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© 2009 The Advisory Board Company • Washington, D.C.

From Military Service to Student LifeStrategies for Supporting Student Veterans on Campus

Student Affairs Leadership Council

© 2009 The Advisory Board Company • 18336

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Table of Contents

Advisors to Our Work .......................................................................................................................... vi

Argument in Brief and Overview of Current Situation .......................................................................1

Establishing an Infrastructure for Veterans’ Services

I. Understanding Veterans’ Needs ...................................................................................................... 15II. Establishing an Infrastructure to Support Veterans: Four Models.................................................. 18III. Choosing the Best Fit ....................................................................................................................... 22IV. Preparing for the Future .................................................................................................................. 23

Expanding Programs and Services for Veterans

I. Recruitment ..................................................................................................................................... 28II. Application and Admissions ............................................................................................................ 32III. Easing the Transition ....................................................................................................................... 38

Case Profi le: Cleveland State University’s SERV Program ............................................................... 41IV. Funding Services for Veterans ......................................................................................................... 45V. Campus Services .............................................................................................................................. 46VI. Community Resources .................................................................................................................... 48

Nurturing a “Veteran-Friendly” Campus

I. Facilitating Connections Among Veterans ...................................................................................... 56II. Educating the Campus Community ............................................................................................... 60III. Recognizing Veterans as a Community ........................................................................................... 63IV. Expanding the Focus ....................................................................................................................... 64


vi

Advisors to Our Work � With Deep Appreciation

California State University, Long BeachPatrick O’RourkeDirector of Veterans Affairs

Cleveland State UniversityJohn Schupp, PhDDirector, SERV ProgramLecturer, Chemistry Department

Eastern Michigan UniversityShaftone Dunklin Assistant Director of Veteran Services

Evergreen State CollegeRafael LozanoAssistant Director for Registration Programs and Veterans Coordinator

The George Washington UniversityMegan KellerStudent Veteran Services Coordinator

Andrew SonnDirector of Student and Academic Support Services’ (SASS) Customer Service Initiatives

Hampden-Sydney CollegeDavid Klein, PhDDean of Students

Humboldt State UniversityKim HallVeterans Certifi cation Offi cer

Mississippi State UniversityDavid BlairVeterans Outreach Coordinator

Andrew RendonAssistant DeanDirector, Center for America’s Veterans

Montgomery CollegeRose SachsCoordinator, Combat2College ProgramChairperson, Disability Support Services

Morehouse CollegeKasi RobinsonAssistant Dean, Records and Registration

North Georgia College and State UniversityAllison StrongClerk, Financial Aid Offi ce

San Diego State UniversityJoan PutnamVeterans Coordinator

Texas A&M UniversityMary TeelAssistant Director of Student Financial Aid

University of ArizonaAmanda Kraus, PhDProjects Coordinator, Disability Resource CenterAdjunct Assistant Professor, Center for the Study of Higher Education

University of California, BerkeleyRonald WilliamsProgram Director, Re-entry Student and Veterans Services

University of California, Los AngelesTina OaklandDirector, Center for Women and Men

University of CincinnatiDouglas Burgess, PhDUniversity Registrar

Russell Curley, PhDDirector, Transfer and Lifelong Learning Center

Wendy Fahrnbach-LambingAssociate Registrar and Director of Student Records

Deborah ShinallVeterans Certifi cation Offi cer

University of ColoradoGregory AkersDirector, Offi ce of Veterans’ Affairs

University of HoustonAllen GrundyProgram Manager, Offi ce of Veteran Services

University of MinnesotaMary KoskanDirector, One Stop Student Services Center

University of MissouriCarol FleisherVeterans Center Director

University of Wisconsin, MadisonJohn BechtolAssistant Dean for Veterans and Ombuds Services

Virginia Military InstituteGary BissellAssociate Registrar, Registration and Technology

1

Argument in Brief and Overview of Current Situation


2

Argument in Brief

Overview

Nearly 2 million service members fought for our country in the confl icts in Afghanistan and Iraq. As these men and women return home and transition back to civilian life, the United States government is making a substantial investment to ensure they have access to education. The Post 9/11 Veterans Educational Assistance Act of 2008, known as the new GI Bill, substantially increases the level of support for veterans, making the pursuit of a full-time college degree affordable. The bill provides tuition support, a housing allowance, and the ability to transfer educational benefi ts to immediate family members. The Yellow Ribbon Program included in this legislation makes attending private institutions more affordable for student veterans.

With the new GI Bill going into effect in August 2009, institutions are likely to see even more student veterans than in recent years. Some schools are looking at student veterans as a way to boost their enrollment, recognizing that these students are a source of revenue. At the same time, institutions see an opportunity to serve those who have served our country, helping them transition back to civilian life and identify new career paths through higher education.

Seeking a Road Map

Increasingly, Council members are looking for guidance both on how to prepare for an infl ux of student veterans but also on how to better support this special population on their campuses. Research conversations with Student Affairs executives, staff, and VA certifying offi cials reveal a broad spectrum of institutional support services for student veterans. Some institutions at the very beginning of the process want to know how to become “veteran-friendly” but are uncertain about the fi rst step. Some interviewees openly wondered whether they could fi nd the money to support services for student veterans given the broader economic situation. Other colleges and universities have individual efforts for veterans scattered across campus but lack coordination and visibility among programs. A handful of more advanced institutions have invested signifi cant resources in veterans affairs offi ces and one-stop resource centers. Council work demonstrates that public colleges and universities are much further along in developing programs and services for student veterans due to state funding and leadership, larger numbers of veterans on campus, and an emphasis on recruiting veterans to boost enrollment.

To accommodate institutions across the spectrum, this study profi les a range of practices for supporting student veterans. It highlights essential fi rst steps while also discussing further developments and next-generation ideas. Council research highlights three crucial areas for institutions to focus on as they work to support student veterans on campus:

• Establishing an Infrastructure for Veterans’ Services

• Expanding Programs and Services for Veterans

• Nurturing a “Veteran-Friendly” Campus

From Military Service to Student Life


3


Council research demonstrates that one size does not fi t all in terms of the needs of student veterans on campus. The particular barriers facing student veterans differ across colleges and universities. As such, it is very important that schools looking to establish or increase veterans’ support programs have a clear understanding about what their students need. Administrators can help pinpoint areas for development and triage priorities by working with student veteran leaders, surveying individual veterans, and creating a campus working group. Once the university has a sense of the critical issues, the next step is to establish an infrastructure to coordinate programs and services for veterans. Putting veterans’ services into the institution’s organizational chart is an important step as it demonstrates the university’s commitment, helps with cross-functional coordination, and raises community awareness.


The second key area for institutions to focus on is developing services and programs for veterans across the student life cycle. Like other special populations, student veterans may need targeted support in key areas. Council interviews highlight the admissions process and the transition to campus life as two areas where schools can assist veterans. While the current economic climate makes it diffi cult to add new staff members and extra programs, institutions can leverage existing resources to help support veterans. For example, the U.S. Department of Veterans Affairs (VA) provides up to $1,200 to pay for academic tutoring for veterans who need assistance in their courses. A few institutions are tapping veterans among their faculty, staff, and alumni to serve as mentors and help student veterans explore career paths. At the same time, there are considerable community and state resources available to help former service members with employment concerns, health issues, and fi nancial matters. By cultivating relationships with these organizations, colleges and universities can serve as referral points for student veterans, helping them connect with agencies that can provide more extensive support.


The fi nal area for institutions to address is campus climate. Council research indicates that establishing a student veterans group, creating a dedicated space for veterans, and recognizing their contributions are key aspects in developing a “veteran-friendly” environment on campus. Another important element is building community awareness by educating faculty, staff, and students about the challenges veterans face on campus. Faculty and staff in particular can play an important role in referring students to campus and community resources. Like other special populations, student veterans are far from a homogenous group. As a result, a few institutions are working on expanding and differentiating their focus on veterans, offering services and programs for active duty service members, dependents, and survivors on campus.

Argument in Brief and Overview of Current Situation

4 From Military Service to Student Life

A Tarnished Promise?

After World War II, the GI bill opened higher education to a generation of military veterans as 7.8 million of the 16 million returning service members participated in training or education programs. Although usage remained high, the educational benefi ts provided by the Veterans Administration (VA) stagnated over time and failed to keep pace with the escalating cost of a college degree.

Providing Access to Higher Education…VA Education Benefi ts Usage Rates

…But Failing to Keep Pace with Tuition

Percentage of Average Price of Public and Private Institutions Covered by VA Education Benefi ts, 1986–2008

Average Tuition, Fees,

Room, and Board

Percentage Percentage of Price of Price

Covered by Covered by Benefi tBenefi t


Room, and Board




Room, and Board



1986–1987 $2,700 $4,138 65.2% $10,039 26.9% $2,989 90.3%

1987–1988 $2,700 $4,403 61.3% $10,659 25.3% $3,066 88.1%

1996–1997 $3,841 $7,334 52.4% $18,442 20.8% $4,404 87.2%

1997–1998 $3,948 $7,673 51.5% $19,070 20.7% $4,509 87.6%

2006–2007 $9,634 $12,805 75.2% $28,869 33.4% $6,810 141.5%

2007–2008 $9,883 $13,589 72.7% $32,307 30.6% — —

Academic Year

Montgomery GI Bill Benefi t (September–

May)

Public Four-Year Institutions

Private Four-Year Institutions

Public Two-Year Institutions

Source: U.S. Congressional Research Service, A Brief History of Veterans’ Education Benefi ts and Their Value, (RL34549; June 25, 2008), by David Smole and Shannon Loane; Wilson, Keith, “VA Education Benefi ts Overview,” (presentation, June 4, 2008); Advisory Board interviews and analysis.

0% 20% 40% 60% 80%

2001–2006

Montgomery GI Bill,

Montgomery GI Bill,

1985–2001

Vietnam

Post-Korean

Korean

WWII

Argument in Brief and Overview of Current Situation 5

Since September 11, 2001, almost 2 million service members have participated in the confl icts in Iraq and Afghanistan with as many as 1.6 million serving in a combat environment. Of late, colleges and universities have seen an increase in the number of student veterans on campus. These military veterans are pursuing degrees through the benefi ts provided in the Montgomery GI Bill of 1984, which updated the original 1944 GI Bill.

A Snapshot of VA Education Benefi t Usage

Who Is Accessing Their Benefi ts?Gender of Claimants

FY 2007

Average Age of ClaimantFY 2007

32% 68% MaleFemale

19 Yearsor Younger

20–24 25–29 30–34 34–39 40–49 50+

3%

24%

30%

20%

8%10%

5%

Age

Top 15 Schools by VA Student PopulationFY 2007

Source: American Council on Education, “Serving Those Who Serve: Higher Education and America’s Veterans,” Issue Brief, Washington, DC, November 2008; Veterans Administration, “Demographic and Usage Data for ACE Conference,” June 5, 2008, http://www.acenet.edu/Content/NavigationMenu/ProgramsServices/MilitaryPrograms/WilsonDemographicData.pdf (accessed March 20, 2009); Wilson, Keith, “VA Education Benefi ts Overview,” (presentation, June 4, 2008); Advisory Board interviews and analysis.

