DOCUMENT RESUME

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AUTHOR Betts, Lee Johni Ed. TITLE Veterans on Campus: Handbook for Programs, Services, Staffing and Assistance. INSTITUTION Lmerican Association of Community and Junior Colleges, Washington, D.C. SPONS AGENCY Office of Education (DHEW) ,Washington, D.C. PUB DATE 73 NOTE 76p. AVAILABLE FROMAmerican Association of Community and Junior Colleges, One Dupont Circle, Suite 410, Washington, D. C. 20036 ($2.00)

EDRS PRICE MF-$0.65 HC-$3.29 .DESCRIPTORS Adjustment Problems; Administrator Guides; *Adult Counseling;,*Adult Education Programs; Adult Students; Annotated Bibliographies; *Federal Aid; Minority Groups; Physically Handicapped; Special Programs; *Veterans Education

ABSTRACT A handbook to provide information that will aid in establishing bondage between veterans and those professional people providing service fot returning servicemen and women is presented. Topics discussed include: Vietnam veteran; organizing to serve veteran; a veterans Cutreach Program; veterans with special needs--minority veterans, 'academic adjustment, physical disabilities, less-than-honorable discharges, and emotional_ adjustment; vital coll-_,giate veterans organizations, and Federal programs. The foll,)wing are appended:(1) an annotated bibliography of veterans orga.izations, programs and publications;(2) USOE veterans cost-of-instruction regulations; and (3)the Servicemen's Opportunity Cola: Concept. (CK) .co-zr (7% rN OD C) Ui

U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED T ROM THE RERUN OR ORGANIZATIONORIGIN A TTNG If POINT S OF VIEW Oft OPINIONS .TA7ED DO NOT NECESSARILY REPRE SENtoTFICiAL NATIONAL INSTITUTE CT EDUCATION POSITION OR POLICY

VETERANS ON CAMPUS

A HANDBOOK FOR PROGRAMS, SERVICES STAFFING AND ASSISTANCE

'-PERMISSION TO REPRODUCE VMS COPY. R4G41ED MATERIAL HAS BEEN GEANTEI) BY American Assn. of

I CoadMiiitY-&-JYT-Can. TO ERIC AND ORGANIZATIONS OPERATING UNOER AGREEMENTS WITH THE NATIONAL IN. STINT( OF EDUCATION TUPTHER REPRO. oucnoN OUTSIDE THE ERIC SYSTEM - mulct PERMISSION OFTHE COPYRIGHT otftrEA

edited by LeeJohn Betts

O copyrighted, 1973 0 American Association of Community and Junior Colleges One Dupont Circle, N.W. Suite 410 Washington, D.C. 20036

Copyright 1973 lc") Price: 52.00

FILMED FROM BEST AVAILABLE COPY

Preface

In the very recent past it could assumed with some student' veterans. Many other college staff will also find justification that there was a traditional or modal college some sections informative and helpful, particularly in those student', sufficiently typical of most students, about whom institutions where veterans compose a signific nt portion of homogeneous college academic programs and services could the student body. . be designed. He or she was white, single, m:ddle-class, 18 to In a very real sense this handbooks a distilation of 23 y ears old, oriented toward an academic, probably liberal insights, and ideas derived from sev- al hundred of the arts curriculum, and was a full -time' resident student. country's finest college veterans pgrams. Each of the That day has atl but disappeared on many campuses. contributorshas been chosen cause of his or her There is no longer a traditional or dominant student type. significant achievements in vete s education. They repre" Amcng the various groups of "ncw" or nontraditional sent a variety of backgrounds, and perspectives. students impacting upon the college population are those Many are,or have recently been, Vietnam.era student fromracialand ethricminorities,those from lower veterans; others coordinate campus veterans programs; still socio-economic backgrounds, those whose' academic skills others serveinnational leadership capacities. To each are inad3quate, those with physical disabilities, and those contributor the editor, on behalf of the staff of the AACJC who are older than the traditional undergraduate. Repre- Veterans Education Project, expresses sincere gratittide. senting a signiticant sectot of each of these groups are the To Ms. Barbara Daniels, Ms. Frances Bell, and Ms. veterar.s of the Vietnam era. It is estimated that in the Fail Jennifer Kerns, .AACJC staff members who have spent of 1973 almost1,000,000 veteranswill be pursuing considerable time and effort in assisting with the prepara- postsecondary education in the nation's colleges. tion of this manuscript, 1 extend my particular appre- As many colleges during the sixties found it necessary to ciation. develop new programs, policies, services and staff to relate Finally, gratefully acknowledge the services of Mr. more effectively to minority students, during recent years William Harper, AACJC vice president for communications, hundreds of colleges, have organized new programs and for his careful review of the manuscript and excellent services and employed new staff to respond more effec- suggestions. tively to the unique needs of students who are veterans of the military services. This handbook has been prepared primarily to assist Lee J. Betts those staff whose main professional responsibilities relate to Editor

1

4.. Introduction t

In' January, 1973, the 'American Association of Com- professional experience or orientation to their new respon- munity and Junior Colleges received a grant from the sibilities. United States Office of Education (USOE), to assistall The main objective for this handbook is to provide post:secondary institutions to develop viable veterans pro- information that will aid in establishing bondage between grams and services. The staff of the Veterans Education veterans and those professional people providing services Project, in conjunction with other veteran-related programs for returning servicemen and women. at AACJC, have channeled their interests and experiences The Veterans Education Project would like to accord- toward developingthiscomprehensive handbook. The particular recognition to the following staff members of the American Association of Community and Junior Colleges United States Office of Education, Veterans Program Unit: Veterans Education Project presents this handbook with Donald A. DePpe, director; Walter J. Gale, program officer; the hopethatitwillprovide valuable assistance and Neil McArthur, program officer. They provide valuable inspiration to new and experienced college staff whose expertise and assistance in the area of veterans education, professional responsibilities relate primarily to veterans. and established -themachinery of management of the Nearly1,000,000 veterans are now enrolled inthe Veterans Cost-of-Instruction Program. nation's colleges and other post-secondary institutions. It Appreciation is also expressed to Lee J. Betts, assistant has been only recently that colleges have appointed staff directorof the Program for Servicemen and Veterans, members who would relate to the desires, needs and American Association of Community and Junior Colleges, p-Oblems of veterans as their primary professional respon- for his resourcefulness in editing this handbook. The staff sibility. Not since the end of World War IIhave any of the Veterans Education Project extend their sincerest innovative efforts been made to dial with the complexity appreciation to those individuals who played a supportive of problems faced by the veterans of this country. role in the accumulation and organization 3f the materials. With over 1,000 institutions qualifying 'for -the federal Vet, rans Coit-of-Instruction Program, hundreds of colleges William . Lawson will be employing new staff to develop veterans affairs Program Associate programs. Many of these persons will have had little, if any, Veterans Education Project

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iii Table of Contents

Page Preface ii Introduction iii William E. Lawson

I. The Vietnam Veteran t. . 1 Patrick M. McLaughlin II. Organizing to Serve the Veteran 5 Lee J. Betts, R. Lyn Huntley, Charles Adimaro

III. Organizing a Veterans Outreach Program 13 Andrea J. Love

IV. Veterans with Special Needs: Minority Veterans 21 Andrea J. Love, Benito Botello, Joe Packnett

V. Veterans with Special Needs: Academic Adjustment Problems 25 Alan Gross, Lee J. Betts ..--- . VI. Veterans with Special Needs: Physical Disabilities 33 James M. Mayer

VII. Veterans with Special Needs: Less-than.Honorable'Discharges 35

June Willenz ----.

VIII. Veterans with Special Needs: Emotional Adjustment Problems 37 Patrick M. McLaughlin

IX. Vital Collegiate Veterans 0;ganizations: Campus, State, National 39 Jack Frost, Lee J. Betts

X. Federal Programs and Legislation 47 John P. Malian

Xl. CooperationThe ley to Success 53 Carl H. Doerr, Jr.

Appendices A. AnnotatedBibliographyofVeteran,Organizations, Programs and Publications .. B. USOE Veterans Cost-ofInstruction Regulations

C. The Servicemen's Opportunity C011ege Concept

.. iv '4

ContribuLing_Authors

Charles Adimaro, Veterans Counselor; Monroe Community AndreaJ.Love, formerly. Staff Associate of AACJC College; Rochester,. New York Outreach Project Benito Botello, Veterans Counselor, Paso ComMunity Patrick McLaughlin, Program Associate, AACJC Veterans

College, El Paso, Texas - PrOject; formerly Executive Secretary. National Associa- tion of Concerned Veterans Carl H. Doerr, Jr., Director, AACJC Program for Veterans and ServiOemen; Formerly. Specialist in Accreditation, JohnP.Malian,Directorof GovernmentalRelations, Maryland State Department of Education AASCU, Formerly Director. AACJC Program for Vet- erans and Sevvicemen Jack Frost. Executiite Secretary, National Association of Concerned Veterans .James M. Mayer, President, National Association of Con- cerned Veterans Alan Gross, Director, Project Veteran, Macomb Community College Joe Packnett, Vice President, Student Affairs. Oscar Rose Junior College, Midwest City, Oklahoma R. Lyn Huntley, Director, Developing Institutions Project, Eastern New Mexico University, Roswell Campus, Ros- June Willenz, Executive Director, American Veterans Com- well, N.M. mittee...." William Lawson, ProgramAssociate,' AACJC Veterans Lee J.Betts, Assistant Director, AACJC Program for Education Project:Vice President, MinorityAffairs, Veterans and Servicemen National Association of Concerned Veterans

1, To begin any meaningful analysis it must be recognized ceivable section of America. However, if we take a closer that Vietnam veterans are not a homogenous group. There :ook at the Vietnam veteran we. may see some discetruble is considerable difference between the veteran returning parallels and consistencies. According to .S. Government from an extensive Mediterranean cruise and the "grunt" statistics printed in 1967, Blacks made up 9% of-the Armed why wore out several pairs of shoesand perhaps a leg or Forces but 15% of combat deaths in Vietnam. These twopatrolling the booby-trapped jungles and leech-ridden disproportionate statistics only increased as 'the wet con- rice paddies of Vietnam. Though some returned with a tinued. Professor Ralph Guzman, University of California at college education well enderway, many more returned Santa Cruz, after extensive study v.ieated that "a displo- lacking a high school education and marketable job skills. portionate number of young men with distinctive Spanish Some returned shattered, angry, and depressed by per- names have a higher death rate in Vietnam than all manent physical and psychological disabilities, with drug other servicemen." dependencies. other-than-honorable discharges, conflicts of The inequities of the draft system had a great deal ro do conscience, and with otherdisabilities. Others returned with thetypes of individuals serving in Vietnam and, with a new sense of maturity, personal insight, and clarity ultimately, in combat. Wayne Moquin writes: of life's goals and purposes. "The war in-Vietnam has taken a high toll among The term "Vietnam veteran," as defined here, refers to soldiers from low income backgrounds. The cause has those men and women who served on active duty during usually been traced to the exemption built into the the Vietnam era. That figure today represents over six Selective Service System that seems to favor the sons million ex-servicemen arid, prior to the official end of the of middle and upper-middle income families, The era, another two million will qualify as Vietnam veterans. brunt of the fighting by Americans in Southeast Asia would continue to be !Arne by Blacks, pool whites, Of the six million veterans, over two and one-half million Mexican Americans, and other minorities," servedin Vietnam while an additional one-half million served elsewhere in Indochina. As the war became increasingly controversial the draft In 1972, according to Levitan and Zickler, the average became disproportionately unfair to the lower economic age of the Vietnam veteran was 27.6 years, but the average segment .of our society, As more and more middle and separation age of those ending service between 1965 and upper class young men hurried off to college or married in 1972 was 23. The veteran returning to civilian life served an haste, the sons of the lower and lower middle echelon (i.e, average of 2.8 years in the military. Approximately 2% of the working class) were enlisting due to traditional pres- these veterans are women. sures, lack of jobs, and inability to afford college. Those The casualty figures reveal that 57,000 Americans died who failed to enlist were often drafted. By 1968 and 1969 and over 300,000 were wounded. Of those wounded, the annual draft quota neared 300,000. The majority of approximately 10% are rated 80% to 100% disabled, many those young men would be thrust into the combat arms of them permanently. Technological and medical advances branches and sent to Vietnam. coupled with efficient means of rapidly transporting the According to Senator Gaylord Nelson, "Some 60% of wounded from battlefield to operating table saved countless the Army casualties are in combat arms branches. About lives. Many of these men, who would have died in earlier 67% of the Army's combat infantrymen are draftees." wars, are left hopelessly handicapped and, in some 'cases, Dean Phillips, a Vietnam combat veteran, concludes in completely broken. his study on thisparticularsubjectthat, "The social Certainly, the Vietnam veteran transgresses all ethnic, stratification system within the society of the United States racial,religious, economic, educational, geographic and determined who wnuld be draftees, what MOS they would geopolitical boundaries. He was drafted and enlisted in the be given, and who would ultimately face combat and Armed Forces from small rural communities, inner cities, dearn." The majority of men killed in Vietnarp were under reservations, barrios, farms and suburbsfrom every con- 21 years of age7not even, at that-time, old enough to vote.

1 The Veteran ReturnsTo-What? consistently higher than that of their non-veteran counter- parts. For minority veteran: the unemploymvt rate has The fanfare of joyous homecomings, a mark of previous been 50% higher than that of white vetei ans. wars, was noticeably abseisfor our youngest generation of The employ ment situation has had a Sc.": )us effect on combatants. Rather, the return of a lone "swoop " the - veterans .n higher education. Many young men unable to golden dustoff back to the world, marked thepassing of a find a part-time job to supplement their G.I. Bill income tour of duty as the passengers debarked to little more than were forced to drop out of schoo:. I.. 4ddition, many others the beat or their own hearts. Now, back on the block, or on who could not find summer employment were unable to dusty country roads, the veteran is confronted with what provide, through. summer savings, the financial cushion Levitan and Zickler term, "societal ambivalence toward the necessary to alike it through the academic year. war and,toward the men who fought in Vietnam." A special report by the National Advisory Council on The Veteran in College Vocational Education on the returning veteran states: Since this handbook deals primarily with the veteran in "Once again the veterans return from war. The situationis not rover in our history, yet somehow terms of higher educationitis appropriate to take a these veterans seem different. They do not return to statistical look at the student veteran in contrast to his triumphant parades as in the past, nor do they want non-veteran peers. The American Council on Education them ... they dol. of fitthe image of returning published a survey entitled The Vietnam-Era Veteran heroes ... the unpopularity of the war places ail, Enters College (1972). Here are the major findings of the additional burden upon the returning veteran. The young veteran finds himself referred to in print and in survey. conversation as a dope addict or trained killer. Often The veterans were older. The modal age of the entering his own peer group tells him what a fool he was to go student veteran was 22 to 25, while the modal age of to Vietnam in the first place. In his absense they have moved aheadiritheirlife pursuits...While the non - veterans was 18. veteran ... must start from the beginning as though The veterans were Clearlyfrom more disadvantaged his military service madeno difference." .backgrounds. Recent hearings soonsored by the Veterans Education Veterans entering college were leis likely to be white and Training Service (NLC/CM), in Newark, Cleveland, and than non - veterans. For instance, the percentage of Black Seattle. surmised in part that. "The veteran of the Vietnam veterans was higher than the percentage of black non- era feels that his lot is directly related to the unpopularity veterans at ,all types of institutions,particularly four- of the war and the divisions and debates engendered by it." year colleges (where 13% of the veterans; compared with The hearings spotlighted a myriad of problems confront- 8.6% of thenon-veterans were Black) and inthe ing veterans from coast to coast. Testimony was received universities (6.2% compared with 2.7%). from veterans, politicians, and interested citizens on pores- A clear indication, that the veterans had assumed addi- ent-day inequities, and ways of ameliorating the situation tional responsibility was indicated in the fact that 38% of were proposed. The hearings also focused attention on the the veterans were married, at the time of entry to geographical inequity of theopresent day G.I. Billin its college. compared with 1.2% of non-veterans. failure to provide "equal readjustment opportunities, as it Veterani were more likely to be going to an institution did under the World War IIG.I. Bill." in a statement closer to nome. .. submitted, by student veterans of the National Association In selecting a particular college, veterans based their of Concerned Veterans (NACV), they testified in respect to decision more often on its proximity to their homes or this particular injustice: its special educational programs and less often on its "The degree of educational opportunity available to reputation. today's veteran unfortunately depends on such things Veterans generally had poorer academic records in high as what state he lives in; what city he lives in; the school. than non-veterans. Likewise, they were less likely local unemployment rate; the extent of commitment of local and state leaders; the quality and structure of to have established various secondary school achieve, the educational system available to him; his economic ments. . and social background; the public attitude towards Veterans were more likelyto plan on majoring in the war; and whether his area has been selected as the site for a limited number of federal demonstration business or in the category "Other Fields: Technical" assistance efforts." and less likely to plan a preprofessional major. In responding to a question asking why they decided to There are a number of reasons why the returning veteran .go to college in the first place, veterans were more likely harbors symptoms of bitterness,' frustration, alienation, or, to cite: gaining a general education, becoming more at the least, a feeling that he has been had. cultured, improving their reading and study skills, and The most common frustration expressed by veterans learning more about things that interest them.' over the past five years concerns the general inability of the richest, most powerful nation on earth to provide him with After World War II, a number of educators maintained a decent job. The unemployment rate for veterans has been that the veterans returning from that war were, though not

2 necessarily more intelligent, definitely better students than their nonveteran counterparts. Unfortunately, no studies have been launched to compare the academic achievements of Vietnam veterans versus non veterans. !t is important to note, though, that the director of a key HEW task force on higher education commented in Senate hearings: "There is rio study that we have been able to find that supports the fact that returning GI students are better students. Every person I have ever talked to believes it." Better students or not, certainly no one would argue the fact ttiat the veteran is a more mature and conscientious student. Albeit we have had a general, but applicable, overview of who the Vietnam veteran is and the environment from which he came. He is the same serviceman that before the growing national discontent with the war, was characterized by many field commanders as the most intelligent and aggressive fighting man in the history of our country. He is the young American who answers his country's call to arms and duty. For this, he should be acknowledged and respected by all Americans regardless of their personal feelings 'ovvard the war in which he fought. It is the least we can do t..r our young men and women who have been, to date ... shortchanged by an unresponsive, languorous society.

.

