Designing Programs to Support Veteran
Students
Brenda York, Director, Disability, Re-entry & Veteran Services
Glenn Puffer, Associate Dean of Students, Veterans Seminar Instructor
Unique Needs for Veterans
• Almost all Iraq/Afghanistan veterans have been shot at,
attacked or ambushed.
• PTSD, major depression, and anxiety are estimated to
affect one in six veterans.
• Mild and moderate TBI is the “signature injury” of these
conflicts.
• Hearing loss in returning veterans is becoming an
increasing issue.
• Readjustment issues often surface six to twelve months
after returning.
On Campus
• Educational bureaucracy, financial aid, VA benefit
applications can be difficult.
• Veterans may attempt too many credits to make up for
lost time.
• They are often reluctant to ask for help or to take
advantage of counseling services.
• Cannot relate to their peers in classrooms.
• Frustration or anger at professors and students who
vocalize anti-war sentiment
Why the need to know
• The new Post 9/11 GI Bill will and is changing the face of
campuses;
• The new GI Bill will have the same effect that the original
GI Bill post World War II had;
• Many vets are returning with mental and physical
disabilities or a combination of both;
• Vets that would not have attended college prior to the
new Post 9/11 GI Bill now will;
• Colleges need to be ready, especially disability offices,
housing, counseling, Dean of Students, and other support
areas.
• Academic areas will also be impacted.
The New Post 9/11 GI Bill
• The Post 9/11 GI Bill was passed in 2008 and
implementation began August 01, 2009.
• Any soldier that has active duty time can be
eligible for the Post 9/11 GI Bill.
• Active duty time equals percentage eligible for
the GI Bill.
• Tuition and fees are paid at the eligibility rate.
Example 36 months of active duty service=100%
• The veteran also receives a housing allowance
and book stipend.
GI Bill continued
• Veteran benefits are no longer considered
resources for financial aid purposes, as of July 01,
2009
• The Post 9/11 GI Bill allows for transferability to
dependents of veterans depending on Dept. of
Defense eligibility requirements.
• Schools may voluntarily enter into the Yellow
Ribbon program with the VA to waive or match
unmet need
• In a “nutshell” this new GI Bill will increase the
number of veterans returning to school and
increase the need of services for the veteran.
CHAT TIME
Misconceptions
• Not all veterans have been in combat;
• Not all have served in Iraq/Afghanistan;
• And finally, not all have PTSD.
Education/Information for
Faculty and Staff
• It is important for all faculty and staff to know who the
veteran coordinator or certifying official is on your
campus.
• Set up an informational session at department meetings
to discuss veteran issues/needs.
• Be on campus committees to represent veterans on your
campus.
Veteran Information Fairs
• Check with your local Veteran Service Office (VSO) to see
if any reintegration events are happening.
• On your campus have a veteran information session and
have academic and support services there to supply what
services are offered.
Veteran Orientation
• First year was Summer 2009
• Hoped to have 15-20 sign up…had 41 attend.
• One day session, right before school started for fall.
• I registered them early with the mandate they attend the
orientation, all but 3 did.
Orientation continued…
• Needs to be coordinated with your
orientation office for:
•Publicity
•Coding in your campus system
•General information for walk-ins,
phone calls, etc.
•Campus tours
•General support
Orientation continued
• Plan to start early and finish early
• We offered the vet orientation from 7:30 AM 2:30PM
• Provided breakfast and lunch
• Local vendors donated drinks through out the day
Orientation agenda
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7:30 AM:
7:50 AM:
Breakfast Buffet
Introductions
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Welcome-Vice President of Student Affairs
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8:00 AM:
8:15 AM:
9:30 AM:
9:45 AM:
10:15 AM:
10:45 AM:
11:15 AM:
12:15 PM:
1:15 PM:
2:15 PM:
2:30 PM:
2:45 PM:
GI Bill QuestionsAdvising Information- University Studies & Registration InfoBreak
Financial AidCareer Services
Health Services
Counseling and Psychological Services
Lunch
DOS/FYI/CSI
Resources in the community for vets
Questions
Campus Tour
Agenda…did it work?
• Presenters were very excited to discuss procedures &
policies with veterans
• There was very good interaction between vets and
presenters
• Time given seemed to be enough
• Positive comments, overall
Follow UP
• Veterans that attended the orientation had a successful
semester. One dropped out of school by week 2 but all
others had a productive fall semester.