Rank Institution VA Student Population1 University of Phoenix 17,221

2 American Intercontinental 3,698

3 American Public University 3,668

4 University of Maryland 3,359

5 Central Texas College 3,024

6 Colorado Technical University 2,738

7 Kaplan University 2,460

8 Strayer University 2,348

9 Grantham University 2,111

10 Florida Community College 2,029

11 San Antonio College 1,764

12 TUI International 1,696

13 Austin Community College 1,682

14 Fayetteville Technical College 1,617

15 Liberty University 1,580


Reinvesting in the GI Bill

The Post 9/11 Veterans Educational Assistance Act of 2008 (the Post 9/11 GI Bill) represents the most comprehensive package of education benefi ts since the original 1944 GI Bill. It provides money for tuition and fees; stipends for housing, books, and supplies; and creates opportunities for veterans to transfer their education benefi ts to dependents or spouses.

A New PromiseThe Post 9/11 GI Bill (Chapter 33)

Bill Highlights• Benefi t covers tuition and fees

up to the most expensive in-state undergraduate tuition at a public institution of higher learning in the state where a veteran is attending school

• Housing stipend provides a monthly allowance to defray living costs; amount varies by location

• Books and supplies stipend of up to $1,000 per year

• 15-year eligibility period from date of last discharge or release from active duty of at least 90 days

• Potential to transfer education benefi ts to dependents and/or spouses

• Yellow Ribbon Program allows institutions to enter into an agreement with the VA to fund costs above the highest in-state tuition rate, making private institutions more affordable

Department of Veterans Affairs

Dear Veteran:

I am pleased to take this opportunity to inform you about a new education benefi t called the Post 9/11 GI Bill (also known as Chapter 33 benefi ts). The Post 9/11 GI Bill is the most comprehensive education benefi t package since the original GI Bill was signed into law in 1944. Individuals who are eligible for the new benefi t may begin using the benefi t August 1, 2009, for training that begins on or after that date…

Basic Eligibility

Only active duty service performed after September 10, 2001, may be considered for determining eligibility for this new benefi t. To be eligible, a service member or veteran must have served at least 90 aggregate days on active duty. However, individuals honorably discharged for service-connected disability who served 30 continuous days after September 10, 2001, may also establish eligibility…

Questions

We hope that this information will assist you in planning for your future. For any questions about the Post 9/11 GI Bill, please visit our website.

Sincerely,

Keith M. WilsonDirector, VA Education Service

Source: Military.com, “Military.com Survey Reveals Acute Need to Better Communicate Military Education Benefi ts,” November 11, 2008, http://www.military.com/aboutus/twocolumn/0,15929,PRarticle111008,00.html; Keith Wilson to U.S. Veterans, 4 March 2009, Post-9/11 GI Bill Veteran Outreach Letter, http://www.gibill.va.gov/documents/CH33_ veteran_outreach_letter.pdf; Advisory Board interviews and analysis.

Changing the Landscape of Higher Education

“The Post 9/11 GI Bill is a watershed legislation that changes the education landscape for America’s 2.6 million service members and impacts many of America’s 30 million veterans. This legislation provides a tremendous opportunity for our nation’s service members and veterans…Education is the cornerstone in life advancement. For this reason, it is important that those who benefi t from the Post 9/11 GI Bill are well-informed about the legislation—especially the changes in education benefi ts.”

Loree HirschmanVice President, Military.com


Introducing the Yellow Ribbon Program

With the Post 9/11 GI Bill going into effect in August 2009, colleges and universities are preparing for an infl ux of veterans. This legislation presents some administrative challenges, including changes in how education benefi ts are distributed. At the same time, the Yellow Ribbon Program is leading private institutions to evaluate participation, create fi nancial models, and make decisions regarding the level of support they intend to provide to student veterans.

Varying Levels of Funding for VA Education Benefi ts

Making a Commitment

“This is a signifi cant investment in those who have sacrifi ced so much on our behalf. We as a nation owe our veterans a debt of gratitude and this commitment will enable veterans who attend GW to have the kind of educational opportunity the original GI bill envisioned.”1

Steven KnappPresidentGeorge Washington University

Source: Eckstein, Megan, “Colleges Cite Inequities in New Benefi ts for Veterans,” Chronicle of Higher Education, April 17, 2009, http://chronicle.com/weekly/v55/i32/32a00101.htm; The George Washington University Offi ce of University Relations, “The George Washington University Announces Major Commitment to Education of Veterans,” April 28, 2009, http://www. gwu.edu/~newsctr/pressrelease.cfm?ann_id=31067; Advisory Board interviews and analysis.

1 Yellow Ribbon Program-qualifi ed, admitted undergraduate veterans will attend GW for free. For graduate programs, the average admitted Yellow Ribbon-qualifi ed veteran will attend GW’s graduate programs at a 55 percent discount. All GW graduate programs will participate. GW’s commitment provides for 360 veteran students to benefi t during the 2009-2010 academic year, which is anticipated to cover all GW Yellow Ribbon-qualifi ed undergraduate and graduate students based on current enrollments. Overall, GW estimates its investment at approximately $2.5 million for the next academic year.

$524$3,392

$8,932$11,100

$6,396

$4,704

$11,100

$8,748

$37,693

$31,000

$6,693

$37,693

$22,193

Palomar College

California State-Long

Beach

University of California, Berkeley

University of Phoenix,

San Diego Campus

University of Southern California

Institution

Amount Paid by VA

Amount Waived by Institution

Amount Paid by Student

If private colleges elect to participate in the Yellow Ribbon Program, the government will match any portion of the uncovered costs that they waive.

$15,500

$2,352


Barriers to Accessing Higher Education

With the number of student veterans increasing, colleges and universities face a twofold challenge. First, institutions need to understand the issues facing service members as they transition into higher education, which include administrative and personal issues. These areas are places that institutions should pay particular attention to as they consider how to best support student veterans.

Multiple Challenges for Student Veterans

Administrative• Encountering obstacles in the

admission process due to nontraditional profi le

• Needing assistance to negotiate complex benefi ts and fi nancial aid process

• Understanding different standards for granting educational credit for military service and experience

Transitional• Developing an identity

and sense of community on campus

• Managing the shift from a regimented military environment to an independent university lifestyle

• Coping with apprehension about being singled out due to military service

Personal• Overcoming reluctance to

ask for help

• Recognizing their limits

• Seeking support for physical limitations and/or mental health needs

Urgent Need to Raise Awareness About Education Benefi ts

A recent survey conducted in August 2008 among active duty service members, veterans, and military spouses found that:

• 63 percent did not know the differences between the Montgomery GI Bill and the Post 9/11 GI Bill, which provides an increased benefi t (approximately 70 percent greater) and will cover full tuition at many institutions

• 39 percent do not understand or know little about how to access military tuition and GI Bill benefi ts

• 12 percent were unaware that a new GI Bill had been approved

Source: Military.com, “Military.com Survey Reveals Acute Need to Better Communicate Military Education Benefi ts,” November 11, 2008, http://www.military.com/aboutus/twocolumn/0,15929,PRarticle111008,00.html; Advisory Board interviews and analysis.


Obstacle 1:Lack of information on veterans’ needs

Obstacle 2:Slow pace of change in the university environment

Obstacle 3:Diminished resources lead to concerns about how institutions can fund veterans’ services

Obstacle 4:Campus climate creates stereotypes about student veterans’ experience as service members

Obstacles for Colleges and Universities in Serving Student Veterans

Second, universities face several internal obstacles in working with student veterans. In some cases, schools lack information about the size of the veteran population on their campuses. Even if the institution has information about veterans’ needs, the current economic situation has severely constrained resources, leaving little funding available for new or expanded initiatives.

Recognizing the Roadblocks

Source: Advisory Board interviews and analysis.


Supporting This Special Population on Campus

Although there are signifi cant challenges associated with serving student veterans, Council research reveals that Student Affairs leaders want guidance on how to better support this population. Some institutions see student veterans as a way to boost enrollment and revenue. In general, institutions also see this as an opportunity to invest in those men and women who have served our country.

Building a Knowledge Pool

“Serving Those Who Served”During 2008, the American Council on Education (ACE) created this broad-based initiative to “promote access to and success in higher education” for service members and their families.

Veterans SymposiumIn February 2009, representatives from colleges and universities gathered at the University of Louisville to discuss how to meet student veterans’ needs.

NASPA & ACPAAt the 2009 annual meetings, Student Affairs professionals presented information on veterans’ programs and services at colleges and universities across the country. Sessions included discussions on veterans’ transition to campus life, mental health needs, and the Post 9/11 GI Bill.

Going The Extra Mile

“At every institution, in each department or offi ce, there is a person who will step up and do it…They get involved [in helping student veterans] because they have a son, daughter, cousin or neighbor who has served and they want to help these men and women succeed.”

John Schupp, PhDDirector, SERV (Supportive Education for Returning Veteran) ProgramLecturer, Department of ChemistryCleveland State University

Source: American Council on Education, Serving Those Who Serve: Higher Education and America’s Veterans, April 27, 2009, http://www.acenet.edu/Content/NavigationMenu/ProgramsServices/MilitaryPrograms/serving/index.htm; University of Louisville, Serving Veterans on Campus Best Practices Symposium, February 2009, http://louisville.edu/stu-aff/veterans/ index.html; Advisory Board interviews and analysis.

11


I. Understanding Veterans’ Needs

II. Establishing an Infrastructure to Support Veterans: Four Models

III. Choosing the Best Fit

IV. Preparing for the Future


Establishing an Infrastructure for Veterans' Services 13

Increasing Support for Veterans

A wide spectrum of support exists for student veterans at colleges and universities across the country. Typically, campuses with well-established veterans’ programs reached that level through the intervention of a key university stakeholder, such as the president. In some cases, student veterans organized grassroots efforts to lobby for services while initiatives at the state level heightened interest at other institutions.

Key Stakeholders Driving Change

Highlights• Expand veterans assistance

on campus

– Increase number of campus representatives

– Continue funding for mymilitaryeducation.org website

– Support toll-free call center associated with website

• Enhance statewide marketing plan

• Raise awareness among veterans and their families about the benefi ts and services available

• Expand tuition reimbursement plan

• Allow spouses to use up to 12 semester hours of unused service member benefi ts for each year of service

• Designate funding for state veterans case workers

GOVERNOR PAWLENTY ANNOUNCES 35 INITIATIVES TO SUPPORT

VETERANS AND THE MILITARY

$51 million package includes military income and pension tax exemption

Building on his foundation of support for military families and veterans, Governor Pawlenty today announced 35 initiatives to provide additional services and assistance for those who have courageously served in the nation’s armed forces and for Minnesotans now on active duty. The $51 million package will be presented to the legislature when it convenes in February, 2008.

“We need to say ‘thank you’ to our veterans not just with our words, but by our actions,” Governor Pawlenty said. “We must continue to show our gratitude for the more than 400,000 veterans who make Minnesota their home. I again look forward to bipartisan legislative support for these initiatives.”

The Governor’s package includes 15 new initiatives and 20 proposals to continue or expand existing programs and services for veterans and military personnel. A combination of on-going and one-time funds are proposed to fi nance the initiatives.