3 This chapter is intended to assist institutions in organ- technically-oriented person for his- abilities and the very izing an effectiek comprehensive program of services which importantjobthathe must perform in the society. will enable them to attract, retain and assist veterans in the Abilities, interests, institutional proximity, available facil- pursuit of viable educational and training programs, ities, economic status, and personal asp'rations will be As the Vietnam era veteran returns to civilian life from determiningfactorsintheveteran'sctreer-education an unpopular war, immediately heisfaced with the decisions. decision of what to do with his lifehow to best utilize his Returning to school presents many problems for the talents and training and become a productive member of veteranmany unforseen prior to the first day of registra- society.If he isgiven adequate counseling before being tion. The sacrifices that college demands will necessitate the discharged from the service, he wilt be better prepared to tanking of priorities and the formulating of goals, for there handle his new economic, social, and psychological status as will be times during the veteran's educational training when a civilian. If not, the future may seem hopeless and dismal, long-range goals willbe the only consolationforhis and hisfeelingsofinsecurity and indecision may be endeavors. There will also be times when institutional intensified. obstacles which often hinder a student's progress will Although the veteran may not feel the pressure of appear immovable and the veteran wilt question his purpose making an immediate decision as to the direction he wants'''''for seeking an education. his life to take, eventually he will have to choose erne-rig The veteran may .believe that heis too old to go to purt.uing educationaltraining, securing employment, or college and feel out of place when he encounters the 17 or doing nothing. Hopefully, he will select a path that will lead 18 year old just out-of high school. At this time, he must be him to security, confidence, and a feeling of sclf-respect made aware of the fact that one is never too old to pursue a and worth. His decision may reflect his occupation before career or improve and expand the mind, and that his beginning his military stint, or he may be influenced by the feelings of inadequacy are unfounded. training he received while ie the service. Regardless, alt Realizing that the veteran is usually older, more mature information avenues must be available to himinformation and setious about his educational endeavors, traditional about institutTlIns, should he seek education, or employ- obstacles that hinder the freshman veteran and make ment opportunities, if he elects to work. necessary adjustments in the cull iculum to help meet his educational needs and goals must be removed. The veteran's readjustment into civilian life includes a Comprehensive Counseling and new economic status, To the rising cost of living he must Supportive Environment add the spiralling cost of education, Along with tuition, if the veteranisrecruited into some type ofpost- books, tools and equipment - essentials for successful col- secondary educational program, the institution, whether it lege achievementin many institutions, the student must be a college or vocational-techn:cal school, must offer pay to use the buildings, the library, the biology lab, the comprehensive educational services which include, not only gym, plus expenses that include fees for matriculation, appropriate curricula, but also guidance, counseling and transcripts, student activities, and late registration, After servicesinallareas, The institution should make every the student pays his fees and is officially enrolled in school, possible benefit and assistance available, and, in some he mist make arrangements for living expenses such as instances, make policy exceptions and create additional housing, food, and transportation. For many veterans, this opportunities. is the first time they wilt have been confronted with so Since many of today's colleges offer vocational as well as restricted a budget; and if there is a family involved, the academic courses of study, the veteran should investigate veteran may feelhis situationistoo desperate, and, Possible employment opportunities before deciding which consequently, he withdraws from school. Before his eco:, course of study to pursue. Educators should recognize the nomic depravation tends to overwhelm and smother him', 4/5 N

theveteranshould have accesstosuch resources as 1. Appoint ,Campus Veterans Advisory Council scholarships, work study, student employment, loan funds, A veterans advisorycouncil, composed of student' and deferred tuition.. veterans, college staff representing all aspects of the college Selecting courses, may be one ofthe most trying, having a significant impact on the veteran's educational life, t:omplicated, and difficult problems the veteran faces upon and key representatives from the community, should cuide entering post-secondary education. If he knows where his the college in the improvement, .development and mainten- interests lie and What major he wants to pursue, the chokes ance of comprehensive and effective programs and service are not so perplexing. In any tale, he will probably need for veterans. assistance in choosing instructors and courses. In selecting members from . t'.' 'outsidecommunity, Once theveteranisinschool,he may findthat consideration should be given t.: developing good study habits poses a problem he had not Federal agencies (Vete. dns Administration and Employ- anticipated, He may need reminders on the value of class ment Security, attendance and class participation. His new role must be Local community action groups, churches and service defined and he must have a clear conception of what a c.irganizzlions, such as the Red Cross, post-secondary classroom situation is like. The first report of grades may cause the veteran to feel t'..*.tdrterad veterans service organizations (The American. _that he is not suited for college and his disillusionment may Legion, The Veterans of Foreign Wars, The American be difficult to dispel. This is one area where the veteran's Veterans Committee, Am Vets), counselor or advisor can be instrumental in restoring the The Urban League, NAACP, the G.I. Forum, Aspire and veteran'sfaithin himself and his educational pursuits. other agencies providingspecific programs and services Perhaps all he needs is tutoring, a service available to him at for minority veterans. no cost under recent amendments to the G.1. Bill of Rights. State veterans programs,ordinarily related to the goV-

This ftirm of assistance will benefit the veteran who is not ernor's offiCe. . living up to academic expectations. -: Other veterans outreach and assistance programs such as An ideal counseling program for veterans Would involve those developed under the leadership of the Nations! comprehensive information concerning every aspect, of the League of Cities and Conference of Mayors. G.I. Bill. Not only must the veteran be acquainted with No advisory council can begin to define a model veterans federal and state programs and benefits, but also he should' program for a college until it has surveyed the extent and be knowledgeable about additional benefits offered by the adequacy of services already available in a community. The institution and the community. second step is to survey the nature and needs of the veteran An extensive, explanation about what college encom- population to be served. Community racial composition; passescourses,hours, economic factors, studying, and educational needs, the employment situation, and many attaining grades, must be a priority.. Initially, the veteran other factors must be discerned. Finally, the institution's must be aided in deciding what direction he wants his life veterans program isccinceekeell and constructed. to take and then in mak:ng him feel secure about his 2. Provide Liberal Entfance Policies decision - -thus, paving the way to a successful college_ career. Presenting all facts and aspects of college life to him Liberal entrance jequirements fr.,. veterans should in- inthe beginning will make coping with problems less clude: a) a forgiveness policy regarding low college aca- traumatic and he will know what to expect and what is demic grades obtained prior to enlistment, b) an "open expected of him. door" admissions policy, and c) adequate, available - trance counseling and advisement. After' disseminating allpertirWnt information tothe veteran, the college must make as many services available to In a recent American Council on Education veterans him as possibleservices that make post-secondary training survey it was noted that veterans were significantly more a reality and not just a dream. likely than non-veterans to believe that everyone should be provided an opportunity to go to college regardless of past Guidelines for the Organization of an performance or aptituot lest scores, and that open admis- "Ideal" College Veterans Program sions should be adopted by all publicly-supported colleges. Recently a dozen community college educators and Certainly this attitude reflects a common experience among several student veterans met with representatives of the many veterans whose formal education, prior to military Veterans Administration andthe Office of Education under experience, was marked by failure or marginal survival. the sponsorship of the American Association of Com- munity and Junior Colleges to discuss the needs and 3. Offer Generous Credit for Educational problems of veterans entering or pursuing a college educa- Achievements Obtained in the Military tion. The following guidelines have been prepared on the Many veterans have undergone significant educational basis of many of their discussions and recommendations, experiences while in military service. When these experi- and should prove helpful to all post-secondary institutions. ences are relevant to a veteran's planned program of study, .- The chairperson forthis group was Ms. Betty Pollard, he should he provided appropriate college credit. division chairman, general curriculum, Forest Park Com- Many opportunities existfor see/icemento pursue munity Cotiege, in St. Louis, Mo. formal education in the military. The Commission on the 6 Accreditationof Service Experiences of the American ences and partNtime employment needs. Beginning with the Council on Education provides an evalution and credit college president and the local mayor and proceeding to recommendation services for many of these courses by community service clubs and churches, they made known panels of nationally-recognized civilian scholars and ex.-, their needs and abilities in a most effective manner. Many perts. The 1968 Guide to the Evaluation of Educational veterans clubs provide a revolving placement center. As Experiences inThe .Armed Forces (Cormlius Turner, each dub member graduates or leaves the area, he lists his editor) summarizes, many of these credit recommendations. part-time job with the-club so other members may know of In preparation by the Commission on the Accreditation ofb its availability. Service Experiences is a new. guidebook which will make credit recommendationsrof military service school courses 5. Coordinate and CentralizeAll Veterans Services for occupational and technical programs at civilian institv- in One Full-Time Veterans Office tions. For fur her information write: Jerry Miller, Director, The provision of a full-time .veterans' affairs office which The Com sion on the Accreditation of Service Experi- won provide counseling and referral,ervices,operate an ences, #1 Dupont Circle, NM., Suite 828, Washington, effective outreach program for veterans, and coordinate D.C. 20036. special educational programs for veterans is a basic require- Opportunity should also be prOvided for veterans 'to earn ment ofthe neW USOE Veterans Cost-of-Instruction college credit for United States Armed Forces Institute Program. This office should have its services available to all (USAF!) °purses and tests and for the successful comple- +ieterans during the daytime or evening at all locations tion of creditby-examination programs, such as, the Col- having a significant veterans enrollment. lege Level Examination Program (aEP) and the New York ..,One of thi keen frustrations of the young veteran is the Regents' College Proficiency Examination Program. Institu- frequent "run around" he receives in quest of an answer to tions shOuld.,consider granting exemption from, (or credit his question or the resolution of a need. The bureaucratic for) required health and physical education courses in view tendency to fragment 'aid to individuals thrOugh a myriad of relatod lifeexperiences in the military. For further of social agencies has been a pattern reflected in many information 'write: William Graham, Director, Department institutional services to veterans. The veteran must go to of Defense, United States Armed Forces Institute, Madison, the registrar for admissicin, the financial aid officer for f Wisconsin 53713 and/or Jeck Arbolino, College Entrance tuition deferment, the placement officer for a part-time Examination Board, 888 Seventh Avenue. New York, New job, the veterans club for specific information, the local -York 10019. veterans service organization for technical assistance, the 4. Provide Firiancial Assistance ard Guidance dean for veterans' deficiency courses, the' learning labora tory for tutoring; and the local bartender or his wife for Until this Fall, many veterans required short-term loans consolation, Nand/or .tuition deferments until their initial check arrived. - Monroe Community College, RoChester, New York, has Now it is possible for colleges to Provide the opportunity united almost all of thesS functions in the office of the for veterans to receive at the time of registration a payment check for the first month (or portion thereof) and the Veterans Affairs Counselor, staffed by Charles Adimaro, a trained counselor and former financial aid officer. He second month through the new V.A. advanced payment provisions. Colleges must plan adequate procedures for becomes the campus veterans' ath.acate and ombudsman. It is significant that veterans enrollment during the past 2.1/2 handling the advance payment checks which will be mailed 'mars under this arrangement has increased from 87 to well to the student in care of the college. , over 1,500 and that the college now has one of the nation's 9neofthemoreimaginativeveterans'financial- largest and most active veterans clubs. assistanceprogramshasbeen designed by Montreat- Anderson Junior College, a private institution in North Carolina. The collegeoffers veteransa $500 tuition 6. Develop Adequate Procedures for .scholarship, reasonable dormitory housing, and, through Meeting the Needs of Disabled Veivans the efforts of the local junior chamber of commerce, a As wee have previously Mentioned, there are many significant number of part-tine jobs among businesses in varieties both in the nature and extent of disabilities. Most the county. veterans with physical disabilities can attend collegeif Moit veterans, even at low-cost community colleges, campus facilities have been designed or modified for the must work at least part-time, particulakthose with young Physicallyhandicappedstudent. Where suchfacilities -families. Many colleges haves found community agencies existramps and elevators, atallbuildings, appropriate very 'helpful ,in supplying part-time ,embloyment to veter- washroom facilities, lowered drintring .fountains, special ans. TrCounty Technical Education Center (S.C.) can parking areasthe campus is termed ',barrier free:" provide a half-time lob to any area veteran as a result of the There are other forms of disabiliA\that a college shou:d willingness of several local industries tc provide jobs for reflect upon. Certainly the'drugdependent and other-than- veteran students. honorably discharged veterans are kri-a very real sense An enterprising collegiate veterans club at a midwestern disabled, Further information. on these p. obler:1 areas is college listed and cataloged each member's abilities, experi- found in subsequent chapters.

7 rnr 7. Plan A Comprehensive Program of supervision of a designated college official, ordinarily carry Supplement/ Academic Assistance major responsibility for the success of the program. At some point many veterans, perhaps most who attend The most successful Outreach and recruitment programs community and junior colleges, need or could benefit from usually have certain factors in common: a) string institu- one of the special academic assistance programs provided tional support at the highest leiels; b) student veteran under the GI Bill. There are three distinct programs peer-counselors and outreac workers who are enthusiastic, available to veterans And servicemen with no charge made well- trained and adequately supervised; cl attractive public- against their basic educational entitlement. These programs ity priiiiins in ad community media; dl person-to-person - are detailed in Chapter Y. contacts by phone or Persdnal visit; and el strong coopers-. tive linkages with all relevant community agencies. Develop a Dynamic. ServiceDriented Veterans' Club (See Chapter IX) 10. Develop a Totally Supportive Staff A dollop which has a dynamic collegiate veterans Last, and perhaps most important, an institution trout organization. vitallyinvolved in outreach and tutoring have the entire college staff sensitized to the needs of programs, providing community services and campus orien- veterans in order to adequately meet their needs, under- tation and meeting the financial and social needs of stand their problems, and recognize their potential as veterans, is uniquely attractive to the prosp. ective veteran valuable, respected members of the college community. student. The veterans association at Jersey City State College under the guidance of veterans counselor: Robert Sniffen, The Community College has been most active in encouraging state and national Veterans Affairs Officer legislation favorable to veterans. It has also been active in Many different models-have been developed for the staff veterans outreach and community service programs. Last person who coordinates veterans programs and services at Christmas members raised $500 for St. Albans Naval- colleges. The evolution of his job has frequently been an Hospital. The association is now in the piocess of adopting accident of history-perhaps an accumulation of those American Indian child as wellas participating in the responsibilities, not well performed by others, for which olympics for mentally retarded children: Such an organiza- therewaya significant demand. tion not only provides a petirgroup-vehicle for responding to veteran needs and concerns, it also provides the college Establishing a Job Description with a most positive community image. for ate Wows Counselor The NationalAssociationof Concerned Veterans, How -does one go about deciding what a veterans 'NACV, (formerly the National Association of Collegiate counselor should do? A go6d place to begin is with student Veterans) Is the most prominent national organization of veterans themselves. Vietnam-era veterans on college campuses. - . invite veterans to a meeting to discuss their needs. You During thepastyear under the leadership of President will probably want to invite certain members of the staff James Mayer, NACV achieved significant political maturity. who frequently relate to veterans: the admissions and During 1972 =73 the Association provided the most con- financial aid officer, the dean of students, veterans, club sistent peer-group representation of the concerns of Viet- 'advisors, etc. Each college has an official liaison Person with narn era, veterans in Washington. Despite a virtue, non- the Veterans Administration. He or she is usually the existent financial base, probably no single group made a person who has oversight of the processing of veterans greater contribution toward the achievement of the signifi- forms. cant 1972 veterans' educational package. At the meeting list all of the needs of Veterans and the ways in which your college responds to these needs- 9. Establish in imaginative Comprehensive In an honest and open environment veterans and staff Veterans Outreach Program . should evaluate the strength and weaknesses of their If an institution has developed the quality and extent of Programs and services, for veterans. Are there new programs sail/ices, suggested in the previous guidelines, it has a valid that should be explored, such as tutprial supplementary and enticing educational option to offer veterans in its assistance? Are programs needed for military servicemen at tOrninonity. Marketing such i product should be relatively nearby Wes? easy. Several national programs have been organized to On many college campuses veterans concerns are frag- assist colleges with-hirtreacti efforts. mented as a minor responsibility. if several staff. Where Over GOD community -and junior college:fare .registered college has few. veterans this may be necessary, but-when in the cooperative veterans outreach nrOgrani developed by ' thenumbers of veterans elthroashes 200-it is time to the American Association of Community and Junior consider designating a counselor as a full-time. advisor, Colleges and The American Legion. Most 4f these institu- confidante and advocate for veterans. Busy college adminis- tions regularly receive a list of veterans being discharged in trators ordinarily welcome such a staff person to assist their area. Student veteran outreach worhers, under the them withtheir respOnsibilities. 8 Anions those responsibilities frequently assigned to a studentveterans on many campuses across the country. veterans affairs director are the following: Veterans seem to feel a need for,the creation of a centrally Organization and oversight of a Comprehensive vet. located ONE STOP SERVICE OFFICE. This office would craps affairs office with services available at con be administered by a director of veterans services, who, venient locations and times to all student veterans." with the assistance of student-veterans acting as parapro- Oversight of the processing of all veterans forms and fessionals, would perform the following functions for all papers for-the Veterans Administration. veterans on campus. The development of cordial 46iking relationships with the Veterans Administration 'Regional Office. 1. itegistradon arrd CertNicaddn Assistance. particularly the Adjudication Officer, the state vet Certify forms for students receiving benefits from the erang approval agency, and local and state veterans VAKorean Veterans 550), Children of Deceased service organizations. Veterans (P1634), Disabled Veterans (P1 894), and OVersight of an active program. of veterans, out Veterans under the Readjustment Benefits Act of reach...acquainting area veteranswho are underedu 1966'(P189.358). cated with. the educational opportunities available Verifyenrollmentcertifications,attendance forms, through the college andjheir area institution.:." change of programs, change of ichool, change of hours, Coordination of admissions and orientation proce change of address, change in the number of dependents, dunes fix veterans. servicemenand wives and widows change in marital status, withdrawal from schooi, and of deceased and disabled veterans. verification of similar forms for Children of !:Leased or Establishment and operation of a tutorial assistance Disabled Veterans. program. This is a special YeteraProgram foy which Assign and approve tutors, and verify tutorial reimburse- federal funds are available under the G. I. Bill (see ment forms. Chapter V)." Organization and guidanCe of an active, viable vet- Assist disabled vets with the procuration* of books, erans dub or organization. Such clubs can become supplies, handicapped parking arrangements, end, if needed, veterans to act as attendants for handicapped vitalservicegroupswithinthecarspusend community. vets. Coordination with the director of financial aid the Provide an advisory service to all registering day and evening school veterans, and dependents of deceased or veterans participation in student loan, grant. work . study, defer -ed tuition and other financial aid pro- disabled vets.