• We deal with over 350 veterans, the orientation “cohort”
were the ones that followed registration time lines,
student account deadlines, etc
• Were able to use that cohort to work with a dedicated
Veteran First Year Initiative mentor for follow up on study
skills, time management, test taking, etc…
Changes
• Add someone from student accounts to
speak
• Allow more time at end for questions
• Do a vet fair in another room or back of
room for all the off campus resources-we
had numerous calls and not enough time
for them all
Changes….
• Discussion about later in day so families can come in
evening?
• Discussion meeting will happen mid spring to discuss the
next orientation
• Have a spring semester “mini-orientation”?
Chat time
Designing Programs to Support
Veteran Students:
First Year Experience and
Institutional Policies
MSU First Year Experience
• MSU Fridays (campus visits)
• Orientation
– College Student Inventory
– College Expectations
• University Convocation (summer reading)
• First Year Seminar
• WRIT 101 (Core writing component)
First Year Seminar
• “”…an introduction to college studies
aimed at expanding students’ intellectual
interests, improving critical thinking and
communication skills, and creating a
community of learners” (Core 2.0)
• Required of all first year students
Seminar Goals
• Provide educational setting to share process of
intellectual inquiry
• Provide opportunities to speak effectively about ideas,
interpretations, insights, goals
• Provide supportive instruction and practice in essential
research and writing skills
• Foster individual initiative, responsibility, intellectual
rigor, lifelong learning
Seminar Components
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Critical reading (texts, selected topics)
Student-led class discussions
Oral presentations
Academic writing
– curriculum prescribed
– instructor assigned
– objective/analytical/researched
• On/Off-campus lectures and events
Veterans Seminar Section
• A student veteran initiative
• Cooperation/collaboration among Veterans, Veterans’
Services and University College (First Year Seminar)
– Preferential (elective) enrollment
– Credible (prior military?) instructor
– Contingent on adequate subscription
– Curriculum “tailored” to Veterans
Obstacles/Concerns
• Originally not well received by colleges
– Objections to lack of diversity
– Funding for undersubscribed section
– Concern for adequate instructional expertise
– Concern for Peer Leader selection
– Concern for control of “tailored” curriculum
– Concern for assurance of academic rigor
Obstacle Resolution
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University College sponsors test section
Veterans Services shares funding
Faculty (Retired Army LTC) instructor
Student veteran who proposed seminar, completed
course 2005, as Peer Leader
• Teach curriculum “as is” for test
Veterans Seminar Fall 2006
• Class size 13 (2 non-Vet )
• Entering class standing
– 10(true) Frosh, 2 Junior, 1 Senior
• Age: Range 19-37, Mean 23.5
• Gender: 3 Female, 10 Male
• Deployed: 4
• Persistence: 10/13, 77% (Vet 8/11, 73%)
Veterans Seminar Fall 2007
• Class size: 8 (all Vet)
• Entering class standing
– 5(true) Frosh, 2 Sophomore, 1 Senior
• Age: Range 23-29, Mean 24.8
• Gender: 1 Female, 7 Male
• Deployed: 6
• Persistence: 6/8, 75%
Veterans Seminar Fall 2008
• Class size: 16 (11 non-Vet)
• Entering class standing
– 13 (true) Frosh, 3 Sophomore
• Age: Range 18-40, Mean 23.7
• Gender: 7 Female, 9 Male
• Deployed: 4
• Persistence: 12/16, 75% (Vet 3/4, 75%)
Veterans Seminar Fall 2009
• Class size 17 (all Vet)
• Entering class standing
– 13(true) Frosh, 2 Junior, 1 Senior
• Age: Range 19-36, Mean 26.4
• Gender: 2 Female, 15 Male
• Deployed: 13 (multiple deployments 5)
• Persistence: 17/17, 100% (Spring 2010)
Observations Over 4 Iterations
• Veterans self-select in/out of section
– Don’t want to be “special”
– Don’t want to continue military association
– Concern for treatment as “different” in class
– Alienated from traditional undergrad pop
– Do seek to learn/socialize with other Vets
– Are looking for administrative/academic support from
those “in the know”
Observations Over 4 Iterations
• A Veterans section encourages greater class participation,
sharing of ideas, candid communication among peers
(camaraderie)
• Veterans are generally less well prepared academically,
either due to lengthy absence from the academic
environment or under-performance in secondary
education
Observations Over 4 Iterations
• While vocal on current events, academic assignments that
focus on military subjects are not well received (ex:“War
is a Force That Gives Us Meaning,” 2007)
• Writing/speaking assignments that demand use of
multiple research tools are effective in improving critical
academic performance
Observations Over 4 Iterations
• Veterans expect clear, concise instructions and
assignments with well defined expectations: “What do
you want, and when do you want it?” The instructor’s
challenge is to encourage analysis and synthesis of
information, not just “garbage in, garbage out.”