The Governor’s 2008 Military and Veterans Support Package includes proposals to expand and enhance veterans services, address tax issues, provide additional educational benefi ts, and advance initiatives focused on businesses that employ veterans…

November 12, 2007

Troops to College

California’s Troops to College program seeks to provide quality public higher education to all who have served our country. Governor Arnold Schwarzenegger created this program to attract more veterans to California’s colleges and universities by making them veteran-friendly. Through a partnership among the California Department of Veterans Affairs, the military branches within the state, and the Labor and Workforce Development Agency, Troops to College helps educate veterans about the range of services and degree options available at California State University, the University of California, and California Community Colleges. The program’s website helps veterans locate information about applying to colleges, connect with the local VA, and fi nd contacts for veterans affairs offi ces at individual institutions

Source: California Department of Veterans Affairs, Troops to College, 2009, http://www.troopstocollege.ca.gov/; Offi ce of Governor Tim Pawlenty, “Governor Pawlenty Announces 35 Initiatives to Support Veterans and the Military,” November 12, 2007, http://www.mdva.state.mn.us/news/2008MilitaryandVeteransSupportPackagePressRelease.pdf; Advisory Board interviews and analysis.


Creating a “Veteran-Friendly” Institution

The fi rst step most institutions take to determine how the university can best support veterans is creating a campuswide task force to explore the issue. The group should include administrators from key student support areas, faculty, and other interested stakeholders, such as ROTC leaders. Typically, the task force is charged with understanding the current state of veterans’ services on campus as well as making recommendations for next steps.

Establishing a Veterans Task ForceThe University of Missouri

The Charge• Task force created by Chancellor

Brady Deaton in August 2007

• Goal: To examine issues that impact veterans on campus as students or employees

• Chancellor charged task force with exploring topics such as fi nancial aid, housing options, and the availability of networking for veterans

• Group also asked to explore possibility of a one-stop process for re-enrollment and mentors for younger veterans

Membership• Faculty members

• University staff

• Students

• Departments and offi ces represented:

– Enrollment management

– Admissions

– Financial aid

– Student health

– Development

– ROTC

Areas of Focus• Campus climate

• Health and counseling resources

• Outreach to disabled veterans

• Financial assistance at campus level

• Recruitment and admissions

✔

✔

✔✔

✔

Source: University of Missouri, “Report of the Chancellor’s Taskforce for a Veteran-Friendly Campus,” May 17, 2008, http://diversity.missouri.edu/vetTF/VetTF05-17-08.pdf; Advisory Board interviews and analysis.


I. Understanding Veterans’ Needs

Council research demonstrates that one size does not fi t all in terms of programs and services for student veterans. Before starting any new initiatives, the Council encourages members to create a mechanism for identifying the needs of veterans on their specifi c campus. At most institutions, the veterans task force uses surveys, interviews, and small group discussions to identify these needs.

Identifying the GapsUniversity of Arizona’s Student Veteran Survey

Starting PointCampus staff and administrators interested in better understanding the experience of veterans on campus

Step 1Created a seven-question survey for enrolled student veterans

Step 2Distributed survey via Zoomerang and analyzed responses

Step 3Used results to help inform and prioritize university efforts to serve student veterans


1. Veterans Affairs at Registrar Offi ce

2. Academic Advising

3. Financial Aid

4. Recreation Center

5. Career Center

Top Five Most Frequently Used Campus Resources

• “Class Load”

• “Age Gap”

• “Full-Time Job”

• “A Wife and Kids”

• “Have Not Found Any Group I Fit Into”

• “The Long Commute and Home Life”

Barriers to Campus Participation

Level of Involvement on Campus

n=198

39.39%

17.68% 7.07%

20.71%

15.15% Neither Low Nor High

High

Very High

Low

Very Low


I. Understanding Veterans’ Needs—Taking Stock

Council research shows that most schools are doing something for student veterans. These efforts, however, are not centrally coordinated, lack visibility, and tend to be heavily dependent on a single champion. The veterans task force can be helpful in uncovering and cataloging individual efforts at the institution.

Who, What, When: Cataloging Veterans InitiativesCalifornia State University—Long Beach


Initiative Description Status Resources Type Contact

Student Veterans

Orientation (VU)

Orientation for new student veterans. Involves numerous

on- and off-campus agencies

Next Event Fall 2009

15–20 participants

Committee Pat O’Rourke

VetNet Student

Organization

Student veteran group providing mentorship

and camaraderie

Started Fall 2008

20–30 members, some grant money to support group

Student Organization

Adam Renteria

Pat O’Rourke

Academic Senate Task

Force

Faculty members looking at how to grant

academic credit for experiential learning

to veterans

Formed November

200810 members Committee Dr. Tim Plax

Fee Deferment for

Veterans

Oversight of fi nancial aid awards

Ongoing Service

StaffService/policy

Director, Financial Aid

FOCUS (Family OverCome

Under Stress)

Resiliency training for military families

Ongoing GrantNonprofi t

OrganizationDr. Bill Salzman

Listening Sessions (CIVS)

Feedback sessions to better understand

student veterans’ issues on campus

Three Sessions

CompletedN/A Event Dr. Debra Gaut

Counseling and

Psychological Services

Counseling services for veterans who identify

themselves with behavioral

health needs

Ongoing Service

Staff Service Dr. Brad Compliment



I. Understanding Veterans’ Needs—Identifying the Next Step

After gaining an understanding of student veterans’ needs and the existing support services on campus, the next step is to formulate an action plan to guide the university in moving forward. Creating a plan allows the task force to triage veterans’ needs, craft initiatives, and highlight long-term strategic objectives.

From Words to Action at Evergreen State College

Task Force Recommendations

Next Step/Owner

Ensure that good visuals and complete information about veterans’ services, support, and benefi ts appear in the college’s many print catalogs, pamphlet, and fl iers

Work with the Health and Counseling Centers to develop a brochure identifying resources, both on and off campus, available to veterans and their dependents

The Offi ce of the Vice President for Student Affairs will review current publications and prompt the inclusion of additional information about services, support, and benefi ts for veterans when they are lacking

This recommendation is accepted and assigned to the Veterans Working Group

Develop content for new faculty orientation, Human Resource Services, Student Employment Offi ce, and Care Network staff

The Offi ce of the Vice President for Student Affairs will take the lead in implementing this recommendation

Review the points of contact for new students to ensure each has the appropriate veteran-related information, including content about referral to services

This recommendation is assigned to the Dean of Students and Academic Support Services, who is responsible for new student orientation

Produce an Evergreen State College “Challenge Coin” for distribution to all incoming veterans at the fall quarter reception

This recommendation is currently being implemented by the Veterans Affairs Offi ce with funding from the Offi ce of the Vice President for Student Affairs


II. Establishing an Infrastructure to Support Veterans—Model 1

A key component of supporting student veterans is to establish an infrastructure for programs and services. Council research identifi ed four models for veterans’ services implemented by institutions across the country. The fi rst model is the one-person offi ce. This is the easiest to implement and represents an attractive fi rst step for colleges and universities looking to quickly ramp up and coordinate services for student veterans.

Model 1: One–Person Offi ce

Veterans Offi ce

Structure• Offi ce reports to either Enrollment

Management or Student Affairs

• Veterans Coordinator serves as primary contact for programs and resources

• Coordinator may also be the VA certifying offi cial on campus

Staff• Veterans Coordinator

• VA Work-Study Students

Pros ConsProvides a central location for veterans to seek support services on campus

Coordination with other offi ces can be minimal

Leverages existing administrative personnel and is easy to implement

Veterans are reliant on the coordinator as there are no specifi c contacts in other campus offi ces

Does not require a large investment of resources to get started

Working with students is typically only part of the coordinator’s job description; often the coordinator splits time with duties in other offi ces



Veterans Offi ce

Pros ConsCreates a central place for veterans to fi nd information about campus and community services

Working group members are not personally responsible for providing services to veterans

Coordinator’s relationships with campus working group representatives allows for easy and informed referrals

Having a large working group can create challenges in terms of priorities, focus, and momentum

Having a working group facilitates greater awareness about veterans’ needs and expands the number of people advocating for this special population on campus

Recruiting replacements when people leave their positions can be diffi cult as working group members are volunteers

II. Establishing an Infrastructure to Support Veterans —Model 2

Like the fi rst model, the second has a veterans coordinator and an offi ce, plus a campus working group. This group partners with the veterans coordinator to understand the challenges facing student veterans. Members leverage expertise in areas such as admissions, advising, and fi nancial aid to adjust service delivery and policy to accommodate veterans’ needs.

Model 2: One-Person Offi ce and Campus Working Group

Working Group

Structure• Model has a Veterans Coordinator and

an offi ce plus a working group

• Working group includes representatives drawn from campus offi ces and departments

• In some cases, the veterans’ task force evolves into a campus working group once it has completed the initial charge and presented recommendations

Staff• Veterans Offi ce

– Veterans Coordinator

– VA Work-Study Students

• Working Group

– Includes representatives from admissions, fi nancial aid, the registrar’s offi ce, disability services, counseling services, academic advising, and the career center



II. Establishing an Infrastructure to Support Veterans—Model 3

Similar to the fi rst two models, the cross-functional liaison network has a central offi ce and dedicated veterans coordinator but it advances veterans’ services one step further. In addition to the central point of contact, designated liaisons in various campus offi ces are available to directly serve veterans. Liaisons are expected to be aware of veterans’ needs and how their units might best address them.

Model 3: Cross-functional Liaison Network

Veterans Offi ce

Academic Advising Offi ce Liaison

Career Center Liaison

Admissions Offi ce Liaison

Disability Services Liaison

Student Health/Counseling Liaison

Structure• Model has a Veterans

Coordinator and offi ce plus designated liaisons across campus

• Liaison network creates designated points of contact in various offi ces and departments to better serve student veterans

• Liaisons are chosen for their personal interest in veterans or status as a veteran


– Veterans Coordinator


• Liaison Network

– Includes staff from areas such as fi nancial aid, the registrar’s offi ce, admissions, and the career center

Pros ConsCreates a defi ned network of contacts that have direct responsibility for serving veterans in specifi c offi ces

Relies on constant communication between the coordinator and liaisons, which can be challenging to facilitate

Spreads the responsibility for serving veterans among the liaison network, helping to institutionalize veterans’ services

Delivery of services may not be consistent across the liaison network

Liaisons serve as proponents for veterans in their respective offi ces and help educate the campus community about the challenges facing this special population

Liaisons have other responsibilities within their unit that may distract them from serving veterans



Pros ConsConsistent delivery of services due to central coordination

Requires signifi cant support and funding from university administration

Development of a resource center allows for veterans’ services to expand and improve rapidly

Diffi cult to start with this model, institutions must grow programs and services gradually

Increased ability to secure external funding and grants to support the resource center

Training in-house experts may not be necessary at all institutions depending on the size of the veteran population

II. Establishing an Infrastructure to Support Veterans —Model 4

The fi nal model, the comprehensive resource center, represents the frontier in supporting veterans on campus. In addition to the coordinator, this model employs staff to provide extensive services for veterans, covering areas such as recruitment, transitional support, and benefi ts processing. This model enables staff to build expertise and develop new services and programs. It does, however, require considerable resources and support from university leaders.