grams. . . Coordination with the director of placement of Conweatery part-time employment opportunities and job place- Many veterans find the registration process a very ment and edircational transfer guidance. depersonalizing experience, which often conjures up memo- Coordination with the academic dean in the establish- ries of the "hurry up and wait" hassle they encountered in ment of and assistance for veterans academic assist- the service. Too often, this hassle turns them off to higher ance classes funded at no cost to entitlement under education. the G. G. I. Bill (paragraph 1091,1696)." Their feelings of bewilderment and frustration can often Stimulation of special community veterans programs be eliminated by setting up an advitory table at registration. and services, such as, veterans education and job fairs, This advisory table would be manned by para-professional benefits nights, a telephone hotline, social and com- veterans who possess a working knowledge of the registra- munity service activities. tion process, coupled with a complete knowledge of the Provision of comprehensive, supportive counseling academic structure of the institution. and advocacy services within the college community" The Paraprofessional veteran could assist registering vets with the deferment of tuition costs (should the registering "These simian must be provided by institutions funded under the WOE Veterans Coltof-instruction Prevent. vet not have the money to pay his total tuitiOn), comple- tion of enrollment certifications for new and returning studentveterans, registration of handicapped vets. correct The following description of the outstanding veterans completion of registration forms, and provide general servicesprovidedby Macomb Community Collage. assistance to dependents of deceased and disabled veterans. Rochester, 'N.Y.. has been prepared by the program's Above allelse, the advisory, table, administered by creator, Charles Adimarn, veterans counselor. / student vets, demonstrates to the registering veteran that this particular college really, wants him as a student, has Macomb Community College Pro 'grim- confidence in his maturity and ability to work with other "Man, trucking all over the damn 'campus just to take care students, and is committed to meeting his academic, of bwings's is a real hassje,**. - financial, and personal needs. The above esti6te exemplifies one of the paramount ,After the veteran has been registered, the ONE STOP "hassles" being experienced, and expiessed to us. by OFFICE should provide advisement in the following wear 9 2. Career Development Guidance. Of course, the degree of academic i.adiness and indi- We use the term "career" in the sense that it encom- vidual intellectual ability of veterans %iris the gamut from passes the academic, vocational, personal, immediate, and the highly motivated, selfassertive individual, which-We longrange goals of the veteran. have just discussed, to the other extreme. At the other end of the continuum, we find the Commentary unmotivated,highly apprehensive vet who enters the We have found that student veterans require career counseling office withfear and trembling. L-eke his advisement almost from the very minute they are ap- "motivated" brothers, this vet is unsure of himself, unsure proached by our Outreach workers. Some of these veterans of you, unsure of what will be expected of him academi- are extremely motivated, determined not to be "privates callY, and obviously unsure of his ability to meet academic for the rest of their lives", and genuinely excited about requirements once he is made aware of them. "getting into books". However, the very fact that he has taken the initiative to As a career counselor you are favorably impressed when come to the college implies that his uncertainty is not of a you encounter a motivated, determined young man, and degree which would render himt )tally .tackinginall often his enthusiasm becomes contagious. Quickly you, academic aspirations. This indecisive vet requires a little too, become excited about his potential, success in aca -lifferent approach to "career" counseling. We have found demia. Your excitement wanes, however, as you peruse his that it helps if he knows there are 1,500 vets on camput, high school record and realize that his high cchool`GPA \ 1six that there is a Vets Club with 800 card-carrying, dues- years ago, was 65, that he has not looked at a textbookin paying members, that the Vets Club has its own office six years, that while in high school he "majored" l'gym where he can get a free cup of coffee, exchange war stories, and shop, that he nevertookchemistry, physics, a f reign and find a "buddy" with whom he may attend daises. The language, or math; and now this young man sitting before "buddy system" evolved out of many experiences we had you is telling you that he intends to become a neikro- with apprehensive veterans. Sorrie are resentful of academia surgeon. \ because they are the products of past academic failures. The aforementioned factors, taken collectively, mad`. Some have confided that they were stigmatized in high appear to be obvious deterrents to the successful realization N.school because they were "non.regents students" and, in of this veteran's goal You might be tempted to advise him, rrianyovert and covert ways, were the objects of discrimina straightout,thathis goalistotally and categorically tion frorkmany of their peers. Many never graduated from unrealistic. This could be very unwise. high schoot'br,,,if they did, their four-year averages were so We have had occasion to observe a significant number of low, they never coos dered college as a viable alternative. A veterans with precisely this kind of deficient academic significant number received their high school diplomas background. Frequently, these men possessed the intestinal while in the service after !passing the GED examination and fortitude to take two or three steps back to prerequisite have taken satisfaction from that fact. Yet, they stilt have high school courses, then tackle. college level,-..ourses, doubts as to how they will performina structured graduate with honors, and finally he accepted to premed educational atmosphere. programs at some rather prestigious universities. These'young men need to be reassured, reinforced when Now, thisis not to suggest that every vet with an they get good grades, guided into remedial and refresher unfortunate academic background will be capable of courses and, occasionally, initially placed among particu realizing such goals, regardless of how much determination !arty empathetic faculty members. and motivation he may exude. It is this very "reality" of We try to put each veteran at ease. This is not to suggest the situationwhichplaces the onus on the career that they are coddled or mothered. They do not want or counselor, in his counseling technique, to find that middle need to be patronized. They simply require an honest. ground between making the vet cognizant of his defi- sincere office that "gives a damn". ciencies, and at the same time, not breaking that spirit which may carry him to the realization of that "appar- 3. Placement ently" unrealistic goal. Provide assistance and advisementinthis area by To find this "middle ground" and walk it successfully conducting classroom seminars apprising vets of the services' presupposes that the career counselor not only poss::ses available to them by your office, contacting industries and the expertise for this type of counseling, but he must also community organizations to determine their employment be prepared to commit himself to the considerable amount needs and how veterans might fulfill these needs, organiza- of contact time inherent in such a case. This young man tion ofvisits by placement representatives,informing "needs" the career counselor's approval and reinforcement veterans of the time, date, and place of the visitation, and as the vet contemptuously conquers prior academic defi coordinating all efforts with the college director of place- ciencies and progresses toward his chosen vocation, Often ment. the vet needs the guidance and advise of the career counselor to apprise him of another career orientation, Commentary should the vet'sfirst goal prove, inactuality,to be We have found that many businesses and industries will unrealistic. telephone us directly looking to hire veterans; this fact, in

10 f"L.

turn, pushed us into the area of offering a placement generously donated $1,000; and MCCC, in turn, created the service. Even though many placement representatives are Frank Horton ShortTerm Loan Fund for vets on campus. looking specifically for veterans, in order to provide the We have kept the loans to a minimum $50 amount, and the best placement services for the vet, it is imperative that the vet has 30 days in which to repay his interestfree loan. director of veterans services take the initiative to originally There may be veterans or community service organiza- contact and maintain Ones of open communication with tions or industries in your area which have expressed a prospective employers. concern for Vietnam cia veterans and which might be willing to contribute to a scholarship-and/or loan fund for 4. Transfer Guidance student-veterans. At the beginning of every semester, we Provide general advisement in the area of transfer by call a veterans' financial aid meeting, *filch is generally establishing lines of 'Communication with college representa- attended by approximately 400 vets. At that meeting, vets tives, informing vets when these representatives vai0 be on are made aware of all the various types of financial aid for campus, counseling transferring veterans on an individual which they can apply. There, we distribute each financial basis in an attempt to find a college which best meets their aid application (FOG, NYHEAC, Scholar Incentive, BEOG, financial, academic, and personal needs. etc.) and go through the forms with them, answering questions and giving instructions on how to correctly Conmemery complete each form. After the veterans have completed the forms, they bring them back to us for review. They are then Married veterans, who may have houses to sell, apart-, meets to sublet, and families to relocate, need to formalize mailed to the appropriate processing center. their relocation plans .as soon as possible. Therefore, much , of your assistancein the transfer area will consist of trying to expedite their admission to another college. Letters of recommendation or telephone conversations with admis- sions offices at senior colleges, frequently enable that admissions office to accept a vet whose admissions apPlica- tiorimight be a biorderline case. A significant percentage of veterans work full forty-hour week' while carrying full -time loads. In most instances their financial situation dictates this arrangement; and, as a Jesuit,' many experience some academic difficulty. After theyt-graduate and attempt to transfer, the reviewing admissions committee is invariably grateful for the knowl- edge of such mitigating circumstances. This information. enables them to make a fair and equitable assessment of the candidate's ability to succeed at their institution. We also assist the vet in his search for housing at his chosen college. Oftea we are successful in finding employ- ment, on campus, for the vet or his Wife: In short, we do not simply curtail or truncate the services of our office when a Vet leaves the college,

5. Financial Aid . . Providing vets with all the forms necessary to apply for federal, state, and local financial aid, holding financial aid meetings for at veterans on campus (where inforMation regarding -the completion of forms is provided step by step totem* form), requesting financial support from VFW and The American Legion Posts in the area in an effort to establish smalParnount, shors-thim, interestfree loans, and working closely with the director orfinancial aid in making

awards for veterans. ' - .-.(

Commealegy We have been very fortunate to have the strong support di local American Legion and VFW posts. The VFW gave us $3,000 to establish scholarships and short-terra, interest-free loans. Congressman Frank Horton

11 - 1r' 4 '74 . YiV.r a 4

A =

3. 4 , 1, e t, =sertis..%7

The veterans outreach program is ofter interpreteta too have a director or coordinator who, although he or she might narrowly by educational institutions. For some schools the serve in the role of major administrator, would, in fact, be program simply represents the opportunity to swell their more of a facilitator, allowing individual staff members enrollment figures, while others make an all out effort to maximum freedom to plan schedules, share tasks, develop provide as many services as possible to all veterans. Even individual referrals and advise student veterans. Or you though we educators are painfully conscious that this is the might select a more formal structure which would require academic age of "recruitment" rather than "admissions", formal reporting at designated intervals, formal staff meet- we must be ever cognizant of our professional responsibility ings, and a single referral bank to be used by all staff. as well as our moral obligation to guide rather than to The fact that a number of mature, but often inexperi- dictate the decisions of young adults. enced Vietnam-era veterans will staff t:.e program should be The primary focus of the veterans outreach program considered, especially in the beginning of the program for must not be to recruit as many veterans as possible into the they may require more direct supervision until the job has student ranks of the institution. The outreach program been mastered. Therefore,astafftraining component must provide the opportunity for veterans to explore both should also be a required Component of any veterans the non-academic and academic range of options open to outreach program. them. The program must also assist veterans in making a An advisory committee should play a major role in critical selection from these options, and then, facilitate the determining the policies, practices and directions of the process which they must follow in order to reach their veterans outreach program. This group, which ideally would desired goals. In order to do this, the educational institu- consist of representative(s) of the acamic community, tion must plan an outreach program which includes a should also have representation from t church sector, network lot cooperating community service agencies re- business sector, relevant community orga zations and, of sponding to the non-academic needs or prioritiesof course, Vietnam-era veterans themselves. veterans. The technique must be "total approach" in order Whatever organizational Pat tern you .select,e sure it is to achieve success; a "tunnel vision" is unacceptable and one which is readily accountable in the areas ormal ineffective. evaluation and of program performance based the The totally responsive institution will meet veterans' numbers of veterans ass;Aed. needs by planning and implementing a multi-service vet. A typical outreach program might have a simple organi- erans outreach program which does not begin and end with zational steucturlike this: recruitment. Aspects of the "multi - service" veterans out- reach project will be discussed in this chapter. President Formulating the Program Vice President/Dean-Student Affairs Director of Veterans Programs and Services Having developed appropriate goals and objectives, the Assistant Director for Veterans Outreach Immediate task at hand becomes that of formulating the organization of a program. In many instances, the total Outreach Outreach OutreachOutreach Outreach institutional organizational pattern may determine what the Worker 1 Worker 2Worker 3Worker 4 Worker 5 veteran outreach program looks like organizationally. If, however, you have a free hand in this process, thole involved may want to consider each individual's operational In many institutions the veterans outreach program will style, and whether these various styles would be productive come under the office of the person in charge of student or counter-productive in terms of long-range goal achieve- affairs (or special projects) who reports directly to the ment. For example, a very loosely organized program might school president and supervises activities of the director or 13 coordinator of the outreach program. A Well-qualified, Certainly, those making staffing decisions must possess trained and experienced student veteran acting as assistant good knowledge of the academic and nonacademic com- director could assume the responsibility of lead outreach munity in order to be able to weigh the importance of each worker who. in addition to performing outreach work, of the above in view of the position to be fined and duties would assume some responsibility for the coordination and to be performed. guidance of the daily activities of the staff. This person could be a recent graduate or mature, experienced student veteran at the institution. Each designated "outreach worker" is assigned areas of Staff Training and Development responsibility in which the worker will actively develop bout the time that staff has been selected, immediate names on his own for contribution to the "referral bank" consideration should be given to an ongoing staff develop- of resource persons and agencies, in addition to those ment and training component. An informative booklet or names of resource persons which originate during the manual, written in a simpii, straightforward style, could be normal course of his work. For example, one outreach developed and would be extremely useful to any new staff worker might be responsible for the identification of person. Such a manual should contain: additional resource persons in the area of employment, another in legal aid, a third in housing. Also, each member Brief explanation of the programits goals /objectives of theadvisory committee could be designated as a Brief description of the collegeits programs and rele- "partner-advisor" for the area which relates to his or her vant offices area of interest or expertise. The "partner-advisor" would Brief description of the total community which would aid the outreach work., in his or her area of responsibility help in understanding the veterans by helping to develop strategies, to-make contacts and to Annotated list of important organizations with which to recommend resource persons to the referral bank. This cooperate, such as, method provides a productive vehicle for developing a Veterans Administration strong referral 'system outside of the college which will be Employment Services Commission and employment crucial to the success of the program., programs Local government agency veterans offices

Manpower and vocational programs . Staffing the Outreach Program Charter or traditional veterans groups (The American Who should staff the outreach program? This question, Legion, VFW, etc.) althoughithas an obvious answer, can become more New veterans grows (NACV) complicated in the context of institutional structure in Federal programs affecting veterans which minimum credentials are often required for certain Financial aid programs affecting veterans level positions: To state that the director or coordinator Community organizations having special veterans pro- must possess a degree in a field most relevant to the duties grams (The Red Cross, The Urban League) he will be requited to perform, will not in itself guarantee A seasonec outreach worker or the director should success. if you have a very free structure within which to accompany a new worker when he goes out to make his operate. you may want to consider totally ignoring creden first contacts. Th:, will give him an opportunity to observe, tials and concentrating on the individual's experience, and make suggestions and correct any informational errors that his/her ability to relate to staff,to veterans, and to are made, and will prevent the transfer of misinformation institution's. administrative structure. Judging an indivi.. into the field. dual's"ability to relate"will,ofcourse, be purely Thee shouiJ "be regular staff training sessions during r.ibjective.Nevertheless, certain questions must- be an- which workers are given the opportunity to share experi- swered before any staffing decisions are made. ences, trade information about techniques and approaches, Should the person be a veteran? plan cooperative venturer, learn about changes in academic A Vietnam-era Veteran? programs or policies, learn how to identify and fill out Has he/she had experience in counseling, supervising, complicated VA or agency forms which veterans must working with academic administrators, working with always face, evaluate personal and program progress, and nonacademic groups, working in the community, work plan for the future. In community and junior colleges it is a ing in veterans' programs with Vietnam-era veterans? good idea to try to hire a number of firstyear student veterans in order to prevent the loss of program expertise Will race and/or ethno-cultural background be a hin- when the secondyear student veteran graduates and leaves. drance in view of the veteran population to be served? Student veteran workers should be encouraged to work Now well does the person know the community? closely with each other, and the director should coordinate What relevant academic experiences has hekhe had? activities of his office as closely as possible with non- What personal qualities would limit or facilitate his/her academic agencies and organizations, as wen as college staff

job? . and faculty. 14 Implementing The Program Outreach Techniques The first phase of implementation will involve identifica- In addition to person-to-person contacts, other techni- tion of the target group. Heretofore, n Any educational ques that have been successfully utilized include: groups had complained about the lack of accessibility of A personal, handwritten letter of introduction to the lists 'of separa tees which would aid in this idektification veteran signed by the student veteran outreach worker, process but, presently, there are a number of wa0Anhereby briefly telling about benefits, college programs; institutions wishing to provide services for meterans can obtainlists. One of theseis through the cooperative. Follow-up telephone call to arrange a personal meeting veterans outreach programs co-sponsored by educational or campus visit at the convenience of the veteran; agencies and The American Legion. The Cooperative Mass media approachnews releases, ads in class;fied Outreach Programs are operated in cooperation with The employment sectionoof magazines and newspapers; American Legion by the American Association of Com- Colorful posters, brochures, flyers, bumper stickers; munity and Jtinior Colleges for two-year schools, and by Job and opportunity fairs and benefit nights; the American Association of Colleges for four-year schools. Films and lectures at neighborhood clubs, churches; The Veterans Administration has now been instructed Visitations to VA hospitals and military bases which are (DVB Circular 20.69-77) to make available the lists of separation centers; educationally disadvantaged veterans called "VADS 13", T.V. and radio public service announcements, interview The first set of which was issued for March 1973, and shows and panel discussions; subsequent lists at the end of each month. Also, as per Information desks in strategic locations, such as clubs, section 412 of Public Law 92.540 enacted October 24, bars, recreation centers, employment security offices, 1972,therelease of names and addresses of former shopping centers; personnel of the armed services and their dependents to Mobile vans in neighborhoods; non-profit organizations directly connected with the con- Social activities well publicized, such as a dance which duct of programs and utilization of benefits under Title 38, provides free refreshments; was authorized. The regulations for this release of names were printed in the fe-derel Register, Vol. 38, No. 74, Information sent to elementary schools for children to April 18, 1973. take home to parents; Regular campus tours which provide free transportation Some institutions have indicated success injobtaining to and from campus. names of veterans through employment security, register of deeds, and Selective Service. However, obtaining lists by Additional techniques have been utilized by a number of this process is likely to be more tedious, if not less accurate, schools around the country. Descriptions of many of these than through a special nationally organized program, a programs can be obtained from AACJC. chartered veterans organization (AVC, VFW, The American Following up these various effortsisprobably the Legion, G.I. Forum), or a local or state program. weakest area of most outreach programs. If a veteran says "no," that he is not interested in any of the programs. it After identification, a number of techniques can be may mean that he is not interested at that particular time. utilized to reach the veteran. Differing degrees of success Outreach workers should be oriented to follow-up contacts have been reported by various programs which utilize one by telephone. letter, return visits at regular intervals. to not or more approaches or techniques. A trial and error only the veteran who has not been recruited into a - approach may become necessary to determine which is program, but the one who has been recruited, to determine most successful in your area of the country with the unique whether he is happy with his program and if he desired target group which you are attempting to reach. However, further assistance. the key words in this instance are "personal contact". Once the veteran has been identified, contacted, and recruitment follow-up techniques have been applied, a more You will have to define what is to be considered a intensive counseling effort can be initiated. The student "successful contact'. Some persons in veterans services feel veteran should be encouraged to begin to look realistically that contact with the veteran is successful only if he or she not only at`educational and career objectives, but also at is given counseling which directly results in the pursuit and personal objectives. The student veteran should be en- attainment of a particular service by the veteran such as, couraged and guided to perform a self-analysis and to set obtaining employment, aloan,or medical treatment, some long.range goals based on this analysis. The profes- locating housing, filing of benefit papers, enrollment in an sional counseling staff of most schools will be able to fill

.institution of learningwhatever the expressed need may therole of the academic/educational/career counselor. ibe. Others believe that completion of persoritoperson However, a comprehensive counseling referral service may contactis,initself,a successful service, because itis need to be nrovided for veterans with more extensive through this contact that the veteran gains information and counseling programs. A comprehensive counseling referral the door to additional help is Jarred open. service will include the following:

- 15 Drug counseling and treatment Talent Search/Upward Bound and Special Services Student Legal counseling and aid Grants `a. Personal counseling (such as consumer purchases, family Career Opportunities Program (COP) relationships, etc.) State Student Incentive Giant Program 4 Student Loan Marketing Association Psychiatric counseling Scholarships, Loans, and Grants available through the These counseling services can be supplied by various college, churches, labor unions, civic groups, and banks volunteer community agencies. It is important that this vital Emergency loan funds referral be formalized to the extent that the veteran is Deferred tuition payments assisted in making appointments, has one designated person whom he or she can ask for by name, and who has been AcademiclOifter) designated to work with veterans. (A similar agreement Book exchanges might even be arranged with the school's counseling staff.) Tutorialremedial (including GED and college preparat rc Finally, an evaluation component is very important Special veterans study groups because it is through this component that you will be able Special veterans class sections to deteirninc the success or failure of your program, and Maximum credit granted for'CLEP examinations plan for fut ire structuring, new services to be provided, Credit by examination additional stiff needed or staff training. The evaluations Credit for service related experience should. be a serious undertaking and an evaluative instru 24 hour program* (granting a high school equivalency ment devised which would allow you to obtain sufficient certificate to veterans lacing a high school diploma who feed-back from staff and veterans served, as well as other successfully complete 24 hours at the college) cooperating agencies. It should also be devised so that statistical information can be gathered, especially in terms of numbers of increased student veteran enrollment, num ber of veterans retained, number of contacts with veterans and which technicicies have been most successful. Not only will this information be useful to you and the advisory committee in planning, it will also allow for the program accountability with which you must always eventually deal.

