center where

student Veterans were aware of campus and community resources and information learned from

fellow student Veterans. The college also networked with the Veteran community to provide

comprehensive services to student Veterans in the school (Creating a Veteran-friendly Campus,

2009).

Abel, Bright, and Cooper, in Called to Serve (2013) discuss best practices for college

campuses to develop when providing services to student Veterans. They recommend college

campuses and universities form an Office of Veterans and Military Services committee with

authority to make recommendations for policy changes and services to promote easier access to

campus services. A centralized space or area for the development of services for student

Veterans. The space should have an adequate reception area, at least one private office space,

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and a meeting area where student veterans, veteran organizations, and the community can

provide comprehensive support to student veterans on a college campus.

The author participated in an on-line, Face Book, forum during the Summer of 2015

obtaining research from other SVA Chapters, after attending the annual SVA National

Conference for the first time. From this process the author obtained current research from Purdue

University’s Military Family Research Institute. Three significant artilces were obtained during

this process.

From the article Rallying The Troops, (2015), it is essential that critical review of

existing program assists in developing awareness of what existing holes may exist in current

funding, programing, staffing needs to further develop a climate friendly to “student Veterans”.

Those with service-connected disabilities need various types of support (Honoring Those Who

Serve, 2015). Currently the Veterans Administration serves on a case by case, combined with

service interaction basis. On this front, SUNY Buffalo State has both the Silent March annually

held every Fall semester, but could utilize the other Western New York, and New York State

Colleges and Universities for support systems only.

Recognition of female Veteran success is something the current SUNY Buffalo State

College and University can utilize and be able to provide the correct amount of support for both

graduates of the university and college levels who were honorably discharges from the US

Military. Those enrolled in undergraduate programs have different environmental factors which

affect different aspects of their education, creating even more barriers for the “student Veteran”

(Appreciating Military Service Realities, 2015). Purdue University utilized methods similar to

“secret shopper” approaches to improving services provided to “student Veterans”. The “secret

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shopper” instances may be more beneficial in the long run, and will assist both the faculty and

staff in the improvement of services.

Historical Perspectives

In considering the evidence base of providing services to student Veterans, it is important

to note that comprehensive services to student Veterans as a special population of students is a

relatively new development which many colleges and universities have recognized the increased

needs of this population of non-traditional students. There are historical roots to colleges and

universities being affiliated with military training, and the military and Veteran community.

Alexander, and Thelin (2013), in the book Called to Serve, discuss the fact that one of the federal

government policies was the 1862 Morrill Act giving land grants to states for the purposes of

developing colleges and universities to enroll students in higher education. The schools were

developed for the purpose of teaching agriculture and mechanics including the promotion of

liberal and professional education to industrial classes. This included military education and

training as part of the education.

Another significant historical development between colleges and military training is the

development of ROTC programs. In 1916 the U.S government established a Reserve Officers’

Training Corps for Army Reserve males to receive officer commissions who completed military

courses and training at various universities and colleges (Alexander, Thelin, 2013). The United

States Navy developed its ROTC in 1926, and the US Marines Corps developed ROTC programs

in 1932. These programs further developed the relationship between colleges and universities

and the US government for military training of qualified officers. In response to the national

draft created in World War I, Congress established War department training units on colleges

and universities in 1917.

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Throughout the 19th century, U.S colleges and universities collaborated with the national

government to solve national problems. Subjects such as science, math, engineering provided

military personnel with professional skills which can be utilized during redeployment phases of

the military as well as provide civilian jobs to retired, and reserve officers. It also allowed for

the development of sophisticated military weapons such as chemical warfare, bombs, and other

information. It also allowed the military to match academic training with military specialized

positions. This collaboration effort between the government and institutions of higher education

allowed for ongoing peacetime support in areas of academic research opening the avenues that

scholarly research had the potential to solve domestically, and social issues in addition to

military preparedness (Alexander, Thelin, 2013).

The GI Bill and Current US Federal Policies

One of the most significant impacts on American society and the military is the

establishment and the development of the GI Bill. This law changed how the federal government

gave compensation for its citizen soldiers during times of military service. After World War I,

bonuses were provided to soldiers through the World War Adjusted Compensation Act of 1924

which could not be redeemed until the year 1945 (Alexander, Thelin, 2013).

Originally known as the Serviceman’s Readjustment Act of 1944, education payments

were given to veterans to attend colleges and universities which was predicted would delay the

veteran’s return to the workforce which would reduce a predicted labor surplus (Alexander,

Thelin, 2013). A year after the war had ended, one million World War II veterans had enrolled in

colleges and universities which was paid for by the GI Bill. These service members permanently

transformed education in colleges and universities where these individuals would become the

most economically successful. The social values of a college education, and improved standard

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of living was passed onto the next generation creating a middle class of educated individuals

(Alexander, Thelin, 2013).

The original GI Bill had several revisions made to it. These changes gave Veterans the

money directly for college tuition payments, and did not leave enough money for veterans to

sustain a living. Veterans worked part time jobs to support their living expenses (Caspers,

Ackerman, 2013). Many Veterans would enroll in low tuition schools, or schools which provided

no tuitions. This resulted in veterans enrolling in two year programs instead of four year

programs. The program was changed in 1966 to encourage military service. Since active duty

military members did not need second jobs to obtain a college degree (Caspers, Ackerman,

2013).