Model 4: Comprehensive Resource Center

Veterans Resource Center

Structure• Model creates a one-stop shop for

veterans on campus

• Does not necessarily rely on working group or liaison network to serve veterans

• Staff members in the resource center are responsible for managing support areas, such outreach, recruitment, transitional support, and benefi ts processing


– Director

– Benefi ts Coordinator

– Outreach Coordinator

– Transition Coordinator




III. Choosing the Best Fit

Although colleges and universities must decide which model best suits their situation, the Council strongly recommends establishing some type of formal infrastructure. Creating an offi ce and establishing a veterans coordinator position demonstrates the university’s commitment, provides stability, and helps with coordination across silos. Investing in a veterans offi ce helps raise campus awareness about student veterans.

Lack of Coordination Yields Frustration

Institution experiences increase in student veterans on campus

Incorrect Approach Correct Approach

VA certifying offi cial serves as main contact for veterans support and programs. Offi cial becomes overburdened as coordinating support services is not part of the job description.

Task force helps identify veterans’ needs and creates an action plan to address top issues.

University reorganization leads to VA certifying offi cial moving to a different offi ce, lack of visibility makes it diffi cult for veterans to fi nd resources and support on campus.

Institution coordinates services through a central offi ce, providing a defi ned point of contact for veterans.

Student veterans become frustrated, perceiving that the institutions does not support them. Some leave the university.

Veterans offi ce continues to refi ne programs and services as needed. Student veterans thrive on campus and graduate in a timely manner. Institution gains reputation as being veteran-friendly.

?

EXIT



Source: Eckstein, Megan, “Colleges Cite Inequities in New Benefi ts for Veterans,” Chronicle of Higher Education, April 17, 2009, http://chronicle.com/weekly/v55/i32/32a00101.htm; Advisory Board interviews and analysis.

IV. Preparing for the Future

Hardwiring Support StructuresUCLA’s Benefi ts Implementation Team

Purpose• Designed to help the

institution plan how to handle the new GI Bill benefi ts processing

• Organized an emergency loan fund to help tide over veterans as they cope with the lag time in benefi ts processing

• Allows for case-by-case discussion of measures available to address individual situations, such as providing money to reimburse students for living expenses

Structure• Established in spring 2009

• Meets every two weeks at a regular time

• Creates a regular channel for communication to address problems that arise with benefi ts processing

MembershipTeam includes the VA certifying offi cial as well as representatives from the following areas:

• Financial Aid

• Veterans Offi ce

• Student Loans

• Housing

• Student Accounting Offi ce

• Undergraduate Admissions

• Student Services

Anticipating The Unexpected

“No institution really knows what is going to happen when the new GI Bill goes into effect…[By creating this team], we have a system in place so that when it starts to rain problems and questions…we have a group ready to discuss and handle it.”

Tina OaklandDirector, Center for Women & MenUCLA

With the Post 9/11 GI Bill taking effect in August 2009, the VA estimates that the total number of veterans in college could grow by as much as 20 percent over the next two years. As schools prepare for this potential infl ux, the legislation also creates additional complexity around benefi ts processing. For example, the money for tuition and fees will now be sent directly to institutions rather than individuals. As a result, it will be up to the university to develop procedures for situations such as reimbursing the VA for students who drop out.


25


I. Recruitment

II. Application and Admissions

III. Easing the Transition

Case Profi le: Cleveland State University’s SERV Program

IV. Funding Services for Veterans

V. Campus Services

VI. Community Resources


Expanding Programs and Services for Veterans 27

Providing Support For Veterans

After establishing an infrastructure to support veterans on campus, Council research demonstrates that it is also important for institutions to focus on providing services and programs for veterans across the student life cycle. Research conversations with Student Affairs staff, VA certifying offi cials, and veterans coordinators reveal that student veterans typically need additional support at several key moments.

From Entry to ExitProviding Support Throughout the Student Life Cycle

Application/Admissions

Registration/EnrollmentRecruitment

Transition to Academic Life

Campus Life

Career Preparation and Graduation

Alumni Connections


Transitioning In, Through, and Out of the University

“It is important to help veterans not only with their transition into the university, in [the] enrollment process and registration process, but [also] helping them through the university and as they get ready to graduate, helping with resume building and interview skills to help them transition out of the university.”

Andrew RendonDirector, Center for America’s Veterans Mississippi State University


I. Recruitment

Typically, a lack of awareness about their options is a barrier for veterans looking to access higher education. As a result, colleges and universities are focusing their attention on recruitment, enabling veterans to access information about the programs and services available at the institution by building Web portals and adding veteran-specifi c links.

Developing a “Veteran-Friendly” Website

University Home PageLink to and from the university’s home page

Campus ContactsContact information and snapshot of veterans’ liaisons on campus; directions to the veterans’ offi ce

Benefi tsLinks to information and forms for GI Bill and other benefi ts available to veterans

Campus ResourcesLinks to offi ce and program sites relevant to prospective applicants and current students

Student GroupsDetails and contact information for veteran and military-related student groups across campus

Community ResourcesLinks and information about local veterans and military-related programs and organizations

For more information, please see: http://www.veterans.ucla.edu

Source: UCLA Center for Women and Men, Veterans and Military Members Services, 2008, http://www.veterans.ucla.edu/default.htm; Advisory Board interviews and analysis.

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I. Recruitment (cont.)

Other institutions are creating targeted marketing materials designed to showcase the programs, services, and support available to veterans on campus. Generally, these materials present information on accessing educational benefi ts through the GI Bill, provide an overview of the admissions process, and identify relevant campus contacts.

Getting the Word Out Creating Veterans-Specifi c Marketing Materials

Brochures/Pamphlets• Includes basic information about campus services,

veterans’ programs, educational benefi ts, and contact information for relevant offi ces.

• Universities distribute the brochures to all interested applicants. The materials can also be downloaded online.

Print Advertisements• University advertisements targeted at veterans are placed

in community newspapers and local media outlets.

• One university placed advertisements in local church bulletins to reach veterans and their families.

Video Media • Some universities employ video media to reach a broader

audience of veterans in the community. However, this is a more expensive option.

• Mississippi State University ran advertisements about veterans support services at the university during previews at the local movie theater.

University Veterans’ Services

COUNTY NEWS




While providing information for veterans online and through printed materials is a key fi rst step, a few universities are recognizing the importance of personally spreading the word about their educational opportunities and support. These forward-thinking schools are using tactics that involve close coordination with local community colleges and military bases to target and recruit local student veterans.

Reaching Veterans in the Community

Community Colleges

Some universities invite student veterans from local community colleges to use the resources and services provided through the veterans offi ce on campus.

Military Bases

Texas A&M University’s regional admissions offi cers coordinate with local military bases, setting up admissions information sessions geared toward active duty service members and veterans at locations near bases.

Community Events

Cleveland State University’s veterans coordinator set up a booth at local county fairs distributing information about the university’s program. Video cameras were available for families to record scenes of the fair to send to service members on active duty.


COMMUNITY COLLEGE



Council research identifi ed Mississippi State University as an exemplar in outreach to student veterans. Through their relationships with the VA certifying offi cials at local community colleges, the veterans center staff collects the names and contact information for all students in the region receiving VA benefi ts. The veterans outreach coordinator then sends a letter to each student, outlining the programs and services available and encouraging application to the university.

Proactively Targeting Community College Veterans

Dear Veteran,

First of all, I’d like to say “THANK-YOU” for your service to this great nation. Because of our rich history of military tradition here at Mississippi State University, we understand and appreciate the sacrifi ces you have made for our country. Our gratitude for your service is backed by military and veteran friendly features that defi ne Mississippi State University as a national leader in educational based veteran support. As a veteran, you have many options opening up to you that will enable you to build a secure future for yourself and your family. For that reason, Mississippi State University realizes your potential in the marketplace and wants to be a part of your future success. Here at the Center for America’s Veterans, we strive to assist you in your higher education goals. It is our mission to make sure you understand and take full advantage of all of your educational benefi ts-including military, federal and state educational assistance. We are also here to make sure you receive your benefi ts on time. By attending Mississippi State University, you can be assured that you are in a Military and Veteran Friendly environment. Your needs are our top priority!

Currently, Mississippi State University is reaching out to veterans, their dependents and survivors, as well as current military members. Your military background has provided you with the right qualities and characteristics that we are looking for here at the university. Your willpower to succeed and never quit attitude, coupled with a degree from MSU, will provide you with the right tools to succeed in the marketplace. You’ve earned the benefi ts and now’s the time to use them.

Let me help you discover what MSU has to offer and how you can become a part of the BULLDOG FAMILY.

To set up an interview, take a tour or discuss your options just give me a call at 662-325-XXXX or 662-574-XXXX. If you prefer, you can email me with your questions at [email protected].

At Mississippi State University, you can enhance your military experience with a solid educational background in a military and veteran friendly atmosphere.

Sincerely,

Veterans Outreach Coordinator



II. Application and Admissions

The application process is a critical period for the university to help guide and support student veterans. To best serve this population, it is important that institutions have a way to identify veterans and active duty service members through a question on the admissions application. This enables administrators to track and communicate with veterans throughout the admissions process and beyond.

Identifying Military Status from the Outset

Source: Cleveland State University, “Undergraduate Admission Application,” Apply for Admission, 2009, http://www.csuohio.edu/admissions/forms/undergrad_application.pdf; The California State University, “Application for Undergraduate Admission 2009-2010,” Undergraduate Online Application, 2009, http://www.csumentor.edu/Support/pdfs/undergrad_09-10.pdf; Virginia Military Institute, “Admissions and Financing,” Offi ce of Admissions: Apply, 2009, http://www.vmi.edu/WorkArea/showcontent.aspx?id=25297; Advisory Board interviews and analysis.

Add question(s) on all university applications for students to indicate their military affi liation or status. Student attributes include:

• Veteran

• Active Duty Service Member

• Dependent

• Survivor

APPLICATION

• If you have ever been on active duty in the U.S. military services, enter a Y.

• Are you a dependent of a U.S. active-duty service member? If so, enter Y.

– California State University System

• Are you a United States Veteran? Yes or No.

– Cleveland State University

• If you have served in an active or reserve component of the U.S. Armed Forces, give component, rank, dates of service, and type of discharge.

– Virginia Military Institute

Students’ military connection loaded and maintained in the student information system.

The identifi cation of students’ veteran and military-affi liated status enables the university to:

• Communicate policies, programs, and opportunities to the appropriate population

• Monitor population size and make-up to allocate appropriate support and services

• Assess impact of programs and the population’s academic achievement


II. Application and Admissions (cont.)

Veterans have a number of attributes that make navigating the admissions process more diffi cult than for the traditional applicant. Typically, veterans are older, fi nancially independent, and have more diverse life experiences. The fi rst step in easing the admissions process is creating clear guidelines for veterans to follow in order to complete their application and, if admitted, enable their enrollment.

From Military to College: A Checklist for Veterans

Source: Minnesota Department of Veterans Affairs, “From Military to College: A Checklist for Veterans,” Higher Education Veterans Programs, July 2008, http://www.umcrookston.edu/nets/documents/MSCTCtemp/Military_To_College_Checklist.pdf; Advisory Board interviews and analysis.

The Minnesota Department of Veterans Affairs developed a comprehensive checklist for veterans applying to any public institution in the state. The checklist is available on the VA website and is linked to several university websites.