Continuing Services For Veterans As a result of the initial organizational planning process, and the comprehensive counseling services, and a critical evaluation of the outreach program, a special services unit should emerge based on a needs analysis. Some special veterans services which have emerged in various college veterans programs around the country include:

NonAcademic Employment referral and job placement Transportation pools Housing location assistance Free medical treatment Welfare application assistance Food stamp application assistance Legal assistance and referral (including filing for review of dishonorable discharges)

Academic (Special Financial Aid Packaging, The Basic Education Opportunity Grant Program (BEOG) National Defense Student Loans (NDSL) The Educational Opportunity Grants Program (EOG) The College Work-Study Program (CWSP) The Federally Insured, Guaranteed Student Loan Program Tutorial assistance under the G.I. Bill; and VAWork-Study Program *Monroe tommunity College, Rochester, New York, has developed Vocational Rehabilitation Assistance/G.I. Bill such a program. 16 Descriptions of Veterans Outreach Programs

Du Page College outreach workers are their dependability, intelligence and ouvoing personalities. Du Page College is situated just outside of the Chicago retropolitan area, and draws many of its 6,021 students Outreach Techniquet from surrounding counties. During the 1972.73 season, the college\ was witness to an increased enrollment of 300 Each outreach worker receives a copy of the statewide students, while at the same time the total increase in list; from theIllinois Veterans Commission, and then reduces them down to the counties and towns in the student veteran enrollment also equalled 300. These figures district he serves. First, a personal letter is mailed to the reflect a 100% correlation in general student and veteran veteran advising him that someone will be contacting him student enrollment growth. Recently, Du Page qualified for a veterans cost of instruction award because of a 122% soon to offer assistance and to acquaint him with the increase in veterans enrollment. There are now 1,725 technical, vocational, and educational opportunities avail student veterans enrolled, 'of whom approximately 985 are able through many institutions of higher learning. The Vietnamera veterans. workers are prepared to give information about or referral To what does Du Page attribute its apparent success in to any area institution. The outreach program has aservke attracting large numbers of veterans? Much of the credit orientation.The purpose of the outreach worker is to help can be taken by the outreach program which has assumed a the veteran become "psychologically and sociallyre. major responsibility for campus veterans activities and oriented." After the letter, a followup telephone call is services. made and then a personal visit during which the worker In the past; the veterans outreach program operated out helps the veteran decide what he wants to do. Continuous of the admissions office. The larger responsibility for followup after recruitment is accomplished through tele program implementation was shouldered by the outreach phone calls and personal contact at school. workers alone. V.C.0.1. money will allow for some organi- Benefit nights are held regularly, and are useful for zational changes to be made. First of all, the staff of three disseminating information to a large group of veterans en outreach workers who work on a part. time' basis and are masse. These benefit nights are usually held at a community paid through funds made available by the Illinois Veterans location, and are widely publicized. Official representatives Commission, will be bolstered by three additional workers. of agencies such as the V.A., Illinois Veterans Commission, These workers will be paid out of V.C.0.1. funds. In etc., appear and answer specific or personal questions addition, the outreach program can expect some help from directlyrelating to their respective agencies. Literature four veterans who will work on campus, parttime, assisting from the agencies are made available on these occasions. Of personnel in the veterans certification office. A Vietnam course, Du Page makes use of the mass media to reach new era veteran who has a strong background instudent veterans. T.V., radio, newspapers, flyers, brochures, are all personnel and counseling wiii fill the coordinators' position, part of their media campaign. thus, completing the staff of the new veterans affairs office. Coordination and Cooperation The Outreach Worker The Du Page program is distinguished by wellplanned The Du Page outreach workers must have a clear under. coordination with other agencies (Illinois Veterans Commis- standing of .I. Bill benefits, a firm knowledge of the sion, Illinois State Employment Agency, V.A., etc./, strong Higher Education Act as it applies to veterans, the ability to "cooperative administrative support," as well as a "team effectively advise veterans about the programs. They must approach" to solving problems, and sharing information. be veterans themselves from the communities which they An outstanding positive feature of the college isits serve. Knowledge of veteran service agencies in their area is Veterans Club which has about forty active irembers. The essential. The most outstanding characteristics of Du Page Veterans Club has sponsored events and performed such 17 services as a blood drive, hospital visits, and a loan program good results. The church is an important element in the life for student veterans. Other projects included a toysfor-tots of many 'Chicano families. Announcements about the drive, a book drive for the St. Charles Boys' Home and a- outreach program made during Sunday services by the book exchange for veterans. - trusted parish minister can be carried home to the veteran One student veteran who was recruited by the program by the mother or another relative. recalled that he was personalty escorted all over the college The primary 'objective of the El Paso outreach program grounds by an outreach worker. His response was sincere isto enroll Chicano /veterans at institutions of higher appreciation, satisfaction, and gratitude that the Du Page education in a field of study which has career ladder outreach Program exists. potentials. Of more importance, though, is the objective of helping the veteran stayin school. According to Ben El Paso Community College Botello, EPCC Veterans Coordinator: El Paso Community College, which is located in El Paso, "Encouraging a veteran to continue his education and Texas, has a veteran target population which is largely then leaving him to face the complexities of a college Chicano. The student veteran. enrollment, which is 64% atmosphere is not a fulfillment of our responsibility. Adequate veterans services and activities must be Chicano, reflects the success of the program in relating to established. These services which include counseling, its target population. tutoring, job placement and a veterans' club can also The outreach workers at El Paso are Chicano Vietnam- function as a recruitment mol. Once the Chicano era veterans. They are paid from the funds allocated for the veteran knows there is someone on campus who he college work-study program and the V.A.'s work-study can turn to, someone who understands the problems thenbeginthe process of program. Each of the workers lives in a different section of facing him, he can self-actualization." the city; andisresponsiblefor conducting outreach activities in the zip code areas surrounding his home. They utilize the lists of separtees which have been made available by the V.A. and The American Legion, The method employed in contacting the veteran is a three stage operation: (1) letter, (2) telephone, (3) a per- sonal meeting. First, the veteran receives a handwritten letter, often written in Spanish. The letter is informal and tells a little about the outreach veteran and his studies at EPCC. Near the end of this one page introductory letter the veteran is informed that the outreach worker will contact him in the near future, or the veteran may initiate the action by calling the number supplied in the letter. The letter is then followed by a telephone call made by the same outreach worker who wrote the letter. At this time additional information is given about the college ind itsofferings, and a possible meeting is arranged. The meeting is scheduled at the time and place most convenient for the prospective student. However, whenever possible, the meeting is scheduled on the campus itself. There the outreach worker conducts ;.. tour of the college's facilities and introduces the veteran to any faculty or staff member available. This is the point at which faculty and staff play a very important part in the outreach program. An extended hand of welcome cars do more than all the letters and telephone calls that the best outreach worker can make. Faculty and staff have been encouraged to greet the veteran being escorted by the outreach worker who wears the identification button, "Veteran Outreach," Using the Media Chicano veterans respond to the media. Talk shows on radio and T.V., and especially the ones done in Spanish, have been very effective. The Spanish ommunity news- papers are capable of bringing the veteran to the school's door step. Signs and posters distributed throughout the community where veterans congregate have also produced

18 El Paso Community College primer peldano to escuela. II contact° consume con earteles y etches distribuidos a travels de Ia. cumunidad El Paso Community College, que esta situado en El Paso, donde los veteranos se congregan tambidn ha producido Texas, tiene una poblaciOn de veteranos en su mayoria buenos resultados. La iglesia im element° importantc cn chicanos. La matricula de veteranos, sesenta y cuatro por la vide de mtichas familias chicanes. AMItiCiOS Itechos acerca ciento chicanos, relleja el dxito del programa cn relaciott a del programa outreach durante- IaMiSa dominical por la poblaciort a la cual se dirige. sacerdotes de confianza enlas parroquias, ptieden scr Los trabajadores del "Programa Outreach" de El Paso flevados hasta el hogar del veterano;. por la madre u otro Community College son, por supuesto, veteranos chicanos pariente. tie la era vietnamita. Son pagados por Tondos adjudicados El objetivo primordial del programa de outreach de 1:.1 Para d programa trabajo-y-estudio del College y el pro- Paso Community Coliqc es el de matricular a veteranos grama trabajo-y-estudio del V.A. Cada uno de los trabaja- chicanos en *rtstituciones de educacion superior, en un dores vive en una seccion diferente de la ciudad, y es campo de estutlio con potencial de opciones profesionales responsible de dirigir las actividades de alcance en las areas verticales.De mayor importattcia, sin embargo, esel del "zip code" que abarca su hogar. Utilizan las listas de los objetivo de ayudar a que el veterano -permanez.ca en la recien licenciados que Ia -V.A. y The American Legion han escuela. De acucrdo a Ben Botello, Coordinador de los hecho disponibies. Veterano de EPCC: El metodo utilizado para ponerse en contacto con los veteranos es una operacion en tres etapas: por Medi() de "Alentir a un veterano a continuer su educacion y (1) correspondencia; (2) teldfono; y (3) entrevista personal. luego dejaylo a que se enfrente on la complejidad del ambiente del College no es la realization de nuestra Primero, el veterano recibe una earta, escrita a mano y a responsabilidad. Deben ser establecidos los servicios y menudo en espafiol. La carta es informal y relata un poco 4ctividadcs adecuadas para veteranos -entre6stos. acerca del veterano "outreach" mismo y sus estudios en servicios tutoriales y de consejo, servicios de bus- EPCC. Cerca del final de esta introduecion preliminar, el queda de empleo. y el club de veteranosque puede veterano es informado de que el trabajador "outreach". se tambien funcionar como una Iterramienta de en- rolamiento. Una vez que el eterano Chicano reconoce pondrd en contacto con 0 en un futuro cercano, 0 el que hay alguien en el campo universit:rio a quien veterano puedeiniciarIa accion llamando atninnero dirigirsealguien qtr entiende 0 problema que 0 indicado en la carta. enfrentapuede entonces comenzar elproceso de La Carta es luego segt.ida po.. una Hamada telefOnica auto-act ualizaciOn." hecha por el mismo trabajador "outreach" que escribio la carta. En este momento, informaciOn adicional le es dada acerca del college _yto que ofrew, etc. y una posible' entrevista es concertada. La entrevista es dispuesta a la hora y lugar mas conveniente para el candidate a estudiante, pero generalmente se neva a cabo en el mismo campo universitario. A1li el trabajador "outreach" conduce una visita de las instalaciones del college y presenta al veterano a cualquier miembro del cuerpo de profesores o adminis- trativo disponible en esos instantes. Este es el momenta en el cual los miembros facultativos y del cuerpo de adminis- tracion juegan un papelirnportante enel "programa outreach". Una mano extendida en bienvenida, puede !lacer Inds r que todas as cartas y llamadas telefonicas que pueda llevar a cabo el trabajador "outreach". Los miembros facultativos y del cuerpo de administracion han sido alentados a dar la bienvenida al veterano que es acompanado por el trabajador "outreach'",elcualusa una insignia de tdentificacion. "Veteran° Outreach". El veterano Chicano responde a las entrevistas de is radio, television, son rimy eficaces especialmente aquellas --- -efectuadas en espatiol. t

"Usando Medlos de Cornunicaeion" Los veteranos chicanos:responden en forma muy efectiva aasentrevistas por radio ytelevision, especialmente b aquellas Itechas en espaftol. Los diarios de la comunidad hisPano-hablante son capaces, de traer al veterano hasta el 19 Minority veterans include Black Americans, Sp..3nkti- have been responsible for the disproportionate number of speaking Americans, and American. Indians.'; three Black veterans who have received other-thanhonorasIle .groups often' have many problems in common. They have discharges,(See Chapter onLess-Than-HonorableDis- beensystematically excluded from the mainstream of charges.) The high proportion of Black veterans receiving American life by the European or Anglo majority. Their other-than honorable discharges indicates the inequity of socio-economic level is lower as a group than the majority the military judicial system, as well as a lack of sensitivity population. Due to their socio-economic conditions, crime by military personnel, Outreach staff should .be aware of and criminal abuse frequently abound in their communities, these conditions, and this crime isconstantly perpetuated by organized criminal groups which function in the Anglo or majority society. -.) Because equality of educational opportunity has been denied to minorities, lower educational achievement,has, Approaching Minority Veterans moreoftenthannot,limitedtheirabilityto make If you want to relate to a. specific minority target significant strides in the academic arena, and subsequently. population, there are some important steps which you can limited their progress up career ladders. The same lack of take. Begin by staffing the outreach program with members 'equal educational opportunity has resulted ina dispropor- of the same minor'\t,t y group which you are trying to attract. tionate percentage of minority veterans being relegated to Make certain they c n relate positively to young minority combat duty while in the service; and, again, they miss the veterans. Then, sensitiaf counselors, faculty, administrative opportunity to obtain important career skills training. staff,college personne\ as well as cooperating agency Minority veterans frequently will either lack a high personnel to the cultural 'iord-sontic lifestyle and school education; or, if they have completed high school, experiences of the target group. For example, the African willstillrequire extensive remedialtutorial preparation tradition is an oral tradition ,hereby years and yeari of before entering an intensive college program. history were transmitted from one generation to the next Because the militaryis a projection of a ,segment of through stories, song and music. Black Americans, although white society 'and culture, the minority person, while in they are often not even conscious of it, have absorbed some service,isoften subjected to the same abuses that he of this tradition and you will often not receive a ready experiences in American society, at large. Psychologically, response to the written word from Black veterans. A formal the minority Vietnamera veteranislikely to be more letter to a Black veteran will elicit less response than a proud, militant, outspoken, and reactionary than previous telephone call or a person-to-person contact. minority veterans, because he or she emerges from a group Black veterans are often concentrated in large urban of people who have begun to dernandentree into the larger areas.Socio-economic conditions, and especiallyhigh society, or their own "piece of the pie". unemployment, may cause these veterans to be more angry The veteran feels that his "piece of pie" had best be and more rejecting. forthcoming because he has served his country": As one The Black veteran, like many young Blacks, will be less Black veteran stated, "They keep telling you constantly, tolerant of conventional middle class norms of dress and while in the service, that the fo'ks back home are really behavior, although he may often be inspired to strive to going to take care of you when you return." Many antiwar obtain the tangibles which symbolize wealth in a middle- minority organizations and leaders such as Muhammed Ali, class society. Martin Luther King, Jr., and Angela Davis, have influenced Peer groups play a very important role in the life of some veterans' thinking, and made them feel uncomfortable many younger Blacks, and there is often a desire to meet with their role in a war against third world people of color expectations of selected friends. Although Anglo sociolo- like the Vietnamese. Often these attitudes and/or pressures gist; like to expound on the matriachial society and broken Z0121 families which characterize many Black communities, the Spanish-Speaking Veterans Slack veteran is more likely to have strong family ties, and Chicano and Puerto Rican veterans have also suffered the family structure will often be that of the "extended" the economic, educational and cultural pressures tradi- rather thin the "nuclear" family. It is important, then, to tionallyreserved n forminoritiesipthis .country. The relate positively when possible, to the Black veterans's Chicano veteran's ancestry and cultural background is that families. They can act in a supportive capacity. of Mexico. Unfortimately, those who are not attuned to cultural distinctions will lump Puerto Rican veterans into American Indian Veterans the same category as Chicanos because of 'their common When tndian veterans constitute the target population, lInguage. Although Spanishsurnames may help to identify the staff should know, first of all, "who the Indian is". In PUerto Rican and Chicano veterans, to say that one can use the United States there are some 466,000 Indians, of whom this method to distinguish one-group from the other would about 90,000 live in Oklahoma (approximately 16,000 live be erroneous. Geographically, 80% of the Chicano popula- in the Oklahoma City metropolitan area.) There is no tionis settled infive Southwestern states (Texas, New standard definition of an Indian, in that Congress has not Mexico, Colorado, Arizona and California), while the given a general definition by legislation, nor have the courts greater percentage of Puerto Ricans are in the Northeast done so by interpretation. Therefore, a person is considers and, of course, Puerto Rico. an Indian if he lives in an Indian community, and classifi4s Many Puerto Rican and Chicano veterans will have had himself as an Indian by his way of life, rather than by the the problem of a language barrier, for Spanish was the degree of Indian blood. A staff member should know thht primary language spoken at home and in their communities. tribal requirements also vary, and that each group has its Many were not introd iced to English until the first grade. own unique history and way of life, as well as its own In the past there was no 'effort made to provide bilingual problems. American Indians are nota single people, with a programs and; in tact, in some schools, the students were single way of life, or a single educational need. not allowed to speak Spanish. Under these circumstances Cultural.. values and/or personality characteristics will they lagged behind their English-speaking classmates. Upon often distinguish Indians from nonIndians. Many may entry into the military these veterans were frequently given appear to be shy, uncommunicative and reticent. Some may . training in an occupation which had a non-transferable have language d:fficulties. Often their reactions ',Aid: invite value to civilian life. Because of many negative educational misunderstanding are rooted in Indian tradition. Under. experiences, the Spanish-speaking veteran has not eagerly standing of Indians can be improved through an intelligent sought post-secondary education. For example, between examination of their history and cultural background 1968-1969, 14A% of Chicano veterans in selected states through reading and by talking to the people themselves. had less than a'high school education, 57% were high school You should be aware that the Indian veteran will often graduates and only 7.6% were college graduates. be less concerned with time.and therefore less habituated to The family plays an important role in the culture of a work schedule. The Indian veteran may seem to be both the 'Puerto Rican and Chicano veterans. Therefore, reticent and unconversational, but Iggi,is because the involvement of family may sometimes help to reach these majority culture has always placed higher value on the veterans. Outreach workers in' programs which have these development of verbal skills. Most Indian societies have veterans as target groups should staff their programs with been cooperatives, and have placed less value on individual Spanish speaking personnel. The outreach workers should property rights. This has resulted in the close interpersonal be Puerto Rican or Chicano veterans who are members of relationships which characterize Indian communities. In the community, and know what the community's attitude many of the communities there is less concern about such is toward the veteran. values as saving for the future; Indians may often have a tendency toward an immediate, lather than a postponed Developing Instructional Programs for gratification of desires. Indians are also less confirriing to Minority Student Veterans - middle class norms of behavior and conduct. For example, there is no stigma attached to illegitimacy; To be worthwhile, any instructional program must meet' age is honored over youth; the placid person is better the specific individual needi of the group with which it is to adjusted than the one who angers quickly; a low ego' level be used. No one curriculum cart do this for all minority and a striving for anonymity is more predominant: students. There is no single teaching method which is best The academic counselor and the classroom instructor for every minority student. Instructional techniques must /especially should be aware that the tradition of seeking be individualized, modified and adapted to their specific harmony with nature, rather than trying to control it, may needs and aspirations. Some teaching techniques which often cause the Indian student veteran to reject a scientific have proven effective include utilizing: (1) materials related rationale the cosmos in favor of a supernatural one. to the student's personal experience, and (Z content which However, concrete explanations will be accepted or under- allows the students to 'examine the real world and its stood more readily than those that are abstract. Indian complexities. students are 'apt to be bilingual They will more often Minofity student veterans must be given the opportu- withdraw from competive classroom situations. nity for self-expression. Materials which provide for the I 22 interjection of their own cultural and social values into the Mexican American Legal Fund educational stream can help to motivate them. Review 145 9th Street materials are, of course, necessary-for reinforcement, and the San' Francisco, California91703 tutorial component is usually the best vehicle for building Puerto Rican Forum' in reinforcement. Your instructional program should - 296 5th Avenue phasize the development of written and verbal skills. New York, New York 10001 In conclusion, remember that minority veterans, like all minority people, have beeh ciisappointed time and time El Congreso de Asuntos Nacional Colegiales again by programs and agencies designed to serve them: AACJC One Dupont Circle, NW Skepticism prevails. Sincerity can easily be misconstrued as Washington, D.C. 20036 deception. The best way to demonstrate sincerity and Black: empathy is through action. When you are able to assist the. Natibnal Assodiation for the Advancement minority veterans with their problems as rapidly as possible, of Colored People (NAACP) you will win the trust and respect necessary for a credible 1790 Broadway program. But never make promises you cannot keep! New York, New York 10019 Some general problems that must be addreised when serving minority veterans are: (1) need for funds in addition National Urban League (NUL) to G.I. benefits, (2) need for employment due to chroni- 55 East 52 Street colly higher unemployment rates than among Anglo- New York, New York 10022 .Wirans,(3) needforlegalassistance for other than Southern Christian Leadership Conference honorable discharges, (4) need for extensive non-academic 330 Auburn Avenue special services, (5) need for remedial-tutorial assistance. Atlagta,-Georgia 30303 All staff should be aware of the many service organiza- <,0 tions and agencies which relate to these minority groups. Courted on Black American Affairs AACJC One Dupont Circle NW' Some of them include: Wishington; D.C. 20036