• Immediate feedback is important. Veterans are by
training results/outcomes oriented.
Observations Over 4 Iterations
• Short (1-3 pages) writing assignments are most productive
for improving writing skills. Relate to the military
acronym “C3I” (Command, Control, Communications &
Intelligence)
• Replace with “Clear, Concise, Complete & Informative”
• “Weekly Quote.” One page exercise:
(1) quote (2) context (3) significance
Observations Over 4 Iterations
• Group Assignments are effective learning tools
– Veterans are familiar with “Collective” training
– One group member will take charge, all other
members will support (collegial activity)
– “Modified Oxford Debate” of student-selected topics
was especially popular, fostered close teamwork and
detailed research of both sides of subject.
• Students appreciate external “expert” instruction and
evaluation (guest instructors)
CHAT TIME
College Student Inventory* (CSI)
• The College Student Inventory (CSI) is a self-assessment
tool designed for first-year students that asks students to
reflect on their personal, social, and academic adjustment
to college. The online survey is comprised of
approximately 100 questions, and is organized under
three main areas:
• Academic Motivation
• General Coping Skills
• Receptivity to Support Services
*Noel-Levitz
College Student Inventory (CSI)
The CSI serves to:
• Assess the individual academic and personal needs of
students
• Recognize strengths and coping strategies
• Identify students who are at risk for academic and/or
personal difficulties
• Provide information about student needs for the
development of programs and services
• Understand the attitude and motivational patterns of
new students
• Help advisors and instructors establish effective
contact with students early on
Veterans Indications from the CSI
• Academic Motivation (Inside the classroom)
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Math & Science confidence: Low (-8 pts )
Study Habits: High (+12 pts)
Intellectual Interest: High (+6 pts)
Attitude Toward Educators: Average (-1pt)
Desire to Finish College: High (+7pts)
• Women over 30 pts higher than Frosh cohort
• Men over 4 pts higher
Veterans Indications from the CSI
• General Coping Scales (outside the classroom)
– Sociability: Low (-10 pts) “I’m not here to major in
friends”
– Career Closure: High (+30 pts)
• Receptivity Scales (general)
– Academic Assistance: High (+11 pts)
– Personal Counseling: Low (-15 pts)
– Career Counseling: Low (-25 Pts)
Conclusions(?) from the CSI
• Veterans are here for a purpose
• Veterans are open to seeking assistance
(they know enough to know they don’t know enough)
• Veterans tend to decide on college late
• Veterans are career-minded
• Veterans are resistant to obstacles
• Veterans are sensitive to environment
Institutional Policies
• Implement policies that accommodate students who are
deployed mid-term, or return late from deployment
– Assist with grades, exams, incompletes
– Rescind registration, no W grades
– No financial penalties
– Register in absentia, waive/defer advising
– Coordinate with instructors
CHAT TIME
Best Practices
• Changes in institutional financial policies: flexible payment
policies with payments deferred until benefits begin.
• Ensure access to counseling and therapy groups on
campus.
• Provide a space on campus where veterans can relax and
hang out together. Staff it with a work-study student
veteran.
• Assist students with filling out complex paperwork.
• Train academic advisors in veteran needs and issues.
• Offer training to faculty about sensitivity in political
discussions.
• Try to enlist full support for veterans’ programs from the
top on down.
Best Practices…
• Learn about veteran resources in your community.
• We started a veteran advisory committee about 5 years
ago and it has grown.
– Veteran Service office
– Job Service
– Mental Health
– Local veteran groups
– Senator reps
Summary
• First and foremost…collaborate, collaborate, collaborate!
• Think outside of the box
• Many veterans are very independent and will not seek
help
• As one vet told me he really hates doctors, staff, etc. that
talk to him like a 2 year old…he has probably seen more
than many will have in a lifetime
Thanks!!!
• Questions?
Resources
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http://www.rand.org/multi/military/
http://www.ptsd.va.gov/
http://www.gibill.va.gov/
http://www.woundedwarriorresourcecenter.com/
http://www.publichealth.va.gov/womenshealth/
https://www.noellevitz.com/Our+Services/Retention/Tool
s/Retention+Mgmt+System/