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

Decide what school you wish to attend

Take admissions test (if required)

Apply for admission: Check with the individual college for requirements.

Send offi cial transcripts: Have offi cial transcripts for previous college level coursework, including military training, sent evaluation of transfer credit.

Apply for fi nancial aid: Complete the Free Application for Student Aid (FAFSA), found online at www.fafsa.ed.gov.

Search for scholarships: Visit www.mymilitaryeducation.org or contact the Veterans Resource Center on your campus for a listing of military related scholarships.

Take placement tests (if required)

Attend orientation

Register for classes

Apply for benefi ts: Depending on your time and type of service, residency, and other factors, you may be eligible for all or some of the following:

• Montgomery GI Bill

• Minnesota GI Bill

• Federal Tuition Assistance

• Minnesota National Guard – State Tuition Reimbursement

✓ Request Other Services

• Veterans Resource Center – information regarding benefi ts and resources

• Student Organizations – many campuses have veterans clubs

• Counseling – personal and career counseling

• Disability Services – provides accommodations for students for disabilities


Extend Deadlines

• If an active duty member is unexpectedly deployed during the application period, one university’s admissions offi ce will grant a deadline extension.

• Another university accepts requests for deadline extensions if a veteran or service member is unable to complete the application due to military duties.

Waive Application Fees

• A few universities waive the application fee for all documented veterans and service members, removing the extra fi nancial burden. Fees are covered either by the university or alumni donations.

JANUARY


In addition to providing clear guidelines, universities can also take a few easy steps to ensure veterans have the time and resources needed to complete their applications. A few universities have implemented policies to ensure veterans get full consideration in light of their nontraditional educational backgrounds and diffi culties in obtaining supporting application materials.

Removing Barriers to Application Completion…

Review of Incomplete Applications

• To ensure incomplete veterans’ applications are not automatically denied, one university has all incomplete applications reviewed. Veterans are then contacted directly for missing items.

Second Review of Denied Applications

• At one university, all denied veteran applicants receive an automatic second review to ensure that their military experience is properly assessed.


…Prevents Veterans from Slipping Through the Cracks

APPLICATION APPLICATION


Depending on a student’s eligibility under the GI Bill, the VA educational benefi ts may cover only a fraction of the tuition and fees at four-year institutions, making it diffi cult for veterans to make ends meet. To reduce the fi nancial burden and provide incentives for students to choose their university, some institutions offer scholarships and fee waivers for veterans.

Rewarding Service, Incentivizing Enrollment

In-State Tuition A few state systems and universities have recently opted to charge in-state tuition for all veterans regardless of residency.

• New Mexico: “Governor Bill Richardson Signs Veterans’ In-State Tuition Act”

• Ohio: “Ohio Gives Veterans In-State Rates at Public Colleges”

• Richard Stockton College of New Jersey: “Stockton College to Charge In-State Tuition to All Returning Veterans”

Scholarships Texas A&M University

• The “Honored Service Scholarship” awards 25 one-year scholarships worth $3,000 each to disabled Texas veterans.

• The university also awards student veterans with a 2.5 GPA or higher one-year scholarships worth $1,000 through an endowed fund.

Boise State University

• The university offers one scholarship for two semesters worth $750 to an Idaho veteran with at least 26 credits and a 3.0 GPA.

Tuition and Fee WaiversSome institutions have independent programs that offer tuition and fee waivers to veterans and/or dependents and survivors.

• Evergreen State College: 50% tuition waiver for veterans who are Washington state residents; 100% tuition waiver for dependents of disabled/deceased/MIA/POW veterans.

• California College Fee Waiver Program: Dependents and survivors of disabled or deceased veterans are eligible to have their college fees waived at any California state college or university.

Source: Governor Bill Richardson Signs Veterans’ In-State Tuition Act, http://www.governor.state.nm.us/press/2009/april/040609_04.pdf; Ohio Gives Veterans In-State Rates at Public Colleges , http://www.nytimes.com/2008/07/09/education/09vets.html; The Evergreen State College: 50% Veterans Tuition Waiver, http://www.evergreen.edu/veterans/docs/New%2050%20Percent%20Waiver%20Application%20Form%202008.doc; The Evergreen State College: 100% Tuition Waiver for Dependents of Disabled/Deceased/MIA/POW Veterans, http://www.evergreen.edu/veterans/docs/100%20Dependent%20Waiver%20August2008.doc; Scholarships for Veterans, Texas A&M University, https://scholarships.tamu.edu/display.asp?mainkey=1048&Section=&disp=22&pop=22 ; Boise State University Veterans Scholarship, http://fi nancialaid.boisestate.edu/scholarships/docs/2009-2010/BSUVeteransScholarship.pdf.




Obtaining transfer credit is an integral part of the admissions process for student veterans. While most institutions use the American Council on Education (ACE) standards as a foundation, the number and type of credit granted varies across academic departments. Council interviews suggest institutions have considerable room for improvement in outlining the guidelines for awarding credit for military experience.

Transfer Credit Guidelines and Policies

Eastern Michigan University

Offi ce of Veteran Services

After admission to the university

An offi cial copy of your transcript from the respective military agency

• ACE guidelines for free electives

• For major/degree credit, student speak with individual departments

• Eight military science credits and physical education requirement waived for two years of service

Humboldt State

University

Veterans Enrollment Services

No later than the second semester of enrollment

Required to submit a copy of your DD214 separation papers and one of the following:

• DD295, Evaluation of Military Experience

• Verifi cation of Military Educational Training (VMET)

• Military Registry Transcript

• ACE guidelines

• Three units of general education credit awarded for completion of basic training and an honorable discharge

Mississippi State

University

University Registrar's

Offi ce;College deans

After enrollment

• Offi cial military transcript: Army (AARTS), Marine (SMART), Air Force (CCAF/RRRA)

• ACE guidelines, college deans determine applicable credits

Source: Eastern Michigan University, Offi ce of Veteran Services: Military Transcripts, 2009, http://www.emich.edu/compliance/veterans/militarytranscriptst.html; Humboldt State University, Veterans Enrollment & Transition Services: Military Transcripts, June 20, 2007, http://www.humboldt.edu/~ves/transcripts.html; Mississippi State University, Center for America’s Veterans: Forms and Important Links, February 9, 2009, http://www.veterans.msstate.edu/forms/; Advisory Board interviews and analysis.

Establishing a Transfer Credit Committee

At a few institutions, the Veterans Coordinator convened a transfer credit committee of representatives from academic departments and administrative offi ces. The committee was tasked with:

• Collecting individual school policies on transfer credit in a central location

• Reviewing how military experience might be used to fulfi ll core requirements

Coordinating Offi ce

Timeline for Submission

Required Documents

Guidelines Followed

1. Who 2. When 3. What 4. How



The last step of the admissions process is communicating the decision to the applicants. Council research found that few institutions are taking this opportunity to connect with student veterans and close the loop. The University of Wisconsin-Madison, however, is taking an innovative approach not only following up with admitted students about next steps for enrollment, but also communicating with denied students to ensure they connect with community colleges and understand the transfer process.

Seeding Potential Transfer Applicants

Veteran denied admission, notifi ed by admissions offi ce

Personal communication sent to denied applicants offering application feedback and transfer guidance

Veterans Coordinator

It’s my understanding you were recently denied admission to UW-Madison.

Don’t be discouraged by not gaining immediate admission to Madison. Most student-veterans who’ve been out of school a while take a year or two of classes at another school, and then transfer to Madison.

The number of seats in freshman and sophomore-level general education courses limits admission. Take the courses recommended by UW-Madison at another state institution, then transfer in for your upper division. If you’d like to reside in Madison and not have to move during your collegiate career, consider starting at Madison Area Technical College.

As a veteran, you are part of a “preferred population.” We want you as a UW-Madison student, and to succeed in getting your degree.

Take a look at these links: Transfer agreements with other schools (http://www.admissions.wisc.edu/transfer/agreements.php), Veterans services in/around UW-Madison (http://www.wisc.edu/students/veterans/veterans.html)

Let me know if you have any questions, and thanks for your service!

Sincerely, Assistant Dean for Student-Veterans, Lt. Col. (R)


✔

✔

✔

✔

✔

Veteran applies to the university

Connection with and guidance from the university on action steps increases likelihood of future application as a transfer student

1

4 2

3


III. Easing the Transition

The transition from regimented military life to the university environment can be a challenging period for student veterans. Institutions can facilitate a smoother transition by disseminating information to incoming students about available services and programs. This information can help orient student veterans to the campus community, calibrate expectations, and identify potential challenges.

Welcoming Veterans and Addressing Transitional Concerns

E-mails and Website links

Welcome e-mails are sent to admitted students outlining veterans’ services and providing a link to the campus offi ce. E-mails also include information and links regarding relevant community resources.

Phone Calls

In collaboration with the admission offi ce, current student veterans place phone calls to all admitted veterans to offer congratulations and provide them with information on campus resources.

Letters, Brochures, and Publications

Students receive welcome materials that may include:

• Benefi ts processing information

• Campus resource guides

• Contact information for Veterans Coordinator

Key Transitional Areas to Address Through Outreach

• Course registration

• Educational benefi ts processing

• Financial aid/scholarships

• Housing

• Disability services & accommodation needs

• Counseling center resources

• Employment opportunities for veterans and/or spouses

• Primary campus contact

Housing Accommodations

At a few universities, all incoming veteran students are individually contacted by the housing department via phone and e-mail to discuss housing needs and priorities. Veterans are given various options based upon their family status:

• Family/couples housing

• Housing with other veterans or upperclassmen

• Off-campus housing

Priority Course Registration

At some institutions in California, veterans are given priority enrollment status, enabling them to register for courses during the fi rst available registration period. This ensures veterans are enrolled in the classes needed to stay on track toward degree completion.



III. Easing the Transition (cont.)


The Council recommends that all institutions offer a special orientation session for student veterans. The type and format of the program will vary according to the resources and support available. It is essential, however, that veterans understand the process for claiming their VA benefi ts, receive information about targeted support programs on campus, and learn on how to access community resources.

Multiple Options, Different FormatsTransitioning Veterans to the Campus Community

Short Add-On Orientation Session

UCLA

• 1.5-hour session offered as part of regular orientation program

• Features presentation that covers offi ces and services available on campus

• Introduces veterans to key contacts at the university such as:

– Director for Veterans Resource Offi ce

– VA-Work Study Students

– University Resource Team

– VA Certifying Offi cial

Half Day Veterans’ IntensiveCalifornia State

University-Long Beach

• Two key components:

– Service Overview Presentation

– Counseling with Academic Advisors

• Presentation provides information on veterans’ resources and the new GI Bill benefi ts

• Time with academic advisors gives veterans help in choosing classes and understanding degree requirements

Seven-Day Outward Bound Program

Humboldt State University

• Wilderness adventure for incoming student veterans before school begins; group is accompanied on trip by student mentors and university staff

• Program builds community among veterans and helps develop future student mentors

• Sierra Club provided funding for two years to support this program


III. Easing the Transition (cont.)


Council fi ndings show that it is important to provide ways for veterans to connect with each other inside and outside the classroom. Some institutions are investing additional resources in creating structured opportunities for incoming student veterans to connect with other veterans on campus. These encounters range from brown bag lunches to peer mentoring to transition courses.