Indian: AIM (American Indian Movementl SPanishSpeaking: 1337 East Franklin Averiue* Mexican American Council,on Education_ Minneapolis, Minnesota 55404 1300 S. Wabash Avenue Chicago, Illinois 60605 Americans for Indian Opportunity 1820 Jeffersocilace, N.W. Association of Mexican American Educators Washington,. D.C. 20036 Pima College National Congress of American Indians 2202 W. Anklam 1346 Connecticut Avenue,-N.W. Tucson, Arizona 85709 Suite 312 G.I. Forum , Washington, D.C. 20036 1515 Xavier Avenue Native American Lobby Denver,Coiorado 80204 1700 Pennsylvania Avenue,- N.W. SER (Service Employment and Redevelopment Agency) Suite 680 Suite 1020 Washington, D.C. 20006 9841 Airport Blvd. Los Angeles, California 90045 National Indian Directory (of great importance for identifi- National Council of La Raza cationof: 'local urban centers, housing authorities. 1325 Massachusetts Avenue, N.W. professional organizations, college student organizations, Suite 120 local newspapers, newsletters, consulting firms, Indian Washington, D.C. 20005 desks, BIA offices, etc.) ASPI RA 296 5th Averxie New York,.New York 10001 Chicano or Puerto Rican student organizations Crusade for Justice 1557 Downing Street Denver, Colorado 80202 23 i hilt, are three notable programs funded under the G.I. ConsiderationsRelating to The Establishment which colleges may organize to assist veterans and of a Tutorial Assistance Program who need special academic assistance. These are Determination of tutor qualifications. Many options are ,:ntithrreit:nt programs, That is, the utilization of any of open to a college. An institution may certify 2e.vanced programs by qualifying veterans will not detract from students, particularly veterans who evidence particular edu ..tional entitlements. academic competencies. High school teachers, qualified faculty wives, and graduate students from neighboring universities-may also be certified. College faculty may be fTutor .al Supplementary Assistance limited or excluded from tutoring. Most colleges exclude ,s a significant new program for veterans who are a teacher from tutoring his own students. Each college i1:trtesift9 s zmursl of education above high school level on at determines its own qualifications. . haittime basis. and who have a deficiency in a Many colleges report the successful utilization of ad- sotiect exhichis required for entrance to the course, or vanced students, preferably veterans, in tutoring roles. ....tnich is indispensible to the successful pursuit thereof. Students who tutor veterans are paid through tutorial Veterans who are certified to be in need of tutoring may assistance funds. Those tutoring non-veterans are paid rt.ciii42 up to S50 a month for nine calendar months or through colle:e work/study funds. Peer counseling can untti :I maximum of 5450 is utilized in addition to regular be verybeneficialto both personsinthetutorial educational a - sistarice payments. Payment for the cost of relationship. 'A veteran who tutors gains increased aca- .,utr-aing will be made to the veteran upon certification by demic competence and additional financial assistance. fh school that fn the Assistance is essential to correct a The veteran 'who is tutored' gains necessary academic ,enc. 12) the tutor chosen is qualified; and i3) the assistance at no cost to himself or his entitlement. A Lila:gr.:5 1411 the assistance do not exceed the customary campus veterans' club may be able to assistin the tor similar individual instruction afforded non- selection of qualified tutors, perhaps even in the planning s,eterans and development of the program. inhst be understood that this assistance is available Compilation of list of tutors.Each college should of,r-, ,.!teraris who require it to avoid failure, not for establish and regularly revise a list of approved, qualified throt who desire to improve their academic standing. The tutors. f,):this assistance may occur most often during the Establishment of pay scale. Each college should establish `sir;; ycor;.at: entrance into a course of education. a pay scale which shall not exceed customary charges for similar individual instruction afforded non-veterans. This trhad 61 Pavitinnt pay scale may vary according to the education and All jopl=cation and enrollment certification for indivi- qualifications of the tutor. dvij: tutorial pssistarice. Form 21E-1990-T, available from Designation of responsibility for administration of tutor- ,tny Veteians Administration office, must be submitted to Mg program. The basic responsibility for administering thpf r4,gior )1office of jurisdiction before benefits can be the program should be assigned to one office, probably ciairneo, P;;;ments foe a tutorial program will be made after either the learning -resources center or the office of the 11(01,10/1 has begun. This form, containing the necessary academic dean. Coordination with the registrar's office Aipircirtion t if !cation data. may be filed monthly, or aid the business office may be necessary: the completion of the program. L)eterrnination of administrative procedure and develop- The Veterans Administration recommends that tutoring ment of appropriate implementation forms, A college is ;,., kin .1 ontf100ne basis. In no instance will VA sanction a free to develop whatever procedures and implementing rritoring ratio greater than three-toone. forms it considers most appropriate. 24125 Determination of payment proceduraEach college should decide upon the payment procedure to be An Implementation Model followed. It is possible for the veteran to pay the tutor The following model and implementation form is directly. Most colleges consider it wise to supervise both an adaptation of severe( existing tutorial programs. It the tutoring process and the payment procedure. Since ismerely an example, purposely complicated to payment is not received until approximately 60 days illustrate a range of possibilities. Each college will after tutoring begins, many colleges are, paying tutors wish to develop its own model and form, hopefully in directly; the veteran then pays the college. Payment a simpler format. A college with a veterans' affairs forms should be filed either at the end of every month, officer may simplify the procedure greatly by using or at the end of a term. Payments will probably be him throughout as college representative for a variety

received by the veteran within 30 days after receipt of of functions. . form 1990 by the Veterans Administration Regional Office (V.A.R.0.). StudentInstructor Notification of Veterans Administretion.Before begin- 1. Either may initiatea request for tutorial ning the program, notify the adjudication officer at your - assistance. V.A.R.O. that you are establishing a tutorial assistance 2. Instructor; co: .ipletes an internal recommenda- program. In a brief letter outline basic. descriptive tion form for tutorial assistance and sends it to the information on tutor qualifications, pay scale for tutor- academic dean (or other approved college official). ing, making certain to assure awareness of your know!- 3. Academic dean verifies need.on internal recom- edge of the limitations and procedures relative to tutorial mendation form. assistance. StudentLmerning Resources Center Some Questions Raised by Colleges 1. Student and learning resources center veteran( Can Veterans In Remedial Programs Receive Tutorial advisor (or other approved college official) agree on Assistance Payments?' selection of tutor from a master list. Section 1691 of PL91.219 provides that a veteranmay 2. L.R.C. veterans' advisor assists in arranging be enrolled Parttime or fulltime in refresher or deficiency tutorial time and location; explaining, Schedule and courses (as opposed to individualized tutorial help) without Charge Form. charge against his regular GI entitlement. However, for a student to receive tutorial assistance he must be enrolled in StudentTutor a course of education above high school level on at least a 1. Agree on tutorial time and location. halftime basis. If a student were registered halftime in 2. Tutor maintains a monthly record of tutorial remedial, refresher courses end half-time in -college level hours in duplicate, one copy for registrar's use. courses, he could receive tutorial assistance in either area. WO, Early In A Term Can Students Be Enrolled In StudentRegistrar (Veterans' Affairs Director) Tutorial Assistance? 1. Registrar and student complete Form 21E. As soon as it can be determined that they have a 19004 in duplicate from information on Schedule deficiency in a subject. Pretests or early diagnostic tests are and Charge Form (certified by tutor); registrar appropriate devices for such determination. It is essential maintains a file of copies of all forms. that students receive tutoring while there is time to remedy 2. Registrar or student promptly forwards Form deficiencies. 21E-1990-T to VA regional office for reimbursement May A Student 89 Tutored In More Than -One Course At to student. The Same Time? The only limitation on tutoring is monetary. (There is a maximum limit of $450 per individual)

.26 The following letters and implementation forms have 'VETERANS TUTORING been developed and used by Macomb County Community (V1C-1) CP Iletle, Warren, Michigan. 1 \ Section A (Tobe filled out by the instruct 4)

( Date Letter Sent toInstructors Dear Professor: This is to certify that

We are initiating a program of tutorial assistance fax veterans -- Name of the Veteran to be tutored 1. who are taking at least six credit hours at the College

2. who have academic deficiencies or might be in danger Address of the veteran to be tutored of failing your course if they do not get intensive academic help. We feel that one good way togethelp for a veteran in City. Zip Code need is to pair him with another-student who is doing well in the same class and seems capable of giving academic needs tutorial assistance due to academic deficiency: assistance. For this service the student-tutor would receive from the veteran a fee of $2.00 per hour. Subsequently, the veteran would be reimbursed by the Veterans Administra- Course name and number tion up to a maximum of $50.00 a month for up to nine months or until a pool of $450 is used up. and that Ifyou have in your classes veterans who are in need of such academic help, please explore the veteran's interest in utilizing a student tutor.If the veteran is interested, Name of student tutor determine which of the better students ih the class might be available for such tutoring. Submit the fist of prospective tutors to your division director for approval. After ap Address of student tutor P rowl, recontact the veteran and offer him a choice from the approved list of tutors. When the matching of veteran and tutor is accomplished. City Zip Code fill out Section A of the attached Form (VIC #1) and forward to the Registrar in Room 0412. Phone number of student tutor Sincerely. is qualified to tutor him.

Name ofInstructor

__VETERANS INFORMATION CENTER .

end. School address & extenliort No. of Instructor

(Oo not detach)

Section B (To be. filled out by theregistrarand returned to the Veterans Information Center 0.311).

This is to certify that it enrolled in Macomb County Community College'(

*Number of Credit Hours

Signature of Registrar 27 TO THE VETERAN BEING TUTORED Dear Student:

A fellow student has been selected to give you the academic You have been selected as a studenttutor to help a veteran NO you need to avoid the possibility of failing who is a classmate of yours with his academic work in

Named No. of Course Name of Course ,

Please make arrangements to meet with him and pay him a Make your own arrangements for meeting with this student fee of $2 an hour up to a maximum of $50 for a month. As veteran and charge him $2 an hour for your help. Although a veteran, you will be reimbursed for this by the Federal the veteran pays you directly, he will get his money back Government after completing VA Form 1990.1 wIt:th you from the Federal Government up to a maximum of $50 for will receive from the Veterans Information Center. Please a month. keep a record of dates and hours of your tutoring sessions. You will be paid for yow time, but you will get more than YOUR TUTOR IS: money from the job you do if you can also feel the satisfaction of helping a fellow student who might have failed a course if it were not for your help. Name. The student you will tutor is:

Address Name

City Zip Code Address

Phone Number city Zip Code Get in touch with your tutor right away and begin meeting with him. If you experience continued difficulties, itis suggested that you make an appointment with a counselor Phone Number by visiting D312 or calling (phone number). Get in touch with him right away and begin working with GOOD LUCK! him.

Sincerely, Sincerely,

Veterans Information Center Veterans Information Center

28 Tips for Tutors lion and createfederallyfunded part-tinte work for students on a tight. budget. There is' no evidence in the 1. Find out where the student is having difficulty. Ask literature that tutors need to be highly qualified. him, of course, but also go over the work he has already done for the course and do some problems with him or have him carefully define something in the subject 11. Pre-College Programs For Veterans matter or write something. The Law 2. Remember to concentrate on one difficulty at a time If a veteran or other eligible person feels that he needs and be sure it's the EASIEST difficulty to solve. If some refresher or remedial work to enter a postsecondary sornebody'st spelling is worse than his capitalization, institution, what can he do? Under the Law (Title 38. start by teaching him capitalization. Chapter 34, Subchapter V, Section 1891), he has a separate entitlement, not chargeable to his entitlement for post 3. Go to the Programmed Learning Center (Learning secondary education. With this entitlement hecan: Resources Building} with him and find out whether there are any programs in the areas of difficulty you have 1. Complete high school. discovered. Remember when you walk into the Center 2. Complete a GED program which will lead to a high you are under the jurisdiction of tire instructors there school equivalency certification. and must listen to their advice. 3. Corfiplete refresher or deficiency courses,or obtain other 4. Study with him for tests and go over the tests with him Preparatory or special assistance to matriculate in a when you get them back. postsecondary. institution. Being a high school graduate. or even having' some college, does not make him 5. Remember your job is to help. Don't expect miracles ineligible for this latter goal. and don't lose your patience. If you were in the place of the person being helped, you would want your tutor to The benefits paid are the same as for the regular G.I. "keep his cool" also. Bill, except that the veteran is not eligible for tutoring while training under this section (unless he is pursuing these 6. Don't forget to cheek back with the instructor. He is courses on a part-tiine basis and is also enrolled in college there to help you. level studies for a minimum of six credit hours). 7. If you have any difficulties whatever, get in touch with New Provisions have made it easier for postsecondary the Veterans Information Center (Room D.312) imme. institutions to set up such programs. They can measure diately. "deficiency, remedial or refresher courses" "on a quarter or semester hour basis, if considered by the school to be credit Conclusions and Recommendations hour courses for other administrative purposes, and other The intent of the Veterans Tutoring PrOgram is to undergraduate courses at the school are measured on a credithoer basis."(Department of Veterans Benefits provide a maximum of educational support to all veterans Circular 20-7246, Appendix C, paragraph 11 d I, Novem- in academic trotriale,especial,'" the disadvantaged. The ber 13, 19731. Thus at a school where twelve credit hours is subchapter heading of the prograin is "Special Assistance full-time for veterans for credit courses, twelve credit hours for the Educationally Disadvantaged.", But it is, impossible equivalent can be full-time for "deficiency, remedial or to believe that in a school the size of the University of refresher courses." Naturally, it is still possible to measure California at Los Angeles there are only 25 disadvantaged veterans in need of tutoring. This is not to point an courses on a clock-hour basis (twenty-five dock-hours, equals full-time). In a high school or other setting where accusing finger at a school doing pioneer work in veterans' education, but merely to point out a difficulty that clock-hours are the regular course measurement, dock- hours must be used. veterans education faces. All institutions of higher learning must set up veterans' tutoring programs; but, even if they State Approving Aitency do, they May not reach a large majority of those in need. What can the schools do? They can redouble their Pre-college programs will naturally\aryfrom institution efforts at Publicity, and they can establish a system for to institution. However, no program \ is eligible for VA Processing tutoring forms which involves a minimum benefits unless it has prior approval of the State Approving number of steps. Although some dishonesty may result Agency (See listin Chapter 7). This iv/nay should be from loosening up Proceduret to allow for broader use, the worked with closely from the very beguel,in9 of program possibility of a' modicum of deception may be a small price planning. to pay for reaching an ever increasing segment of the Diagnosis disadvantaged. Also, it would seem plausible in the light of the evidence Allveterans who are candidates for a pre-college to emphasize the idea of one disadvantaged student veteran, Program need some refresher courses in order to matricu- slightly advanced, tutoring another disadvantaged student late successfully in a postsecondary environment. However, veteran, slightly behind. This would maximize identifica- veterans will be at different levels of competence in the 29 basic skills of reading, writing, and mathematics. In order to The maindifferenceisthatthe target populationis place them properly, they must be given adequate servicemen rather than veterans and that the monies that diagnosis. There is some justifiable resistance on the part of fund the PREP entitlement can be used only for instruc- educators to testing because it tends to pigeon-hole people. tional expenses since the federal government is already Nevertheless, without a battery of tests, students and providing servicemen with subsistence. All of the funds, programs could be critically mismatched. A testing program then, go to the school for operational expenses. However, need not be extensivea Nelson-Denny reading test and the the checks are sent to the serviceman in his name and must math section of The Wide Range Achievement Test take a be endorsed over to the school. One check is sent out to good deal less than an hourbut it has to exist. Of course, cover the whole costs of an enrollment period. In some it ought to be supplemented by personal counseling, as cases, the men may go to school entirely on duty time; testing alone generallyoffersthe student insufficient moreover, the law enjoins base commanders to let the men guidance. go at least half-time on duty; however, the mission of the Once tested, the students may fall conveniently into base may be such that the PREP program must be given three groups: those whose skills are below the level-Where entirely off-duty. In any case, the first stop in starting a they can' conveniently prepare for the equivalent of high PREP program is a meeting between the school, the base school completion, those who can conviently prepare for commander and the base education officer. such completion and, finally, those who need some sort of The American Association of Community and Junior refresher before beginning to matriculate in a postsecon- Colleges, Program for Veterans and Servicemen, has de- dary institution. Naturally, these groups may be-mixed or vdoped extensive guidelines, program models and a list of not: the choice-can be made to deal on:y with one or two consul tan ts. of these groups, referring others elsewhere. A pre-college program would still be possible. A Model Program: Oscar Rose Junior College Kinds of Programs Oscar Rose Junior College, a new, innovative college, is The curriculum at any level must emphasize the basic situated just outside of Oklahoma City adjacent to Tinker skills of reading, writing and mathematics. However, such Air Force Base. The program assists the veteran in the emphasis need not exclude inventiveness on the part of the attainment ofthethree broad objectives: 1) increased instructional staff, Reading, writing and mathematics can self-confidence as a student and perS6n, 2) mastery of the use materials specially adapted to the target population, academic skills needed for College success, aA 3) under- two characteristics of which must be in the forefront of the standing of the factors involved in developing a realistic minds of planners: veterans are adtilts, not adoletcents, and career education plan. The Veterani Special Education veterans deficient in basic skills have problems adjusting to Project enrolls only veterans not normally admitted to a school and need extensive counseling in many cases. In fact, collegeoruniversitybecause oftheirpast academic it may be that counseling, and not skills, is at the heart of a performance. Over half the students are non-white (Elkk, pre-college program for veterans. Chicano, Indian) Vietnamera veterans. Four courses have been especially designed to help Instructional Options students eliminat' academic deficiencies. They are develop- At each postsecondary institution, a pre-college program mental ieadings, English comPos;tion, psychology (personal for veterans will be established under particular constraints adjustment), and basic math. The program, which lasts 16 of cost, existing facilities and instructional preferences. weeks, provides for classes five days per week, two hours Therefore, it may be well to know that several television per day,or during especially arranged evening hours. , seriesexisttoprepare studentsforthe high school Veterans can opt to take proficiency exams through which equivalency examination and that a very large number of twelve hours of college credit may be earned if they pass. programmed self-teaching materials are commercially avail- Because there has been a dose articulation between Oscar able. Although itis yet to be demonstrated that personal Rose College and other higher education institutions in the counseling can take place via these media, it is nevertheless state of Oklahoma, the credits earned are transferable. This true that they produce real learning under certain circum- is very important for veterans who indicate early in their , stances at no greatinstructional expense. This is not to say program of study that they desire to transfer eventually to the small-group classroom is not a viable option to a a four-year program. postsecondary institution inclined to offer a pre - college program in that manner. Special Services In addition to classroom instruction, the student also has available to him tutorial help through an office which is 111.- Pre-College Programs for ServicemenPREP part of the college learning resources center. The veteran PREP, the Pre-discharge Education Program, (PL- 92.540 may come to the center to receive help from instructors as Tide 38, Chapter 34, Sections 1695-97A),isa program well as peer 'tutors who are paid by the V.A. assistance almost exactly parallel to the 1691 program just reviewed. program. Help is available any time of the day or evening. 30 Special curriculum/tutorial services are being developed through the Veterans Special Education Project. These packages offer the veterans the option of selection of one or more of many learning techniques. The veterans may utilize the educational hardware (8mm films, slide pro - ftctors,videotapes,filmstrips,taperecorderdor any number of specially developed workbooks/sheets that best suittheirlearning styles.(William Knox, instructional cool dinator, has stated that these curriculum packages will benefit all students at the college, as welt.) The counseling program has been designed to reduce projected dropout rates and to help students maintain good grade point averagei by identifying learning difficulties and developing remedies. Academic, career, and personal awn- seling are provided to the veteran, and the program is itself performanceoriented so that upon completion of counsel- ingsessionstheveteran will have selected, with the counselors' aid, a.1 academic program commensurate with his potential as a student, as well as a practical or realistic career. Family counseling, if needed,is coordinated with the Midale Center. Veterans with family and personal problems are often referred to the psychological staff there. An employment referral system has been established at the school; afile of local employers who have hired veterans is kept for job leads. When one veteran leaves a job he refers another veteran to fill his slot. A loan fund has Seen developed with the help of the local American Legion post, the Sears Roebuck Founda- tion, the college's board of trustees, and local businessmen. A unique feature of the Oscar Rose program is the multi-hat approach of the veterans project staffall of whom perform at different times in the role of recruiters, counselors, administrators and; or teachers. There are, how- ever, six outreach workers who are paid at the rate of $2.00 per hour and work three hours daily, five days per week, contacting veterans by telephone, personal letter, and visits. These workers have indicated that one of their most successful means of reaching the veteran has been through his wife, girlfriend, and relatives who are media oriented and respond readily to the massive publicity effort that the college launches through newspaper articles,radio, and television spots. When the veterans project begi n in June, 1972, there was a total of 980 veterans enrolled at the college; now the figure exceeds 1,300.