It is important to note that currently there are different GI Bill programs which

student Veterans utilize. Student Veterans utilize the different GI Bill programs based on their

eligibility requirements (Caspers, Ackerman, 2013). Currently 20 states offer in state tuition rates

for Post 9/11 GI Bill recipients. In February 2014, George Altman reports that Congressional

Bill H. R 357 which was titled the GI Bill Tuition Fairness Act would have required all colleges

and universities to offer in state tuition for Veterans receiving Post 9/11 GI Bill benefits in which

a school by the year 2016 would be prohibited from accepting any GI Bill benefits.

In response to Veterans nationwide not receiving the care and support that they need,

Congress passed the “Veterans Access, Choice, and Accountability Act of 2014. This law

provides national guidelines for the Veterans Administration, and other agencies related to the

care of US Veterans. Overall, this law provides funding for health professionals, and other

helping professional’s quality training, and increase in professionals to work with Service

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members, Veterans, and Military families. This law also gave the Veterans Administration

oversight of services to third party agencies for billable services.

In July, 2015, the Veterans Administration was given oversight of the different

educational funds utilized by student Veterans. It gave the Veterans Administration approval of

course work from colleges and universities regardless of a student Veteran’s state of residence.

Specifically, course work can be denied if the college or university charges a student Veteran out

of state tuition for public colleges and universities. The student Veteran is required to enroll in a

college or university within a period of three years of discharge from active military service of at

least ninety days or more. A spouse or child utilizing transferred benefits from a military

member who enrolls in a college or university within three years of the transferred member’s

discharge from a period of active duty service of at least 90 days or more is also charged in state

tuitions rates. A third qualification for education in state tuition benefits are spouses or children

using Marine Gunnery Sergeant John David Fry Scholarship funds who lives in the state in

which they enroll. These spouses and children must enroll in the school within three years of the

death of the service member in the line of duty which follows a period of active duty service of

90 days or more.

In addition, President Barack Obama issued an Executive Order requiring colleges and

universities to establish “Principles of Excellence”. The Executive Order required that a

standardized form for enrollment in colleges and universities be developed by the Secretaries of

the Departments of Education, Veteran Affairs and the Department of Defense. The form will

cover the total costs of the education, which financial aid benefits they are entitled to, and

comparison of the costs of other institutions in the area. It also requires academic institutions to

minimize the administrative procedures and requirements needed to report to respective federal

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departments. Generally, for student Veterans utilizing the Post 9/11 GI Bills and respective

benefits, colleges and universities are to institute uniform procedures for reporting to respective

agencies, and establish procedures to review targeted programs at risk to ensure compliance with

the Principles of Excellence.

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References

Ackerman, Robert; DiRamio, David. (2009). Creating a Veteran-Friendly

Campus: Strategies for Transition and Success. Hoboken, NJ: Wiley Periodicals, Inc.

Barrack Obama. (---). Executive Order: Establishing Principles of Excellence for

Educational Institutions Serving Service Members, Veterans, Spouses, and Other

Family Members. Washington DC.

Cate, C.A. (2014). Million Records Project: Research from Student Veterans of

America. Student Veterans of America, Washington, DC.

Coy, Curtis L. (2014, Nov. 3). Choice Act- Section 702, In-State Tuition for GI

Bill. Retrieved from: www.Veteransbenefits@public.gov/delivery.com

Disabled American Veterans. (2015). Women Veterans: The Long Journey Home.

Retrieved from: www.dav.org

Green, Leigh, & Hayden, Seth. (2013). Supporting Student Veterans: Current

Landscape and Future Directions. Journal of Military and Government Counseling, 1

(2), 89 -100.

Hamrick, Florence A.; Rumann, Corey B. (2013). Called To Serve: A Handbook

on Student Veterans and Higher Education. Hoboken, NJ: Wiley Periodicals, Inc.

Olsen, Heidi L., Volmer, Kimberly A., Pennell, Paul D., Battison, Jon L. &,

Stearn, Doug B. (2014, April, 29). Buffalo State Student Veterans of America.

Daniel C. Velez, PhD. (Faculty Advisor). 2nd Annual Conversation with SUNY

Buffalo State Veterans. SUNY Buffalo State College.

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Purdue University. (2015). Military Family Research Institute. Rallying The Troops;

Honoring Those Who Serve; Appreciating Military Service Realities. Retrieved from the

National SVA Facebook Leadership Forum, on-line.

Sponsler, Brian A., Wesaw, Alexis J., Jarrat, Dave. (2013). Measuring the Success of

Student Veterans and Active Duty Military Students. Retrieved from: www.naspa.org

Vacchi, David T. (2012). Considering Student Veterans on the Twenty-First

Century College Campus. American College Personnel Association. Advance on-line

publication. doi: 10.1002/abc.21075

Veterans Access, Choice and Accountability Act of 2014. H.R 3230. Washington

D.C.

Veterans” College Drop-Out Rate Soars. (October 25, 2012, 12:05 pm EDT).

Washington/ Huffington Post.