Helping Veterans Make Connections

Peer Mentoring • At the University of Wisconsin-Madison,

all incoming veteran students are assigned a current veteran student “sponsor.” Sponsors are responsible for:

– Scheduling an informal meeting with the veteran upon arrival to campus

– Discussing transitional needs and issues

– Serving as point of contact for the veteran as issues arise

Outside the Classroom Connections Classroom Connections

Group Gatherings• Brown Bag Lunches: The Veterans

Coordinator holds weekly brown bag lunches. Student veterans use these sessions to chat about issues and life on campus.

• Pizza Fridays: Veterans are invited each Friday to the Veterans Offi ce for free pizza lunches. These gatherings serve as an informal opportunity for the offi ce staff to check in with students.

“Veterans in Higher Education” CourseThe University of California-Berkeley offers a one-unit (upper division credit) pass/fail course each fall to incoming student veterans. The course is led by the veterans services program director and co-facilitated by veterans who have completed at least one semester at Berkeley. The course helps build a sense of camaraderie among the incoming student veterans and helps guide the transition to academic life. Course topics include:

• Adjusting to the academic load

• Study strategies

• Writing techniques

• Setting realistic expectations & goals

• Issues and challenges involved with post-military service and better understanding combat stress (using the book “Courage After Fire”)

Addressing Critical Needs

“At the base level, there are very critical needs that veterans have to address, otherwise the higher level thinking is largely not possible…Getting all of the basic needs covered and then offering some strategic points to maximize the university experience is how we frame the course and work with veterans.”

Ron WilliamsCoordinator, Re-Entry Student and Veterans ServicesUniversity of California, Berkeley


Case Profi le: Cleveland State University’s SERV Program

Source: Glantz, Aaron, “The Solider and the Student,” The Nation, November 27, 2007, http://www.thenation.com/doc/20071210/glantz; Greenburg, Milton, “The GI Bill of Rights,” in Historians on America: Decisions that Made a Difference, ed. George Clack and Paul Malamud (U.S. Department of State, 2007), pp. 46-53; Schupp, John, “Supportive Education for the Returning Veteran: Helping the Best, Brightest and Bravest Get Their Degree,” Presentation; Advisory Board interviews and analysis.

“Greatest Generation” High Point in College Success…

Percentage of World War II Veterans Completing Four–Year Degrees

Completion Rates for Four–Year Degrees1

1995–2001

…While Today’s Student Veterans Struggle

78%Completed

Degree

30%

3%

All College Students Veterans

Type of Student

World War II veterans took advantage of the GI Bill, enrolling in large numbers at colleges and universities. More than 45 percent of all college students in 1949 were veterans, creating a built-in network of camaraderie and support. Today’s student veterans are widely disbursed across traditional institutions, community colleges, and for-profi t universities. These students often fi nd themselves lost in a sea of civilians, who they have been trained to protect, making it diffi cult for them to concentrate and focus on their studies.

1 Numbers are based on degrees completed within four to fi ve years.


Case Profi le: Cleveland State University’s SERV Program (cont.)

Source: Schupp, John, “Supportive Education for the Returning Veteran: Helping the Best, Brightest and Bravest Get Their Degree,” Presentation; Advisory Board interviews and analysis.

Challenges for Student Veterans on Campus

Concentration in Class

Test-Taking

Trying to Fit In

Finding a New Normal

1

2

3

4

SERV Program

• Offered Veterans-Only General Education Classes

– Introduction to Biology

– Remedial English

– Remedial Math

– Introduction to College Life

• Track progress of veterans in the classes

• Provide mini counseling sessions at the start of each class

• Program director supports veterans and works with them to cut through university red tape

Veterans Learning CommunityFall 2008

Student veterans face a series of environmental and individual challenges as they transition to university life. Cleveland State University’s SERV program looks to reduce environmental distractions by creating a cohort of student veterans on campus. Under the umbrella of a learning community, SERV’s director created veterans-only sections of general education courses to foster a military unit mentality among the students.

Supportive Education for the Returning Veteran (SERV) Program

• Focuses on the environment and reducing distractions for veterans in the classroom

• Creates a cohort of veterans on campus and develops strength associated with a military unit

• Brings veterans together in one location and improves their ability to concentrate

• Fosters confi dence and facilitates veterans’ transition to civilian life



Retaining Veterans, Fostering Their Confi dence…

…While Attracting New Students

SERV StudentsFirst Year Retention Rate, Fall to Spring

n=25

92%retained

Average Ohio Higher Education StudentsFirst Year Retention Rate, Fall to Spring

75%retained

Cleveland State University’s Veteran Population

Fall '03 Fall '04 Fall '05 Fall '06 Fall '07 Spring '08 Fall '08 Spring '090

100

200

300

400

Number of Veterans


1 Veteran enrollment increased from fall 2008 to spring 2009 despite incentive to wait until fall 2009 for new benefi ts under the Post 9/11 GI Bill.

Results from the SERV Program indicate it is playing a key role in fostering student success. Student veterans who participated were retained at a signifi cantly higher rate than the average for fi rst-year students in Ohio. At the same time, the program’s success led current students to spread the word to friends, former colleagues, and other service members, helping Cleveland State to grow their veteran population.

1




Making the Next “Great Generation”Institutions Implementing and/or Considering the SERV Program (Excerpted)

Changing Lives

“The SERV program has been one of the most helpful academic success aids that I have encountered while studying at Cleveland State University…Although I never did doubt my ability to eventually push and shove my way through school, the SERV program has proven to be a wonderful service that has helped transform my obstacles into new opportunities. These opportunities have been constructed through a network of students with similar past experiences and a caring and fl exible staff. My hope is that this service will be available to the many veterans seeking self improvement in the years to come.”

SERV ParticipantCleveland State University

FL St. Petersburg College

University of South Florida

KY Eastern Kentucky University

Northern Kentucky University

University of Louisville

Western Kentucky University

WV Shepherd University

University of West Virginia

PA Art Institute of Pittsburgh

Robert Morris University

Thiel College (Fall 2009)

OH Columbus State Community College (Spring 2010)

Youngstown State University (Spring 2010)

University of Akron (Spring 2010)

University of Dayton (Fall 2009)

MI Ferris State

Northern Michigan University

University of Michigan-Flint

KS University of Kansas

Washburn University

NM University of New Mexico (Fall 2009)

TX UT-Pan American

UT Permian Basin

AR Southern Arkansas University

The SERV program has attracted national media attention and received accolades from the VA. The retention data and testimony from student participants provides compelling evidence of success. As a result, a number of institutions across the country are exploring the possibility of creating a similar program.

OK East Central University


IV. Funding Services for Veterans

Source: Higher Education Veterans Assistance Program Steering Committee,”The Minnesota Department of Veterans Affairs Higher Education Veterans Program Report to the Minnesota Legislature,” Higher Education Veterans Programs, January 15, 2008, http://www.mdva.state.mn.us/PDFs/HigherEducationVeteransAssistanceOffi cesonCampus-2008LegislativeReport.pdf; United States Department of Veterans Affairs, “Chapter 10. Tutorial Assistance,” GI Bill Education Programs, August 4, 1994, www.warms.vba.va.gov/admin22/m22_4/part03; —, Student Work-Study Allowance Program, May 5, 2009, http://www.gibill.va.gov/pamphlets/wkstud.htm; Advisory Board interviews and analysis.

Given the economic downturn, some institutions are increasingly concerned about investing resources in programs and services focused on student veterans. Council research demonstrates, however, that institutions can more effi ciently leverage their current resources to help support veterans. For example, colleges and universities should ensure they are maximizing federal and state resources available to their institution.

Leveraging Outside Revenue Sources

State GovernmentFederal Government

Minnesota Department of Veterans Affairs• State legislature has approved $1.05 million

annual funding to support VA representatives on state college and university campuses

• Program supports the salaries, benefi ts, and expenses of 12 regional coordinators

• Coordinators serve student veterans on 53 campuses across the state

Tutorial Assistance Program• Students receiving VA educational benefi ts

are eligible for up to $100 per month toward tutoring services

• The student must demonstrate defi ciency in the academic area and have the defi ciency verifi ed by a university offi cial

• Full-time or ¾-time students receiving VA educational benefi ts are eligible to seek employment serving VA-related functions, including the university veterans offi ce

• The number of students eligible to work on each campus correlates to the local/campus veterans’ population

Eligible # of work hours per student ≤

25 x (# of weeks in the enrollment period)

Hourly wage = Greater of:

• Federal min. wage

• State min. wage

VA Work-Study Students Manage Veterans Center at the University of Arizona

• Students are cross-trained to manage walk-in and phone inquiries. Knowledge of on- and off-campus resources ensures appropriate referrals; personal experience of veterans helps better serve students

• Work-study students work 10 to 25 hours per week each, staffi ng the offi ce a total of 40 hours per week

• Cost to university:

5 work-study students$01

1 FTE $40,000–$50,000

VS.

Student Work-Study Allowance Program

1 Minimal staffi ng costs associated with work-study training and supervision



While state and federal support can help fund programs, it is also critical for institutions to leverage existing services as part of the support network for student veterans. Council research shows that staff in areas such as academic advising, fi nancial aid, and the career center can adjust services and programs to better support veterans.

V. Campus Services

Adjusting Existing Services to Meet Veterans’ Needs

Basic Intermediate Advanced

Basic understanding of veterans’ needs and issues; knowledge of campus resources to refer veterans

More advanced knowledge of both on- and off-campus resources to support veterans

Comprehensive understanding of veterans’ needs; able to personally advise and support veterans

Financial Aid

Academic Advising

Student Health

Services

Career Services

• GI Bill advising

• General academic advising

• Basic counseling support

• General referral to VA resources

• Advising on GI Bill and internal university aid available to veterans (e.g., scholarships)

• Referral to resources/databases on academic majors related to military experience

• Advanced connections with local VA, making regular referrals

• Resources for veterans to access information on military-related careers

• Comprehensive advising on GI Bill and both internal and external aid to maximize resources for veterans

• Advising to help veterans map military experience, transfer credit, and academic interests to most appropriate major

• University-based PTSD & TBI specialists with knowledge of military-specifi c effects to directly support veterans on campus

• Facilitated veterans’ support groups

• Resume workshops that help veterans translate military experience to career paths

• Basic career advising for students with military experience



Many colleges and universities have a robust network of faculty, staff, and alumni who are veterans, active duty service members, or reservists. A few innovative institutions are tapping this group as mentors to help student veterans explore academic options and career paths. Council research demonstrates that veterans are sympathetic to the needs and experiences of other veterans, making them well suited to support the university’s efforts.

V. Campus Services (cont.)

Expanding the Support Network

Veteran StaffV

eter

an

Faculty

Vetera

n A

lum

niLocal Veterans

Ve

tera

ns W

orking G

roup MembersVete

rans

Lia

ison

s

Veterans Offi ce Staff

Advising/Mentoring Funding Resources

Events/Programming

Connect local veterans in the community (faculty, staff, and business leaders) with student veterans through mentoring/advising relationships.

Invite faculty, staff, and local alumni to veteran-related campus events to provide informal opportunities for student veterans to meet and network with these groups.