31 There are many disabled Vietnam. veterans who need the complete therapy ;room, a therapist, and special counseling assistance your college could provide. if you are contem- in academic and social areas. plating enrolling disabled veterans at'your -institution, the Shortlythereafter,the 'business district of Marshall, following considerations may aid you. Minn. was encouraged to become equally barrier -free. In 1970, the Veterans Administration noted. that 18.4%. Wheelchairwide sections .of curb were cut out and made of Vietnam amputees had. multiple amputations or other into short rampi. Soon, practically every business entrance .:Maibr disabilitiesas compared to 9.2% of Korean conflict became accessible. 1 amputees, and 5.7% of W.W.II amputees. The college printed biochures- its accessibility, and In fiscal wear 1972, 330,000 Vietnam era veterans were produced a slide- presentation. These communication tools receiving disability compensations: 165,500 of these dis- are used with the cooperation of organizations which come.- abled veterans registered with the Veterans' Employment in,regular Contact with disabled,veterans.. Serviceof which 33,700 (20.4%) were placed in jobs of 150-days or more, while only 4,800 were placed in training Outreach Considerations prograrris. Before beginning your active search for* disabled vet Recent' V.A. figures indicate that only 18,000 disabled . erans, be sure that you are very familiar with Chapter 13, veterari*are enrolled in V.A. Vocational Rehabilitation (a Title 38 of the U.S. Code. This is the Veterans Administra- drop of 2;000 from the prior year). tion Vocational Rehabilitation section. A veteran with a -The Campus Scene 30% service.connected disability rating or more is eligible for payment fot tuition, books, fees, and a subsistence Are your..campus facilities accessible for the severely allowanceof- $170,ifsingle.The V.A.willprovide disabled veteran? D6es each building to be used by the counselling and pre-enrollment testing for these veterans severelydisabledveteranhave:ramp entrances; wide without cost. doorways, elevators, a wheelchair, accessible bathroom, and:. - If yOUr school does not have. a copy of Title 38, a copy lowered drinking ..fountains? may be obtained from the U.S. Senate or libuse Commit- Your physical\plant must be alteredifit- isnot tees on Vete'rans Affairs. A representative from your V.A. barrier-frei..Administrators will probably find the cost of Regional Office Could help you become more informed on alterations to be much lower than'first imagined. You do programs for disabled veterans. not always have to bring the disabled vet to the classyou Although .the V.A. spends large amounts of time and can bring the class to'the disabled vet. If a severely disabled money infOrming wounded vets about their benefits, they vet is scheduled for a class on the third floor of a building Miss a few. During my travels, I have found a large number with no elevator, .why -not trade room assignments with a of disabled veterans who knew nothing of V.A. Vocational ground level class? Rehabilitation benefits until an interested school official or If your campus presents formidable physical- barriers, fellow vet informed them.. and you cannot affect changethen "don't try' to enroll disabledstudents.llowei4r;:, you can provide referral Finding the Disabled Veteran services to other barrier-frek institutions and community service organizations. Naturally,. the first possible contact point is the V.A. or military hospital nearest the college: The war is over, but _One ExaMple .many Vietnam veterans are stillin the long process of With the cooperation of the administrators of Southwest treatment for their combat wounds. Talk to someone from Mirinesota State College, the school's veterans' club (a. the hospital director's staff for guidance. One tipthe . NACVaffiliate) provided the impetus to make the campus hospital recreation officer is frequently an effective- Con- barrier-free. The college began offering disabled students a tact. 3z.I33 Intel view the staff at the V.A. Regional Office, party serve the disabled non-veteran population you will have tc cula;ly the Counselling Services Division and the contact become familiar with the various state and federal Voce reprrsentatives. Also located at the V.A. Regional (Ittlz-,e Ilona!Rehabilitation programs, grants and scholarships. are other invaluable people, the ServiLe Officers of the You will need to develop a separate system of contact Disabled American Veterans, the American Legion, Vet- referrals. erans of Foreign Wars, AMVETS, Jewish War Veterans, the Paralyzed Veterans of America, and the Military Order of Significant Resources the Purple Heart. My experiences have taught me that these men are sincerely dedicated to helping disabled veterans The President's Committee on The Employment of the Handicapped improvetheirlives.The Service Officers can provide Department of Labor Building excellent advice to you. Finally, but not least in importance, adopt the peer 14th and Constitution Ave N.W. Washington, D.C. 20210 group concept. Hire your disabled veteran students and young non-disabled veteran students to be outreach work- Blinded Veterans Association ers. If your funds ate limitedencourage the same indivi- 1735 De Sales Street, NM_ duals to volunteer to pass on the good news about your 7i/ashington, D C. 20036 institution to their wounded friends. Under 1972 revisions Paralyzed Veterans of America to the G.I. Bill, a new V.A. community services work study 3636 16th Street, N.W. program has been organized. Veteran students are to be Washington, D.C. 20010 employed for 100 hours in various capacities for which Disabled American Veterans they will receive 5250. Among the possible areas in which 1221 Massachusetts Ave., N.W. these veterans may be employed are veterans outreach Washington, D.C. 20003 programs. Veterans with a 30% or more disability rating are to be given preference. This program may be another Committee for the Handicapped possible resource for your outreach program. Contact your People to People P.ogram local VARO for more information. 1146 16th St. N.W. Washington, D.C. 20036 Approaching and Keeping the Disabled Veteran There is one universal rule concerning disabled veterans. They are people' Try to deal with the disabled vet, not as an amputee, parapalegic or quadrapalegicbut as a person who happens tobedisabled. Trytoletthe veteran know you're interested in his future. Certain servicesshould be available to the disabled veteran attending your school. Hopefully, there will be on-campus counselling in academic, career and social areas. The disabled veteran's relationships with other disabled students should be facilitated. For example, in Dallas, disabled students, veterans and non-veterans, with the help of school officials, formed an N.P.O. club (Not Psyched Out)atEastfield Community College.In additionto providing fellowship for the disabled, the club became a forum for exchange with key college staff persons. The disabled vet should have contacts with non-disabled veterans attending the school. The easiest way for this to occur would be through a campus veterans club.

Implications for the Disabled Non- Veteran Assuming you are moving forward with a barrier free campus and a Jisabled veterans outreach program, you are now in a position to help all disabled citizens. After all, wheelchair ramps do not have signs, "Disabled Vets Only". The unique problem with the non-veteran, disabled populrtion is that they die not eligible tor V.A. Hospitaliza- tion ar.d Vocational Rehabilitation benefits. To effectively 34 While not suffering the devastating effect of physical or discharge for "Ineptitude", "Unclean Habits", "Anti-Social mental injury, the men and women who receive less-tian- Personality", "-Drug Addication", "Habits and Traits of honorable discharges are handicapped in their 'attempt to CharacterManifested.' by Anti-social Amoral Trends", resume their places in society. Most of them have not "Mental Deficiency", "Personality Disorder", and "Anti- committed serious crimes, but have gotten into trouble, Social Personality". SPN codes appear on Separation Paper .tri genetat and undesirable often as a consequence of using alcohol or drugs, or both. DD214 under 11c, usually discharges. However, stigmatizing SPN numbers sometimes Others suffered discriminatory treatment, went AWOL at a appear on honorable discharges and adversely affect even time of stress, or went berserk marking time the last few veterans who have received honorable discharges. months after a combat tour in Vietnam. A major impact of the lessthan-honorabie discharge There are those who for mental or psychological reasons upon the veteran is the denial of veterans benefits. There is should not have been inducted in the first place. Often a range of eligibility for different veterans benefits that is under 20 yearsold,theirchief character- defect was not generally known. Both the honorable discharges and immaturity. Many waived their rights, or did not know the general discharge entitle the veteran to all benefits. The their rights, and accepted an administrative d:scharge to get dishonorable discharge and the badconduct discharge out fast or to avoid the greater threat of a court martial. (given by a general court-martial) bar a veteran from all The statistics are revealing: benefits. In the gray area whereby a veteran may or may not receive benefits are the undesirable discharge and the DOD Figures (Discharges from All Services/ badconduct discharge given by special court - martial. Ac- Honor- Unde- Bad Dishon- cording to statute, veterans with these kinds of discharges able General Sirable Conduct arable may applytothe Veterans Administrationfor- some benefits including educatinnalassistance:hospital care; 1969 995,941 18,053 U.208 3,562 187 (96.79%) (1.75%) (108 %1 (.34%) (.01%1 home, farm, business loans, Ind vocational rehabilitation. and the VA will determine eligibility for these benefits. The 1972 802,394 43,419 40,018 4,167 356 (90.12%) (4.87%) 14.49%) (.46%1 1.03%) determination of the VA, according to the wording of the statute, is based on whether the discharge "was not under Department of the Army: -Racial Breakdown for Fiscal Year 1972 dishonorable conditions." Very feleif veterans kriow of this Separations tinder Conditions Other Than Honorable provision and have sought individual adjudication. Further. more, the VA has acted'favorably on very few of those who Undesirable 1%1 Bad Conduct (961Dishonorable (%) have applied, although they have stated that "in these Caucasian 25,006(83.11 1,334(78.4) 178(56.7) determinations all reasonable doubt is resolved in favor of Henri) 4,866(16.1) 352120.71 87132.6) the veteran". 1 2 Ott Jr 233 .8) 16 1 .9) ( .71 iftheformerserviceman has received aless-than. Total 30,105 1,702 267 is , - honorable discharge that not the result of a general . It is noted that the services state that a general discharge court.martial,he mayfileanapplicationbefore the is an honorable one and often include them in statistics for appropriate Army, Coast Guard or Air Force Discharge honorable discharges. The general 'discharge carries a stigma Review Board. The application, however, must be filed for a veteran that often prejudices his opportunities for within 15 years after the date of the discharge, The employment, and also has an effect upon his own self-image statutoryauthorityoftheBoardissetforthin which may hinder him in other areas. 10 U.S.C. 1553. In addition, each Board has issued regula- Another stigma borne by the veteran is the SPN number - tions which appear in the Code of Federal Regulations and which is supposed to give the "reason and authority" for may be obtained from the Boards. RevieW of dischargeis discharge. These SPN numbers, supposedly secret code not automatic; it must be applied for and justified. . numbers known only by the military services and the VA, The appeals of dishonorable and bad conduct discharges are paplic knowledge today and many employers have from general courtimartial go to the Boards for Correction known! their meaning for years. Mostly derogatory in of Military Records of the different services. These are nature,the SPN numbers characterize an individual's civilian boards and application must be made within three 35 \ - years after the applicant finds the error or iniustico These Boards may also review actions taken by the Discharge Review Boards. These ,Boards do not grant a hearing as a rightbut onlyifthe Board thinks such a hearingis necessary. For further information about the Procedures for the appeals procedures and how to get assistance, refer to the AVC "HandbookFacts on OtherthanHonorableDrs charges and What Can Be Done About Them", available from the American Veterans Committee, 1333 Connecticut Avenue N.W., Washington, D.C. 20036, (202) 293 -4B90. A nominal fee of $.50 is charged for a single copy to cover costs of printing, mailing and handling. Reduced rates are available for larger quantities.?

36 4

4 The inability of Vietnam veterans to readjust to civilian comments, "Many even refuse to tell people, whom they do society after a tour of duty in Indo-China has been dubbed not know well, that they are veterans. It seems accurate to "Post-Vietnam Syndrome", or PVS. say that the general population is very uninformed about PVS may extend from a mere frustration on the part of veterans and their problems (both economic and psychology: the veteran .in not being able- to find a job to a severe ical)." Psychologicaldisorderrequiringpsychiatricassiitance. "Elie Post Vietnam Syndrome has received a good deal of Although readjustment problems, to some degree, affect all notice by Dr. Robert Lifton, Yale psychiatrist, and author Vietnam era veterans, the term PVS as defined by most ofa recently published book on the Vietnam veteran experts applies specifitally to those serving in a combat entitled Home From The War. Dr. Lif ton has. been most zone. Chaim Shatan, New York University, ,cites basic vocalin depicting the extensive permeation of mental characteristics of the syndrofne as they evolved out of "rap problems among returning Vietnam veterans. groups" in the New York City area. Dr. Shatan lists them as . In describing the nature of the.Vietnam war as "extra- guilt feelings, scapegoating, identification with the aggres- ordinarily cruel," he elaborates by stating, "The enemy sor, alienation, and doubt about their continued ability to they were fighting in terrible ways often turned out to. be love others. the women and children they theoretically were sent to At a recent conference held on- emotional needs of save." Lifton believes, "To survive, to make these experi- Vietnam era veterans, initiated by the National Council of ences endurable, to remain physically and psychologically Churches, the following assumptions were outlined by the intact, the GI's had to become dehumanized." . conference organizers: , In. a series ofarticles published in the 'Washington -; 1) The Vietnam era veteranisin a unique situation StarNews, reported by Michael Satchel!, on the subject of compared. to that of veterans following other wars, in emotional, needs, the following facts described the problem. terms of meaning given to his service experience, and the reception given him as a person by the civilian "In fiscal 1972, the V.A. discharged 68,901 physi- cally wounded Vietnam era veterans from its hos- society. pitals and 45,788 psychiatric, psychotic, and neuro- 2) Many. veteransmistrustestablishedservicesinthe logical patients. The Latter group is not counted in the mental health field, including clinics, practitioners, V.A. Pentagon's totals of Vietnam casualties. services, and university health centers. For some, this One V.A. Study by psychologist Ceil Peck, estimates means arejection ofthose who are offering the that about one in four Vietnam era veterans who end treatment and a rejection of the environment in which up as psychiatric patients in V.A. hospitals have the service is offered. For others, it is a rejection of the attempted suicide, .. fact that these agencies seem to imply that the veterans Readjustment problems have always shown up in themselves have problems. Some veterans believe that other ways: In the high'iricidence of Vietnam vets in society is sick, and it is only band aid relief to fix the prison populations, in the high unemployment rate, and perhaps most visible of all, the use of drugs." individual sore: . 3) 'Vietnam eraveteransinlarge numbers experience Veterans Administration medic-al directors are becoming ,frustration of atleast two important kinds: those increasingly aware of the psychological problems infecting resulting because needed services (such as jobs, housing, and education) are not being provided; and those returning veterans. One V.A. report shows a basic insight resulting from feelings about the meaning of their into the problem as it concludes: , military experience. "The World War II GI knew why he fought, had the 4) Vietnam era veterans have something to teach the rest unequivocal support of his countrymen, returned of America which only they can do. with pride and received extensive recognition and appreciation. In stark contrast, the Vietnam service Dr. Victor DeFazio, a psychologist at Queensborough man is ambivalent and uncertain about the war he has Community College, states that many individuals believe fought, knows that the cause for which he fought is theirstatus as veteransisaliability. DeFazio further controversial and unpopular with many at home, 37 lacks a' sense of patriotic accomplishment, and neither But remember, only a trained and understanding pro fes. expects nor receives ahero'r, welcome when he sional should deal with severe psychological difficulties! returns home." The veteran's future and perhaps even his life is at stake. In a recent follow-up to his series, Mr. Satchell, of the For additional information on the emotional needs of Washington StarNews, released this information. Satchell Vietnam era veterans, write to: Mr. Jack Smith, Associate noted that unpublished studies by the V.A. and the military Director, Vietnam Era Veterans National Resource Project, services show that one in five of the 2.6 millions men who' .475 Riverside Drive, Room 756, New York, New York servedin Vietnam are having r"seriais and prolonged 10027. readjustment ,ioblems." The studies also indicated that "to Dr. Victor DeFazio is another individual attempting to a lesser degree readjustment problenis were experienced by provide assistance in this area. Dr. DeFazio is developing a all" of the returning veterans. national list of professionals willing to provide "very low The V.A.'s chief of psychology wrote and distributed in cost treatment for Vietnam veterans" whoare either unable an internal memo to the V.A.'s hierarchy the following or unwilling to go to the Veterans Administration for help. assessment: If you wish to learn-if anyone is located in your area, write to: Victor DeFazio, 1 Town House Circle, Great Neck, New "Only a small percentage of veterans have sought or York 11021. received these critically needed mental healrh psycho. social readjustment services. The consequence includes major economic and social cost to society stemming from the failure of these veterans to make effective readjustment as well as the personal adverse psychological effects on the veterans and their families. A critical problem in terms of the V.A. has been that they have refused to acknowledge the PVS phenomenon as a serious problem. Thsir official public position has been "no more than 5 Per cent of those who servedin Indo-China ,were suffering from Post Vietnam Syndrome." The V.A.'s chief psychologist explained the official and' unofficial discrepancy by commenting that PVS, as defined by the V.A., means mental illness and that "serious pd prolonged readjustment problems" are quite separate. . In any event,regardless of one's personalfeelings towards the Vietnam war, we have an obligation as a nation and a society to realistically define and treat the adverse consequences of that war. There needi to be further study into this phenomenon fabled Post Vetnam Syndrome. In so doing, if we confirm what many experts already recognize , as fact, v.e must unleash all the resources of.govemment to uphold our obligation "to care for him who shall have borne the battle."

If you are in Contact with any veteran whom you believe needs emotional counseling or psychiatric assistance, make every attempt to get this individual to a professional. If the. veteran will nor respond to your suggestions, try to reach him through other Vietnam era veteran& ImPress upon his buddies that it is imperative the man receives profeisional help. There are a number of possible sources to which the veteran may go to receive assistance; the Veterans Adminis- tration, .college health center, community mental health agencies, state agencies, private practitioners. Some prob- lems may be simply emotional difficulties which can be solved by other veterans or college staff willing to extend themselves and help a fellow human being in need. Perhaps. the problems mayextend from a severe financial crisis to an other than honorable discharge. These are problems that can be dealt with or referred by the college veterans staff. -,_ Previous chapters have described and defined, in detail, students who have just completed high school. Campus the Vietnam-era veteran, the various categories comprising socialprograms frequently ignore the needs of these this aggregate, and the needs of these specific categories of veterans, which as an age group tend to be closer to faculty veterans as individuals. This chapter is addressed to estab- than the rest of the student body. lishing a viable and vital campus veterans' organization. Legislative needs: Skyrocketing educational costs and Groups of veterans haVe organized and continued on escalating inflation have diminished the adequacy of the campuses across the nation for years. Many were formed G.I. Bill assistance. A. few states have supplemented the G.1. after the Korean War. Stillothers have much longer Bill .benefits, but most have not. Student veterans are histories, dating back to the post World War II period. organizing to make certain state and federal legislators are These group' of students have been known by various aware of their problems. names, some as fratqrnities, others simply as veterans clubs Veterans' benefits concerns: Busy institution officials or associations. When initially formed, many were mainly do not have time '17 unso...:1 all of the numerous questions social organizations where members could.find a cOmmon veterans may have. In addition, the local county veterans' atmosphere for social interaction. official often is involved with other matters which neces- sitates that the veteran "hack the bureaucratic red tape" on his own or forget the whole thing. Organizing Anew To meet these and many other needs and concerns, In recent years, the larges, single silent minority on veterans organizations arising on many campuses have many campuses has been Vietnam -era veterans. At many proven to be. the most accessible means and the vet-to-vet community and junior colleges, a large percentage. of the approach has provided the fastest and most successful way male student body has been comprised of veterans. Many toalleviatethese concerns. Afterall, who can better are confused, embarrassed, and not a little angered by the understand the needs of a veteran than another veteran? apathetic response to their plight from local, state, and

national government officials. Even their nonveteran peers How to Organize a Veterans' Club 4,,,owerm. on campuses have shunned them to a degree. The result has One interested Veteran can get a club started. His interest been a very difficult readjustment to society. should generate numerous ideas and plans for organization. The last few years has seen marked changes. Student These random ideas and plans shoulcrbe consolidated so veterans are again banding together in numerous groups to that a general "rap" can be developed. assist themselves and their fellow comradei. This rap shquld next be used in conversations with as To be sure, many of their needs and concerns are the many of his fellow student veterans to ascertain the degree same as those of other elements in the student body. But of interest and need for such an organization.. Many of there are differences which suggest the need for separate these contacts are best made by telephone. A dean of clubs and organizations. students or other administration officials may be able to Academic needs: Having been in service and away from provide names and phone numbers of other vets to contact organized educational experiences for a number of years, The names, phone numbers, and addresses of all individuals many veterans need mutual reassurance, tutorial assistarace, contacted should be recorded for finure use. or remedial-refresher courses which are available under the Once the need has been publicized and interest has been G.I. Bill at no,chirge to their regular entitlement. aroused, the next action would be formation of a steering Employment needs: Many veterans need part-time or committee ISC). This committee should consist of several full-time employment to augment theirC.I.Benefits, of the most interested and dedicated veterans found in particularly those with young families. earlier contacts. Its responsibility would include planning 'al n udent veterans tend to be older and and investigatinginitialorgz.niza,ionalproceedings. An more likely- to be rnr,Oed -than their fellow non-veteran early strategy meeting should outline the responsibilities of 39 each member of the SC. Care in the selection of the organizational meeting. members of this committee cannot be overly stressed. Post meeting notices in classrooms, cafeteria, and the One of the first assignments of the SC should be to student union areas. ascertain institutional policies regarding student organiza- Pass out flyers at registration, having, a sign-up sheet tions. A meeting with the dean or director of student available for those interested. activities would be advisable for obtaining these policies. Talk up the need for a veterans; club. This meeting will be very important to the future of the organization. Initial impressions of sincerity and sound Ask the dean of students about a faculty member who is preliminary planning by the SC members will be ascertained a veteran who might serve as the club's advisor. by college staff and their support and suggestions obtained. At the time of the .. organizational meeting, a brief if they leave this meeting unimpressed and unenthusiastic, presentation by. several veterans of the SC should outline: the chances of success will be greatly diminished. the needs of veterans on the campus, how a veterans' club Having formed the steering committee, exchanged ideas can meet those needs, a few possible goals and purposes. and information with the appropriate college officials and, A .taskforce which is broadly representative of the hopefully, received their endorsement, the foundation of veterans on -campus should also be appointed at this 'the organization has been laid. Now, additional information meeting. Remember, veterans cross all racial and ethnic should besought from outside sources. boundaries. They are married. and single; full -time and In the immediate. city, state, or region, other veterans part-time; day and evening students. An attempt to include clubs may have been formed. The officers of such clubs all of these classifications of veterans should be made. should be consulted. Representatives may be willing to This task force should be responsible for drafting a participate in planning sessions, contributing ideas relating constitution and by-laws and should make initial decisions to their prograMs, purposes, and orc.3rsizations. They have on the date and time of the first large club meetings. experienced whatis now being attempted and their The first official meeting should be a very large one. The contributions and suggestions may prove valuable. task force should file a written report to be mailed along Efforts should also be made to contact other established with the draft constitution and by-latiVs to all'who attended veterans organizations in the area, such as The American the organizational meeting. Indiv iduals, of other organize Legion, Vfterans of Foreign Wars, American Veterans tions from which advice was sought should also be invited Committee, or any of the other excellent veterans service to attend. The school president should be invited. An organizations. 'Developing and maintaining good rapport interesting, brief program should be planned. A concise, with these organizations may be valuable for numerous carefully prepared business session should precede adjourn. reasons, all of which will be beneficial for the organization. ment.Ifplanned correctly,it :should progress rapidly An organizational meeting should now be called by the toward an agreeable consensus. Major differences of SC in cooperation with the school officials. Give adequate opinion should be referred to ad hoc committees represent. time to allow for personal contact with as many veterans on ing all sides, thus eliminating long and bitter floor discus. campus as possible, inviting them to the meeting. Many sions. The major considerations should be the adoption of veterans may accept the value of an organization but may the constitution and by-laws and nomination of officers. At not actively support it. Most veterans are very busy. They a meeting after the nominees have time to meet and tonly have time for activities that are designed to meet expound their ideas* to other members, elections can be effectively their needs and interests. Therefore. the critical held. issue a convincing them that the organization will be With the organization formed and working; expand the beneficial to them. It should be emphasized that program organization into a few other areas. Go slow, but set some changesstate, national and on campuscan best be af- worthwhile goals, such as community. projects. But be fected through the efforts of a unified group; and that these specific. Make certain goals are feasible. This will assure changes will benefit them as well as all of their fellow accomplishment of these goals and show the institution and veterans off campus. community that the club is viable and vital. One thing is essential. Obtain the name; address and Note: Samples of constitutions and bylaws used by phone number of each person planning to participate so existing veterans clubs are available from the National that they can be contacted for meetings. To further assure Association of Concerned Veterans. success of organization: Encourage preparation of articles for the campus paper on the need for such an organization, encouraging all veterans to attend the organizational meeting. For the meeting, choose a time and location convenient to most of those veterans contacted. Perhaps a separate evening session will be necessary. Advertise well in advance in the school newspaper, and in many othir was the specific dine and location of the 40 Organizing a Club Fund-raising activities have proven very beneficial to many veterans and, frequently; provide welcome relaxation and interaction with other students. Make certain they are Administration wellpublicized and of broad interest. A few ideas that have Official worked: a wheel-chair basketball game with a team of for) disabled veterans, a name-the-campus mascot contest, a Student Veteran body painting contest at campus fairs, a speaker's bureau for local organizations, and, of course, parties and dances. IInterested Veterans Special Programs for Veterans Clubs

Steering Many clubs encounter problem areas or apathy which Committee need to be resolved before the club can function effec- itively. Correspondence withor better yet, visits toother -Established veterans organizations in the state or region can 'assist-in Veterans Ofganizati:ms solving problems. A vital state .collegiate.veterans organiza-

1 tion may provide many helpful' ideal. Task One area of concern, however, plagues new and old clubs across the nation maintaining continued involvement and interest among student veterans. The following suggestions may be helpful. VitalvetsClub Programs for Disabled Veterans. RAMPS is an outreach program designed primarily for disabled veterans. Initiated at Southwest Minnesota State College by the campus PublicityThe Key to I veterans club, its primary objective was to change the Success and Commuhity Acceptance' physical facilities of the college so that they would not provide barriers to disabled students. It has now expanded It cannot be over emphasized that public rel&tions is 'a its goal to include efforts to make the entire community of key to achieving the goal of more service for more veterans Marshall, Minnesota "barrier-free". nowThrough better publicity programs, the public's The "Not-PsychedOut" (NPO) club, a disabled stu- negative image of the Vietnam-era veteran can be changed;' dents organization at Eastfield College, Dallas, Texas, and communityacceptance and involvement can be consisting primarily of veterans, achieved a remarkable new created. campus responsiveness and awareness of the Problems of However, many successfulpublicity and advertising the disabled after they placed the college president and campaigns are very. expensive. Most veterans clubs are not other campus leaders in a wheel chair for a day. able to pay for expensive programs. Day Care Centers. A concept which assists the educa- tion and training of wives of veterans, female veterans, and -Funding a Veterans Club other mothers in the community who might not otherwise Veterans clubs need funds for their support. There are be able to attend has been organized at Kearney State four basic ways of obtaining assistance. College, New Jersey. The most frequently used means is to have individual Book Loan and Revolving Loan Fund Prams. Revolv- members assessed dues. A general rule is to keep dues as ing loan programs, initiated by veterans clubs, are enjoying low as possible.-It cannot be assumed that just because a considerable success at Pima College, Tuscan, Arizona, and dub offers numerous services, the veteran will pay any other locations. The Ex-Servicemen's Club, San Jacinto amount for those services. College, Texas, has been among those dubs successfully Many organizations are fortunate to have schools which organizing revolving book loan programs. allot money for each campus organization from student HousingCooperative. Aveteranscooperativewas fees collected. With this type of system, it is still necessary, formed at Eastern Washington State College, Cheney, to propose a budget which indicates the need for the sum" Washington, providing low cost housing for veterans attend- of money 'requested. Therefore, care should be taken in ing EWSC in an 'Unused dormitory. Plans to expand the producing this budget. co-op concept to other areas {food and clothing purchases) Donations from focal organizations and corporations are have been developed.. good sources of revenue. Here is where good publicity will Opportunity Fairs. Expanding upon the job fair con- pay off greatly.' Good publicity will inform influential cept, the opportunity fair brings together representativei individuals and organizations of the services being rendered from business, corporations,educition, training, and other by the club and the needs of veterans represented by the service organizations to introduce a wide variety of employ- club. Here, also, is where good rapport with Other local ment and educational opportunities to interested veterans. veterans organizations may prove beneficial. Several of these Fairs have been organized by veterans clubs

41 at Ohio University, Athens, Ohio; Federal City College, veterans need work, what skills and experience they have Washington, D.C., and at other institutions. had, holt., much employment they need. Put it all down on Veterans' Career Workshop.The workshop offers inten- paper and encourage that an appropriate article be printed sive vocational preference and aptitude testing, counseling, in the local newspaper. Then, approach local radio stations information about G.I. Bill benefits, financial aid, career 'lot public service time. Contact the college president, the opportunities, and numerous other services to veterans. mayor, the local Jobs for Veterans Committee, the vet- This'concept has been instituted at Ferris State College,ig erans'representative atthe employment service, The Rapids, Michigan. American Legion, and Veterans of Foreign Wars. Ask them Veserans"Wodinen.This service is operational at the to help you meet your employment needs. Give them Western Campus of 'Cuyahoga Community College, Cleve- recognition when they do. land, Ohio, and the Dallas County Junior College District in Evaluation of College Veterans' Services.How adequate Texas. The purpose is to alert area veterans to their are your college's programs and services for veterans? Is a opportunities and to encourage them to take advantage of veteran able to get all the information he needs without their educational benefits. going to many different offices? Are educational, benefits Veterans Research ProjectsIndividuals from various being processed rapidly? Is,special acadeMic help javailable groups, such as the Colorado Association of Collegiate for those who need it? Are short-term loans or tuition Veterans, the Nebraska Student VeteransOrganization, the waivers available until the government checks are received? Canisius, College; Buffalo, New York, veterans club have Are college staff adequately informed of veterans' benefits been compiling data and other information about veterans and concerns? If there are weaknesses, make constructive problems which will be used in preparing testimony for suggestions; volunteer your assistance. state and national programs. These initiatives provide two Veterans Outreach Program.Is your college reaching all products: innovative research papers for classroom studies, the veterans in the community who could benefit from its and sound data for congressional action. educational programt In each of your communities there are hundreds, maybe thousands of veterans, who are Other Recommendations unemployed and undereducated. Do what you can to for amoreDynamic, Viable Veterans' Club interest them in high education. Call, visit, bring them to Veterans Benefits- Information and Guidenft.The new campus. veteran coming to college has many questions and 'prob- These are just a fete suggestions. The National Associa- lems. A veterans information table at registrationmanned tion of Concerned Veterans (NACV) and the American by veterans is most helpful Association of Community and Junior Colleges stand ready State and National Legislative Programs.Many veterans to assist within the limits of staff time and energy. organizations have been actively campaigning for increased veterans benefits 'under the G.I. Bill. They have been instrumental in achieving subsidiary benefits from certain Statewide Collegiate . states, such as tuition waivers for veterans at public Veterans Organizations/Coalitions colleges.. Socialand Recreational Activities,Almost all veterans Spokes are an integral and vital portion of the wheel. A clubs offer a balanced social Program for their friends and state collegiate veterans organization, likewise, can be family. Many include colt staff and are also veterans. considered equally as vital. Such an organization should be Tutorial Educational Once.Encourage establish- a priority once the local dub is established. It is also ments of a tutorial educat nal assistance program for important that other organizations and individuals con- veterans at your college. Eac veteran is entitled to tutorial cerned with vegans issues within the state bo brought assistance (up to $50 per month for 9 months or until $450 together in a dynamic, action oriented coalition to work on is utilized) if he is in danger of failing a course essential to meeting the-highest priority needs of Vietnam -era veterans. his Program. (For details see Chapter V.) Remember, the more informed, influential, and politically Service PIO*418 in the Community.is there a VA significant individuals and groups supporting your prior- hospital or a military base or hospital nearby? Why not ities, the greeter will be your chances of achieving major organize a hospital or base visiting day? Visit the patients. goals; Show them there are veterans in the reartiii college or The method for organizing a state group is very similar university. who care, whoareconcerned. Tell them what to that used at the-local level. One interested individual . your college has to offer them. Encourage them to take may initiate the action. Usually several individUals within a 'advantage of further education and training under the G.I. local group will take responsibility. Bill. Organize a drive for blood donors. Volunteer to write From this point, inquiries should be sent to all educa- letters, run errands, and sponsor entertainment activities tional institutions within the state. If clubs are known to and other service projects. exist at various campuses, correspondence should be ad- Veterans' Employment Needs.Are there veterans at dressed to those specific clubs: Where doubt about exist- your college who need part-time employment to make ends ence of a club exists...correspondence should be addressed meet? Why not organize a united effort? Find out which to the president of the institution or the dean of students. 42 It should be noted here that care should be used in Structure opportunities for veterans to meet with and drafting this inquiry. A large portion*of the letter should be relate to significant state and national leaders who are devoted to portraying the need for such an organization at able to impact upon legislation and programs affecting the state level. Anyindividud "turned on" to 'veterans and veterans. their problems should not have difficulty. illustrating the Evaluate adequacy of present state benefits for collegiate needs of veterans. veterans. Once the interested individuals and groups have been found, a preliminary meeting, centrally located, should be Long-term objectives: arranged. . Develop specific state legislative agenda. Discussion should center around the specific problem Design comprehensive strategy for implementation. areas of veterans in the state, solutions to these problems, Work with other state and national organizations on the priority areas and solutions, and how the state organization development of national legislative strategies. can best assist the local organizations. Assist institutions and campus veteran groups in the One of the final areas of discussion should involve the implementation of hew veterans programs. subject of a constitution. Previous discussions should allow Remember, in every endeavor at a state or national level the objectives to be easily identified. Sample state constitu- thereare significant individuals and significant groups tions can be requested from the National Association of which have worked together for many years. They have Concerned Veterans'INACV). formed informal, but very real patterns of relationships. Representatives . from at least two of the par' 'cipating Any strategy which does not carefully consider these schools should be given the responsibility for dra;ting the entities and relate to them effectively will probably be document. . doomed to failure. A subsequent meeting should be set allowing ample time Plan yourlong-term objectives with exceeding care. draft constitution. for thought and discussion on the Many state organizations have focused on obtaining state Suggested changes or additions can then be considered. education benefits to subsidize the G.I. Bill. The following Adoption of the constitution should be dispatched as information may be helpful in this regard. rapidly as possible. The Program to Advance .teran's Education (PAVE) is Elections should be held at this meeting. The executive the name of one very significant state collegiate veterans boards should thenset committee assignmentsin the group. Developed in Pennsylvania, PAVE is built upon a priority areas. Remember to publicize this meeting exten- self-help philosophy. Each student veteran has a responsi- sively. Make certain it is covered by the media. bilityto assistothers.It has grown into an effective It is essential that a state organization develop specific state-wide effort. and feasible goals, together with specific objectives for PAVE dubs utilize the "peer'!,cotinseiing and outreach reaching these goals. It is important that the organization concept. Veterans who are already enrolled at an institution be able to po: t -to specific accomplishments as early as assist prospective student veterans by: possible. A regular newsletter should keep all member clubs informed. Informing them of their educational opportunities, The following objectives may be considered by a state Guiding them through admissions "red-tape", organization: Conducting orientation seminars and introducing them to college life, Providing academic advis,ement,personal counseling, Short-term objectives: career planning help, tutorial help and advice about Assist colleges in organizing clubs. financial assistance. Establish mechanisms forinterclub cooperation and Institutions with effective PAVE programs involving a action (newsletters, state and regional meetings, interclub concerted effort by their veterans clubs are located at many activities). Pennsylvania campuses and, recently, in other states. For Establish linkages with established state collegiate vet- further information contact: Mr. Gary Wood, Department erans Organizations in the region. of Labor and Industry, Bureau of Employment Service, Affiliatewith anationalorganizationof collegiate Harrisburg, Pennsylvania 17121. veterans. Survey the needs and concerns of collegiate veterans on National Organizations campuses within the state. Several organizations of Vietnamera veterans have been Provide a forum, for sharing these needs and concerns established within recent years. Some have championed a (group interviews on T.V. talk shows, newspaper arti- particular political 'position (Vietnam Veterani Against the cles). War, Vietnam Veterans for a Just Peace). Others have Structureopportunitiesforveteransand clubsto focused on the needs of certain types of veterans. However, strengthen relationships with professional veterans agen only one truly national, non-partisan organization has cies and chartered veterans organizations. focused upon the.Vietnam-era veteran in college. 43 -,

Analysis of State Veterans Education Legislation Status

State Legislation Status Provides Ariz. 1) Vet Bonus Committee $500 maximum 2) Educ. Benefit Introduced $50 cut/semester in tuition Ark. Educ. Benefit Committee Free textbooks, full tuition, state schools Colo. Educ. Benefit Sen. Passed $300 tuition, credit at state schoes Conn. Vet Bonus Passed $300 maximLin Del. 1) Vet Bonus Passed $300 maximum 2) Educ. Benefit Committee Tuition, all schools Fla. Educ. Benefit Committee Tuition credit Ili li Vet Bonus Passed $100 2) Educ. Benefit Committee Tuition, state schools Ind. Vet Bonus Passed $200 Vietnam vets Ia. Vet Bonus. Committee $500 maximum La. Vet Bonus Passed $250

Mass. 1) Vet Bonus Passed $300 maximum 2) Educ. Benefit Pending Tuition, state schools Mich. 1) Vet Bonus Committee $500 maximum 2) Educ. Benefit Committee Tuition, state schools

. : . Minn. 1) Vet Bonus Committee $300 maximum Mo. 1) Vet Bonus Committee $200 maximum 2) Educ. Benefit Committee 66% reduced tuition, state schools Mont. 1) Vets Bonus introduced $300 maximum 2) Educ. Benefit introduced Tuition, state schools N.H. Vet Bonus . Committee $100 maximum N.J. Educ. Benefit Passed House $500 tuition credit N.M. Educ. Benefit Introduced Tuition, state schools N.Y. Educ. Benefit Introduced 'Tuition, state schools N,D. Vet Bonus Passed $600 maximum Ohio Vet Bonus Conference $500 Pa. 1) Educ. Benefit Introduced $50/mo. supplemental to GI Bill 2) Vet Bonus Passed $750 maxim'im R.I. Vet Bonus Introduced $350 maximum S.D. Vet Bonus Passed $500 maximum Tenn. Vet Bonus Not Yet Signed $300 maximum Tex. Educ. Benefit Committee Tuition, state schools Vt. Vet Bonus Passed $120 maximum Wash. Vet Bonus Passed $250 W. Va. Vet Bonus Conference $400 maximum Wis. Educ. Benefit Committee Tuition credit, all schools Reprinted by permission of the Veterans Education and Training Service (VETS), National League of Cities, United States Conference of Mayors. (The chart is current as of April 1973.) 44 TheNationalAssociationofConcernedVeterans (NACV)isafederation of Vietnam-era veterans from throughout the United States with diverse ethnic and economic backgrounds. The organizationispolitically nonpartisan, concerned solely: with the domestic needs and interests of veterans' and the communities they return to or live in. Although having a strong interest in the needs of all Vietnam veterans, NACV (formerly, the National Assbcia tion of Collegiate Veterans) maintains a major focus on the needs and interests of collegiate veterans. NACV's national role, although not highly publicized, has been instrumental in encouraging many recent nation& veterans programs. For example, it has encouraged and assistedtheVeterans Education and Training Service (VETS) Program of the National League of Cities and the U.S. Confererice of Mayors and the Program for VeIgrans and Servicemen sponsored by the American Association of Community and Junior Colleges. Its efforts in Washington, D.C., have helped insure the continuation of the Jobs For Veterans program through 1972 and beyond. It has assisted numerous colleges and universities in establishing veterans programs: it was suc- cessful in its court suit to force the release to institutions of higher education of federal funds forthe "Veterans' Cost-of-Instruction Payments." in early 1972, it requested the introduction of a S5.8 million supplemental appropriation for Upward Bound and Talent Search Programs for young veterans from low- income backgrounds. Favorable action was taken on this matter and funds were released in time for the 1972/3 academic year. "JACV strives to maintain good working relationships wit) all established veterans organizations, national educa- tior, associations, labor unions, Other civic groups, and civil riy.....rt organizations. Its sole focus and policies, since its foundation, have dealt with domestic concerns and prior- ities. The organization has received national recognition from leaders of both major political parties and many other leaders. Additional information may be obtained by writing: NACV, 1120 Connecticut Avenue. Suite 466, Washington, D.C. 20036, Tel: (201) 785-2155.