Solicit donations from the local veteran community to fund scholarships for current student veterans.

Campus Advocacy

Use the extended veteran population on and around campus to serve as advocates for student veterans, raising awareness of veterans’ issues.

University of Colorado–Boulder: Military Veterans Alumni Society

The Veterans Coordinator established a veterans alumni group with help from the alumni association. The group currently consists of 350-400 alumni, faculty, and staff who are or have an interest in supporting veterans. Activities include:

• Scholarships: Raised funds for 15 annual scholarships worth $1,000 each

• Mentorship program: Volunteer mentors assigned to interested students upon request. Pairings are based on academic and career interests

• Employment contacts: Members’ contact and job information put in a database for student veterans to access during career and job searches

• Social programs: Regular social gatherings (e.g., lunches, dinners) throughout the year to bring local veterans together to meet and discuss veterans’ issues


VI. Community Resources


There are many resources available for student veterans through community organizations. Council interviewees highlight the importance of leveraging these resources, rather than trying to do it all on campus. At a minimum, the veterans coordinator should make connections with community organizations. These relationships extend the university’s ability to support veterans by raising awareness of local services and increasing appropriate student referrals.

Developing Relationships with Community Organizations

Identify local, state, and national service providers and organizations relevant to student veterans.

Gather provider and organization information and distribute it to students online and/or in the Veterans Offi ce.

Make connections with groups of greatest importance and interest to student veterans.

Facilitate connections between campus offi ces such as the counseling center and relevant community groups.

1

2

3

• State VA Dept.

• County Veteran Services Offi ces

• VA Hospitals, Clinics & Counseling Centers

• Employment Development Offi ces

• VFW

• American Legion

• Student Veterans of America

• Vets4Vets

• Iraq and Afghanistan Veterans of America (IAVA)

• Soldiers Project

Community Resources for Veterans

Strategies for Connecting with Community Groups

• Veterans Offi ce open house

• Offi ce hours on campus for county veteran services or VA counseling center representative

• Community resource fair

• Community groups participate in Veterans Day events

• Attend local VFW or American Legion meetings

• Arrange meetings with campus counseling and VA mental health service providers

• Establish volunteer programs for student veterans

4

First Steps

Bring community groups to campus Visit community groups onsite


VI. Community Resources (cont.)

After establishing initial connections, a handful of institutions are pursuing more formal and permanent relationships with community organizations. By making the case to local and state veterans’ organizations, universities have been able to bring experts to campus to handle various issues including benefi ts processing and mental health support.

Formalizing On-Campus Partnerships with State Agencies Making the Case in Ohio

Concentrated Population of Veterans on College and

University CampusesPercentage of Student Veterans

VA Representative Placed on Campus

VA representative holds open offi ce hours on campus one day per week

Increase in Ratio of Veteran Contacts

per VA FTE

Pre-campus Placement

Post-campus Placement

Potential 100% increase

Full-Time VA Representative on Minnesota Campuses

• 12 regional coordinators serve 53 campuses across the state

• Coordinator responsibilities:

– Manage efforts to develop central offi ce for student veterans

– Serve as contact for all VA- and benefi ts-related questions

– Connect campus offi cials and students with local and state veterans’ resources (e.g., County Veterans Service Offi ces)

• In 2007–08, VA representatives catalogued 3,600 fi rst-time visits with student veterans

ve te

p

Hamilton County Montgomery County

Athens CountyLucas County

12%

45% 35%

24%

56%

14%

13%

9%8%

Breakdown of VA Referrals

Internal campus resource

External community

resource

CVSO1

DEED2

Other

1 County Veterans Service Offi cer.2 Dept. of Employment & Economic Development.

Source: Higher Education Veterans Assistance Program Steering Committee, “The Minnesota Department of Veterans Affairs Higher Education Veterans Program Report to the Minnesota Legislature,” Higher Education Veterans Programs, January 15, 2008, http://www.mdva.state.mn.us/PDFs/HigherEducationVeteransAssistanceOffi cesonCampus-2008LegislativeReport.pdf; Schupp, John, “Supportive Education for the Returning Veteran: Helping the Best, Brightest and Bravest Get Their Degree,” Presentation; Advisory Board interviews and analysis.



In addition, a few other institutions have developed collaborative partnerships with local community groups that encourage student involvement in and interaction with the local community. At the University of Missouri, the Veterans Center director has contacted local Rotary groups to solicit internships and externships for student veterans. The director plans to make annual presentations at all four local clubs.

Partnering with Local Community Groups


Director presents ten-minute session on student veterans’ skills at club meetings

Rotary members submit job opportunities to director

Director searches database for veterans who match job requirements (e.g., major)

E-mail with job information is sent to qualifi ed veteran students

University of Missouri

Capitalizing on Veterans’ Talents

“We have a pool of men and women who have already been really well trained; why not capitalize on that… Veterans are happy to learn what it’s like to run a business and the business person can utilize the talents and training of veterans that he’s learned from the military, so it’s a win-win for everybody.”

Carol FleisherVeterans Center DirectorUniversity of Missouri


Innovative Community Partnerships

• Co-coordinated by the SDSU Veterans Center and Naval Medical Center San Diego, the “Wounded Warrior” program is a two-day event that connects wounded active duty personnel close to discharge with SDSU student veterans in an effort to encourage higher education following military service.

– Day 1: Lunch, introduction of student veterans, and overview presentation

– Day 2: Interested Wounded Warriors visit campus and receive a VIP tour, semiformal dinner and attend an SDSU sporting event

• The program has enabled local active duty military near their discharge date to connect with student veterans so that they may see the benefi ts of acquiring higher education following their service.

• Future plans include expanding to include local military bases to recruit all active duty personnel near their discharge date to pursue higher education.


CSU-Long Beach partnered with the Pacifi c-Gateway Workforce Investment Board to apply for and win a $1 million grant. The partnership gives $150,000 for CSU-Long Beach to use for veterans’ scholarships. Program details are as follows:

• Targeted at veterans who have run out of VA benefi ts/resources and are near degree completion. Scholarships are provided to cover tuition, fees, and book costs.

• Recipients must be going into the job market and have to enroll in a case management system to track their employment search.

• Program begins in fall 2009. University is already holding information sessions and recruiting applicants. Planning for 30 individuals at $5,000 per person for two semesters.

• Goal is to have 17 student veterans employed locally at the end of the fi rst year.

Workforce Investment Board ProgramCSU-Long Beach

“Wounded Warrior Days”San Diego State University (SDSU)


Other institutions have developed community partnerships with focuses ranging from career/employment to providing support for injured veterans. Council research demonstrates that the best partnerships are mutually benefi cial with the institution fi nding ways to leverage local resources in a way that meets veterans’ needs.


53


I. Facilitating Connections Among Veterans

II. Educating the Campus Community

III. Recognizing Veterans as a Community

IV. Expanding the Focus


Nurturing a "Veteran-Friendly" Campus 55


After establishing an infrastructure and coordinating support services, institutions should focus on developing a supportive campus environment. Strategies for promoting a positive campus climate include building a cohesive veterans’ community, educating campus constituencies about the needs of veterans, and recognizing veterans’ service as an institution.

Three Pillars of Nurturing a “Veteran-Friendly” Community

I. Facilitate connections among veterans

II. Educate campus community about veterans

III. Recognize veterans as a campus community


VETERANS DAY

11 November


I. Facilitating Connections Among Veterans

One crucial aspect in creating a “veteran-friendly” environment is developing a sense of community among the student veterans on campus. Providing formal and informal ways for student veterans to connect with one another during the transition to campus and throughout their university experience builds an essential layer of support. The fi rst step is creating mechanisms for communication with student veterans.

Facilitating Communication and Connection

Strategies for identifying veterans include:

Veterans@ListservVeterans Center Director

Veterans

Dear Veteran,

E-mail Listservs Social Networking Groups Contact List

Veterans at University

Name:Email:Phone:

Name:Email:Phone:

Name:Email:Phone:


• Admissions and enrollment processes (e.g., application item, VA benefi ts processing)

• Contacts with the veterans’ service offi ce

Facilitate connections through distribution of student veterans’ information

• Create e-mail listservs to distribute news, information, and provide means for veterans to communicate with one another

• Set-up “veterans” groups on social networking sites such as Facebook© or LinkedIn© to help veterans connect with one another

• Compile contact lists as an easy way for veterans to identify other veterans on campus


The next step is to establish a student veterans organization (SVO). Typically, these groups are formed on campus through grassroots efforts by a handful of student veterans. These organizations have multiplied in recent years after the formation of Student Veterans of America, a national nonprofi t group that provides support to student veterans on individual college campuses.

Establishing a Student Veterans Organization

The size of the student veterans organization depends on the number of veterans on campus, but only two or three student leaders are needed to start an organization.

er

Student Veterans of America (SVA)

• SVA is a coalition of student veterans organizations on college campuses across the United States. The organization has three main goals:

– Develop student veterans groups on college campuses and coordinate by region among existing groups

– Connect student groups and university administrators with resources while aiding veterans transitioning into higher education

– Advocate on behalf of student veterans at the state and national level

• To become a member of the SVA, a campus organization needs three things:

Campus Contact

Academic Advisor

Constitution

• In the last year, the number of affi liated student veterans organizations has grown from 12 to 80.

Source: Student Veterans of America, 2009, http://www.studentveterans.org/; Advisory board interviews and analysis.

For more information, see Student Veterans of America at http://www.studentveterans.org

I. Facilitating Connections Among Veterans (cont.)


The role of the student veterans organization varies by campus. Typically, these groups offer a range of activities from social gatherings to volunteer programs as well as advocating for veterans’ interests at local and state levels. At several institutions, the student leaders from the organization also support the veterans offi ce, providing frontline support to individual veterans.

Student Veterans Organization Activities

Social• Lunch/dinners

• Ice cream socials

• Field trips

• Movie nights

Volunteer• Support wounded veterans

at local VA hospital

• Fundraisers for military-affi liated charities

• Care packages to active-duty service members

Informational/Support• Mentorship programs

• Support groups

• VA benefi ts reviews

Educational/Advocacy• Presentations to campus

community about militaryexperience

• Promote expansion of veterans’ services on campus to university leaders

• Advocate for veterans services with state and national governments

Supporting the Veterans Offi ce

Members of the student veterans group are often critical to shaping and supporting the services offered on campus. Their activities include:

• Informing the director and staff members about the quality of existing services

• Highlighting service gaps and brainstorming potential solutions

• Supporting or managing the offi ce as student workers. Tasks may include greeting walk-in students, answering phones, and assisting the VA certifying offi cial.

Student veterans are often paid through the VA Work-Study program at no cost to the university. In some cases, institutions choose to supplement VA Work-Study wages.




Universities that have access to suffi cient resources may also consider designating a physical space for veterans on campus to serve as a central gathering place. The space should be in close proximity to other student service offi ces and generally accessible to student veterans. The size of the offi ce depends largely upon resources, but ranges from an open lounge space to multiple rooms for staff and meeting purposes.

Designating a Central Space for Veterans

Proximity and Accessibility

Counseling/Heath Center

Veterans Offi ceAcademic

Advising

Financial Aid

RegistrarStudent Support Services

Student Union

Admissions

Offi ce Amenities

• Lounge area: couches, chairs, tables

• Individual offi ces: space for staff members, private counseling sessions

• Meeting space: rooms or areas for presentations and student meetings/events; may include tables, LCD projector, etc.

• Study resources: computers, copy machine, fax machine, printers

• Other amenities: kitchen, snacks, coffee machine, television

Source: Advisory Board interviews and analysis

Essential for Building Community

“The offi ce is bursting at the seams! Students use the offi ce for different things: at lunch time, people bring in lunch to eat; between classes, people stop by to check e-mail; people bring their friends, some vets, some non-vets and set up study groups because they feel comfortable there.”

Amanda Kraus, PhDProjects Coordinator, Disability Resource CenterAdjunct Assistant Professor, Center for the Study of Higher Education



II. Educating the Campus Community

The second step in creating a “veteran-friendly” campus is educating the broader campus community about the needs, interests, and characteristics of the student veteran population. Stereotypes about service members are rampant on university campuses and education is imperative to make student veterans feel comfortable.

Misperceptions Can Foster an Uncomfortable Environment

Stereotypes of Veterans

• All male

• Politically conservative

• Pro–NRA

• From the southern United States

• Fought in combat

• Have mental health issues

• Less academically prepared

Inappropriate Questions

• “Have you ever shot or killed someone?”

• “You were in Iraq, what do you think of the war?”

• “Did you see anyone die?”

• “How is the war doing? Are we winning?”

• “Do you own a gun?”

? ?!

Veterans Population: The Reality

1 out of 10 veterans is female; 26% of all military undergraduates are female

It is estimated that 20% of the OIF/OEF forces will suffer from PTSD; another 20% may have experienced traumatic brain injuries (TBI)

60% of the nation’s veterans live in urban areas; over one-third of the veteran population lives in six states: California, Florida, Texas, Pennsylvania, New York, and Ohio

Source: Meagher, Ilona, “The War List: OEF/OIF Statistics,” PTSD Combat: Winning the War Within. March 2007, http://www.ptsdcombat.com/documents/ptsdcombat_war-list_oef-oif-statistics.pdf; U.S. Department of Education, Issue Tables: A Profi le of Military Servicemembers and Veterans Enrolled in Postsecondary Education in 2007-08, (NCES 2009-182; April 2009), by Alexandria Walton Radford, Thomas Weko, and Jolene Wun; Vietnam Veterans of America, “Veterans Fact Sheet,” VVA & VMW Newsroom, 2009, http://www.veteransnewsroom.com/fi les/press/VETERANS-Fact-Sheet-Veterans.pdf; Advisory Board interviews and analysis.


II. Educating the Campus Community (cont.)

Council research shows that the campus working group and cross-functional liaisons develop a good understanding of veterans’ issues through their work with individual students. As a result, these staff members are well suited to serve as advocates for student veterans throughout the university community. Peer education can take place through both informal and formal channels.

Leveraging Advocates to Educate Individual Units

Option 1: Informal Interactions

Veterans Working Group

Admissions

Financial Aid

Registrar

Disability Services

Counseling Center

Academic Advising

Advocates are responsible for understanding veterans’ needs and educating offi ce members as issues or opportunities arise throughout their work.

Option 2: Formal Presentations

Advocates may also present information on student veterans during pre-existing meetings to formally educate campus units about veterans’ needs. Presentation opportunities include:

• Staff meetings

• New faculty/staff orientations

• Strategic planning committee meetings

Education About Veterans During Staff MeetingsUCLA

• Held during regular unit-wide Student Affairs and Veterans Resource Offi ce staff meetings

• Portion of meeting dedicated to discussing veterans’ issues. Topic areas covered to date include:

1. Overview of veterans’ issues: Open discussion/forum on perceived and actual issues facing student veterans on campus.

2. Mental health issues teleconference: Staff were invited to participate in a teleconference on the impact and treatment of PTSD and TBI on veterans.



Tracy Simpson, PhD Co-Director, VA Women’s Trauma and Recovery Center

Associate Professor, Dept. of Psychiatry & Behavioral Sciences, University of Washington

II. Educating the Campus Community (cont.)

A few universities have taken campus education to the next level, developing robust training sessions for faculty and staff. These programs may include presentations regarding academic research on PTSD or TBI, personal perspectives on the student veteran experience, and information about local resources.

Veterans’ Education Summit at Evergreen State College

• All campus faculty and staff, including veterans’ staff from neighboring campuses were invited via e-mail and printed posters to a four-hour in-service program titled: “Town Hall Meeting on the Needs of Evergreen Veterans & Their Families (Student, Staff, Faculty).”

• To ensure maximum attendance, the session was held during an open period in the academic schedule and was promoted to faculty and staff directly by the provost and vice presidents. In total, about 90 faculty and staff attended.

• In-service program goals:

– Dispel myths and fears about veterans serving in combat

– Provide an overview of PTSD, war zone stressors, and stressors that impact civilian life

– Discuss the transition of wounded, disabled, and combat veterans to civilian and academic life

– Examine potential student veterans’ needs and issues, including sensitivity guidelines

– Review campus and community resources available to veterans, and when to make referrals

2008 In-Service Speakers

Dr. Simpson has worked as a clinical psychologist, specializing in the care of women veterans with military trauma histories, and now co-directs the Seattle VA’s Women’s Trauma Center. Her work focuses on helping the VA better address the needs of both our existing women veterans and new women veterans.

Peter G. Schmidt, PhD Senior Associate Dean, Student Success and Retention, Edmonds Community College

Steven Tice, MA, CTSCertifi ed Trauma Specialist

Lisa TiceManager of Disability Support Services, University of Washington

Steve is a disabled combat veteran, author, and consultant on issues associated with combat-related post traumatic stress disorder (PTSD) and veterans’ transition to higher education.

Lisa, Steve’s wife, has clinical and personal experience working with disabled veterans.


Dr. Schmidt has an extensive background in student services having worked as a counselor/instructor various local community colleges and in teaching psychology courses. He holds a doctorate in clinical psychology and has served as a consultant for the state VA.


III. Recognizing Veterans as a Community

The third element in nurturing a “veteran-friendly” campus is developing programs and opportunities that bring the campus community together to celebrate veterans. Through programs such as Veterans Day observances, veterans are collectively recognized for their service and the campus community has the opportunity to increase their understanding and appreciation for veterans.

Strategies for Celebrating Veterans on Campus

Veterans Day EventsPrograms range from small gatherings of student veterans and their families to full-day celebrations with speakers, food, and military-related activities.

VETERANS DAY

11 November

War/Veterans MemorialThe San Diego State University alumni association erected a 25–foot tall granite monolith memorial to alumni who have fallen in the line of duty.

Memorial to Veterans

Graduation RecognitionRegalia items to be worn by student veterans at graduation.

Student Veterans Appreciation Day: University of Minnesota

Veterans, family members, faculty, staff, students, and the public were invited to attend activities celebrating student veterans throughout the day on November 12th. The activities were co-sponsored by the university and other local corporate and nonprofi t organizations.

9:00 am

9:30 am

9:30 am to

3:00 pm

10:00 am to

11:00 am

11:15 am

12:00 pm

12:30 pm to

1:30 pm

Opening remarks at the ROTC armory

“Meet and greet” with student veterans

Veterans Resource Fair: featuring campus and community services and organizations. Free t-shirts and buttons were given out and snacks provided

Rappelling off of the ROTC armory tower (60 ft.)

Free chili lunch provided at ROTC armory

Recognition Ceremony: included presentations from the university’s military color guard and marching band and an F–16 fl yover; notable speakers were a University Regent, a MN State Senator, the MN Dept. of Veterans Affairs Commissioner, and a university student veteran leader

Rappelling off of the ROTC armory tower (60 ft.)

tsm

s

Source: University of Minnesota, Student Veterans Appreciation Day 2008, 2008, http://onestop.umn.edu/veterans/news_and_events/svad2008.html; Advisory Board interviews and analysis.

Challenge Coin ReceptionEvergreen State College awards a university “challenge coin,” like those given to veterans of World War I and II, to recognize faculty, staff, and student veterans.


IV. Expanding the Focus

It is common for universities to extend support services and programs for veterans to include active duty service members, national guardsmen, and reservists. These groups may encounter similar issues as veterans in navigating the educational benefi ts process, but also have unique challenges related to the possibility of being called to service during their educational experience.

Tailoring Support for Other PopulationsStudent Course

Schedule

Active Duty Service Member

University Chancellor’s Offi ce

Redefi ning the “Veteran” Community

“We strive to be military and veteran-friendly on campus and support not only veterans but service members, dependents, and survivors as well. When we talk about veterans, we’re talking about all four of those groups. Providing support to a survivor or dependent of a veteran is just as important as supporting veterans themselves.”

Andrew RendonDirector, Center for America’s Veterans Mississippi State University


Course Registration and Withdrawal Support

• Active duty members called to or returning from service in the middle of the semester need extra support to manage their exit and/or re-entry without negatively impacting their academic standing.

• One university leaves active duty members’ student accounts open for two years after departure rather than two semesters to ensure access to registration system upon return.

Alleviating Financial Burden of Departure

• Service members departing mid-semester often need help managing the fi nancial implications of their departure (e.g., refunds for tuition, fees, and books).

• At one university, service members called to duty mid-semester can receive a full refund for all their books with a valid receipt.

Acknowledgment of Service

• To recognize student service members who are deployed, the chancellor at one university sends a letter thanking them for their dedication and wishing them a safe return.

• Returning student service members at another university are invited to a reception in their honor upon arrival back to campus at the beginning of the semester.

Support During Deployment

• To support service members during deployment and remind them of their connection to the university, a number of institutions send care packages with basic goods and/or university-related items to deployed students.

• Examples of package items include:

– College decals and banners

– Books from college professors

– Student newspapers

– Basic toiletry items



IV. Expanding the Focus (cont.)

Recognizing that student veterans are not a homogeneous population, some universities are taking the next step, developing services for subpopulations including minority and women veterans. A few universities are also opening their doors to veterans not enrolled at the institution in order to give them access to campus resources and support services.

Expanding the Focus of the Veterans Offi ceStudent Veteran Subpopulations

Veterans-Related Populations

Non-Institutional Veterans

Under-Represented Minority Veterans

• One university’s veterans offi ce collaborates with the multicultural services offi ce to co-program events.

Disabled Veterans• University of Arizona has

invited 20 disabled veterans to a fi ve-day program that introduces attendees to:

– Adaptive athletics

– Higher education opportunities

– Alternative health and wellness

Dependents & Survivors

• Support groups

• Workshops

• Potlucks/social events

Spouses• Job placement support

• Support groups

Local Community College Veterans

• Student veterans at local community colleges are invited to utilize the services of San Diego State University’s veterans offi ce.

Veterans in the Community• The University of Missouri’s

veterans center serves any local veteran seeking support.

COMMUNITY COLLEGE

Opening Doors, Increasing Impact

“When we fi rst thought about opening the doors [to non-student veterans], it troubled me, because I was concerned about the university saying we should be only serving our students. They have not said that; they have applauded everything we are doing. Now I can’t imagine turning away a veteran.”

Carol FleisherVeterans Center DirectorUniversity of Missouri


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