49

) 45 Introduction: Know the Territory and women can be very helpful to you; they can often resolve problems over the telephone or within a short time. A. The Basic Laws. Ask them for all relevant, regulations, guidelines, circulars, In working with any federal program, an educator and other explanatory materials related to veterans educa- should begin by studying the bask statute, as well as all tion. available regulations, circulars, and explanatory materials In the spring of 1973, the VA Regional Offices held published both by the federal government, and by non . conferences with colleges in most states to discuss the new governmental organizations. Reading the statute is particu- advance payment and student servicesprograms. VA larly important in the field of veterans education, because officials are often available to attend other state or regional the regulations and other materials are not always clear and educational meetings if you schedule a panel on veterans complete; they are sometimes interpreted differently by education. You should think of them as an important different VA regional offices. resource. The key reference for veterans education is the "G.I. If you have problems of interpretation of the law, we Bill"Title 38 of the United States Code. It is available free urge that you go to the VA Regional Office first.If this of charge from either the House or Senate Committee on doesn't help, please contact the Program for SerVicemen Veterans Affairs.It is entitled Veterans' Benefits, Senate and Veterans at AACJC; in some cases, we can refer Committee Print No. 1, January 3, 1973 and House Com- problems to the VA central office for resolution. mittee Print No. 223, December 20, 1972. Write directly to your senator for it; please do not write AACJC. Advance Payment' We recommend that you read all of Chapter 34, includ- Under Section 1780 of the G.1. Bill as amended in 1972, ing Section 1685 (student services/work-study) and Sec- a new advance payment system for veterans benefits goes tions 1691, 1692, and 1696 (remedial education, tutorial, into effect in August, 1973. This system is described more PREP for servicemen). You may aiso wish to read parts of fullyin the VA's DVB Circular 20. 72-86, Appendix 0, Chapter 36, including Sections 1775-1776 (state approval), April 11, 1973, which was sent to all colleges by the VA 1780 (advance payment), and 1788 (measurement of Regional Office. The 1973 AACRAO summer newsletter courses in clock hours and credit hours). The release of lists includes a helpful stag -by -step guide for college staff. ofveteransnamesis discussedinSection 3301of It is .essential for college admissions officers and regis- Chapter 57. trars, in particular, to understand this system. They should If you work with disabled veterans, you should be contact the VA Regional Office if they have any questions. familiar with Chapter 31, Vocational Rehabilitation. And, The 1972 law provides for up to two months' advance if you are interested in the new VA program, discussed payment of G.I. Benefits, to be 'available to the veterans below, which may make possible grants to colleges for upon registration, but in no case earlier than 30 days to the allied health and other medical education programs, you beginning of the enrollment period. No advance payment should study Chapter 82, will be made for any enrollment period beginning before The Veterans Cost-of-Instruction (VCOI) program is not August 1. The checks will be mailed to. the school and held part of the G.I.Bill.It is Section 420 of the Education there for the veteran. Amendments of 1972, Public Law 92.318, and is admin- The VA has asked colleges to alert all veterans currently istered by the United States Office of Education. enrolled who plan to enroll in a later semester. Veterans will also be notified directly by the VA. Veterans enrolling B. Regional offices. 'for the first time, or re-enrolling after having been out of In addition to studying the laws, you should get to know school, will be notified as soon as possible. the, appropriate officials at the VA Regional Offices, and, in AACJC has available upon request abridged copies of the the case of VC01, at the HEW regional offices. These men AACRAO guidelines for advanced Payment. 4G/47 Student Services/Work Study. disadvantaged; Section 1691(remedial refresher or high school level education); Section 1692 (tutorial assistance); The student services program is authorized under Sec- Section 1696 (PREP, remedial-developmental Work for tion 1685 of the statute, added in 192.. It is destribed 0 servicemen). more fully in the VA's DWI Circular 20-73-25, April 11, The college must meet two conditions: 1973, which was sent to all colleges by the VA Regional First,it must record a ten per cent increase over the Office. . previous yearinthe head-count number of veterans Under. this program, student veterans can receive an enrolled, in the first year of participation. Thereafter, it --,,advance payment of up to $250 in return for an agreement must maintain at least the same level of enrollment to stay Work up tq 100 hours either for the Veterans Adminis- in the program. For the first fundilg cycle, the college was ttion or in a VA-related activity at a college. The original required to have had a ten per cenVirocrease in enrollment gressional authors of the statute were especially inter- on April 16, 1973, as compared to -April 16, 1:972. In the ested in the employment of veterans in outreach programs, next cycle, it islikely that colleges participating for the first The law aswrittenincludes employment of student . time will be required to show a ten der cent increase for ...' veterans in a variety of activities, including the processing fail/1973 over fall /1872. of papers and other documents, provision of hospital care Second,itmust establish or must ,already have an to veterans, and "any other activity of the Veterans adequate program of veterans services, including outreach, Administration" deemed appropriate. The preient assump- recruitment,* counseling, and special education programs for tionis that - most veterans wilt be employed either in the disadvantaged, including programs under Sections 1691, outreach or in the processing of papers. Preference is to be 1692, and 1696 where appropriate. given to disabled veterans; other criteria*are established in' At least half the funds received must be used for the law as a guide to selecting veterans. veterans services; the remaining fifty per cent may be used .- In the spring of 1973, the Veterans Administration made for generalinstructional purposes. Twenty-five million available $500,000 for about 200,000 man-hours of work dollars was appropriated for dish program in its first year. under this program. Only a limited number of positions Congress is now considering whether to appropriate more were available in most VA Regional Offices. However, in .funds in the fiscal year 1974. the fiscal year 1974, about $4 million will be available, to The VCOI program, in our judgment, offers a great provide many more jobs.' opportunity for colleges 'to make an all-out effort to reach AACJC has expressed the hope that these veterans will veterans who have not used their G.1. benefits. The veterans be employed as usefullyaspossible, with particular not yet reached include several million men who were emphasis on outreach programs which will provide services discharged some years ago but still need further education to all parts of each state, and especially to areas not easily or training, as well as one million non-high school gradu- served by the VA Regional Office. It will be necessary for ates, some of whom could complete a high school equival- colleges and state agenciesinterestedin outreach to ency certificate or enroll in skill training. approach. the VA Regional Office, to try to work out VC01 funds, unlike G.I. Bill funds, go directly to the cooperative efforts for the most effective use of student institution, and can be used to provide institutional services veterans. Veterans must apply.direttly for these positions; for veterans. The summer of 1973 may be the last real the college or state agency has only an advisory -role. We hope many colleges and state agenCies will tale the chance to mount an all-out recruitment and outreach campaign, to interest as many veterans as possible. This is initiative, and help work out effective statewide outreach true both for colleges qualifying for the first round of programs with the VA Regional Office, VCOI funding and those which did not qualify. The Veterans Cost-of-Instruction Program For further information about this program, contact the Veterans Program Unit, U.S. Office of Education, 400 This program, authorized by Section 420 of Public Maryland Ave., S.W., Room 4012, Washington, D,C. 20202, Law 92.318, and administered by the Veterans Program (202) 963-3411. Unit at the United States OffiCe of Education, has had an . uncertain history. However, it apparently is well launched Other Federal Programs: on its First year .of operation. it is still not certain whether Work Study and Emergency Employment- Act Funds Congress will fund it for another year as part of the fiscal year 1974 HEW budget. This will be decided in the fall of Many colleges and some state agencies have beeh able to

1973. . help student veterans through funds available from college Often known as the "Cranston" amendment (for Sen- work study and the Emergency Employment Act. Student ator Alan Cranston of 'California). the program authorizes a veterans may be employed in veterans putreach with payment to institutions of up to $300 per full-time work,study funds available from the U.S. Office of Educa- equivalent veteran enrolled provided the institution meets tion program. At some colleges, there are questions as to certain requirements. The program pays an additional $150 alether veterans are eligible for CWSP funds because of per FIE veteran for all veterans and servicemen enrolled in their level of income. We suggest that you refer such one of three G.I.Bill programs for the educationally questions to the Veterans Program Unit at USOE; VPU 48 staff have informed us that in some cases colleges may be Thosewhofeelthiswaysometimespointto too restrictive in the way they define costs and student Section 1651 of Chapter 34, which states that two purposes needs, and may thus be excluding some veterans who would of the G.I. Bill are (1) "providing vocational readjustment otherwise be eligible. andrestoringlost educational opportunities to those The Emergency.EmplOyment Act program, P.L. 92-54, servicemen and women whose careers have been interrupted under the United States Department of Labor, is intended or impeded by reason of active duty-after January 31, togive priorityin employment to Vietnam veterans,\1955", and(2) "aiding such personsinattaining the especially those who are otherwise disadvantaged. In some vocational and educational status which they might normal- states,large sums have gone to support major veterans ly have aspired to and obtained had they not served their outreach programs, either statewide (for example, Illinois, country". South Carolina, and Washington) or at particular colleges. In this view, the G.I.Billis a special readjustment In other states, the state and local officials administering benefit for men and women who voluntarily or involuntar- the funds have chosen to use them in other ways. ily gave up something to serve their country, and not a In some states "split jobs" have been created. Instead of benefit available to those serving in peacetime. However, Paying one veteran $6,000 a year, two or three part-time this is not the only historical or statutory reason for G.I. jobs have been created for student veterans, often in benefits. The same section begins: outreach work. , "The Congress of the United States hereby de- As this is written, the future of EEA is in doubt. The clares that the education program created by this administration wants to end it, phasing out remaining funds chapterisfor the purpose of (1) enhancing and in the summer and fall of 1973. Some congressional leaders making more attractive service in the Armed Forces wish to continue it. We believe that educators should watch of the United States and (2) extending the benefits of EEA as one possible source of additiOnal funds for student a higher education to qualified and.deserving young persons who might otherwise not be able to afford veterans. such an education .. ." Inthisinterpretation, the Bill serves much broader The VA Allied Health Program purposesmaking military duty more attractive, and ex- Under a new law, Public Law92 -541,now Chapter 82 of tending educational opportunity to many more Americans. Title 38 of the United States Code, some colleges and At present, many supporters of an allvolunteer military universities may be able to participate in a program which believe that the G.I. Bill should be continuedboth for will provide assistance in establishing new medical schools, education and training while on military duty, and as an and in expanding existing college programs for medical, incentive to enlistment, allied health, nursing, and related programs. Other observers in and out of Congress believe that the These awards would be made on a project grant basis to G.I.Bill has been a magnificent American inventiona selected schools and colleges affiliated with local Veterans program which---hetfigkeW millions of Americans after Administration hospitals. The grants would not be tied to World War II, Korea,. and now Vietnam to fuller and more themeeds of the VA, however; but would be related to the productive lives, for themselves and their country. Most institution's capacity to train and upgrade manpower in a veteransit is often pointed outhave returned the G.I. Bill variety of fields. payments many times over to their federal and state The program is not directly related to veterans educa- governments in 'taxes, because of their increased earning tion, although ,a college would be able to enroll student power. The future, however, is unclear. veterans (including returning "medics") in any new or Besides the general question of continuing the G.I. Bill, expanded allied health program established. there remains a great controversy about the adequacy of The future of the program is uncertain at present. The present benefits and programs. While many veterans have administration did not request funds for it in the fiscal year benefitted in the past eight years, a great many others have 1974 Veterans Administration budget, but there is substan- not. Many may have been unable to take advantage of the .tial Congressional interest. This will be resolved in the bill because benefit levels were so lowespecially before the , .z... foreseeable future. recent increase to $220 a month. Many of the men who separated before 1970 or 1972 still have benefits available to them, but "they may be too involved in their work and Future Legislation ... family lives to consider further educationunless special The future,, of the G.I. Billdefined here in terms of efforts are made to reach them. education benefits onlyis uncertain. Some members of Some groups of veterans have benefitted much less than Congress and the administration;feel that- when "peace" is others. Generally, the Bill has been most useful for men declared in Southeast Asia and ,the country converts to an who had already completed some college, or who had allvolunteer military, G.I. benefits shOuld be discontinued especially good high school records. These men have often for further enliitees. Those already entitled., to benefits,' been able to take up schooling again without special including everyone enlisted in the service when thelaw was difficulty. Those who had mediocre high school records, or

passed, would still (probably.) be eligible. . , . whO had dropped_ out of high school, have had more 49 trouble. Many of these "educationally disadvantaged" men, James A. Haley, Fla. who may need schooling or training most, have not used Thaddeus J. Dulski, N.Y. their benefits. Some could benefit from skill orvocational Ray Roberts, Tex. training, and may not realize that., this is a possibility. David E, Satterfield, Va. 00 Others may not know thgt they can complete a high school *Henry Helstoski, N.J. equivalency or "GED" with the G.I.Bill,using Sec. Don Edwards, Calif. tion 1691 funds. These men have often not been contacted G. V. (Sonny) Montgomery, Miss. effectively by outreach programs, whether by the VA or by Charles J. Carney, Ohio state agencies and individual colleges. George Danielson, Calif. There have been many proposals for further amend. Ella T. Grasso, Conn, ments to the G.I. Billraising the benefit level higher, Lester L. Wolff, N.Y. perhaps to a basic payment of $250 per month, as proposed Jack Brinkley, Ga. by the Senate in 1972; returning to the ',Vorld War II Charles Wilson, Tex. system of a tuition payment to the college, as well as a .. subsistence allowance for the veteran; extending the period Republicans in which benefits can be" .0sed from eight years to ten or John Paul Hammerschmidt, Ark. more years; extending the total entitlement from the John P. Saylor, Pa. present 36 months to 45 or 4B months. , Charles M. Teague, Calif. There appears to be limited interest in -most of these Margaret M. Heckler, Mass. ideas; except perhaps increasing the period of eligibility John M. Zwach, Minn. from eight to ten years. The present administration has Chalmers P. Wylie, Ohio generally been opposed to major increases in benefit levels; Elwood Hillis, Ind. Congress, after passing a major billin 1972, has been Joseph J. Maraziti, N.J. occupied with other problems. James Abdnor, S. Dak.. In our judgment, it will be necessary for veterans and Robert J. Huber, Mich. educators interested in further changes in the bill to make a William F. Walsh, N.Y. very strong and effective presentation, to obtain further 'Chairman. Subcommittee on Education and Training action from the administration and Congress in 1973 or 1974. Members of the Senate Veterans' Affairs Committee G.I. Bill legislation is handled by the House and Senate Democrats Committees on Veterans Affairs, headed by Representative 'Vance Hartke, Ind. (chairman) William J. B. Dorn (DS.C.) and Senator Vance Hartke Herman E. Talmadge, Ga. (DInd.). Problems related to funding the veterans cost-of- Jennings Randolph, W. Va. instruction program come before the House and Senate Harold E. Hughes, Iowa Committees on Appropriations. The key subcommittees on Alan Cranston, Calif. HEW appropriations are headed by Representative Daniel Flood (D.Pa.) and Senator Warren Magnuson (D-Wash.). Republicans Whatever happens with the G.1. Bill, further funding for Clifford B; Hansen, Wyo. the VC01 program will be a live' and continuing issue in Strom Thurmond, S.C. 1973 and 1974. It should be watched closely by everyone Robert T. Stafford, Vt. concerned with vererans education. James A. McClure, Idaho Chairmen, Subcommittee on Reediustment, Education and Employment On Capitol Hill: Key Committees Veterans Committees RestrufAured Appropriations Committees Following recent elections the House and Senate Veterans For your information, here are the names of the Senate and Committees have been restructured. Congressman William House Appropriations Subcommittees on the LaborHEW Jennings Bryan Dorn, South Carolina, a long-time friend of Budget, who will decide whether to appropriates more the veteran, has been elevated to the chairmanship, succeed- veterans cosof-instruction funds for next year. ing Congressman Olin Teague, Texas, who has served as chairman for eighteen years. Senator Vance Hartke, In- Members of the Senate Appropriations Subcommittee diana, remains as chairman of the Senate Veterans Com. on the Labor-HEW Budget - mittee. Democrats Warren G. Magnuson, Wash. Members of the House Veterans' Affairs Committee (chairman) Democrats John C. Stennis, Miss.

W. J. Bryan Dorn, S.C. (chairman) Alan Bible, Nev. . Olin E: Teague, Tex. Robert C. Byrd, W. Va. 50 William Proxmire, Wis. Joseph M. Montoya, N.M. Ernest F. Hollings, S.C. Thomas F. Eagleton, Mo.

Republicans Norris Cotton, N.H. Clifford P. Case, N.J. Hiram' L. Fong, Hawaii Edward W. Brooke, Mass. Ted Stevens, Alaska Richard S. Schweiker, Pa'.

Umbers of the House Appioprietions Subcommittee on Labor-HEW Budget Democrats Daniel J. Flood, Pa. (chairman) William H. Natcher, Ky. Neal Smith, Iowa Edward J. Patten, N.J. Bob Casey, Tex. David R. Obey, Wis. Edith Green, Ore.

Republicans Robert H. Michef, Ill. Silvio 0. Conte, Mass. Garner E. Shriven, Kan. J. Kenneth Robinson, Va.

51 Cooperation is the key to any successful organization needs, your veterans program maintains existing and de- dedicated to providing service to veterans: Veterans and velops new support for veterans' programs. veteran organizations are obligated to cooperate with a We should be concerned, not only with the amount of multitude of local, state, federal and private agencies if they direct financial support to the veteran, but also with the are to achieve their goals and objectives. One thing should type of supportive agencies and services available within the be made clear from the outset. Cooperative attitudes and community. the development of rapport between campus veterans Probably the most available and useful agencies to assist groups and outside organizations is something accomplished veterans Programs willbe located rightinyour own throughserious effort and determination,ratherthan backyard at the state level. The Veterans Administration's through the simple pronouncement of a worthwhile pro- Regional Offices throughout the nation, one or more to be gram. Communication and public relations are a necessity. found in each state, are a valuable resource. The key people There areseveral reasons why an all-out effort of who should be of assistance to coordinators of veterans communication and public relations is necessary. First, it programs include the adjudication officer, the educational can never be assumed that agencies designed to assist liaison officer, the chief of counseling and rehabilitation veterans, even those mandated by law, are fully knowledge- service, and the chief of the veterans assistan..t division. able about other groups with the same interest or concern The Adjudication Officer serves as head of the educa- for veterans. Many city and county veterans' programs lack tional and rehabilitation claims division and reports directly information about other agencies within their own local to the regional office director. As the administrative chief areas. National programs as well need to be brought to the of this important function, he is an mportant person to attention of state and campus coordinators of veterans know, His direct assistant, the edu.':tion liaison officer, is projects to avoid duplication of services and to increase responsible for daily communicz.: on with institutions, in maximum output. Your office of veterans' affairs on addition to handling program approval problems and some campus might have to serve as a self-elected coordination claims adjustments. The chief of counseling and rehabilita- agency to see that things happen for veterans in your part tion.servicesprovides personal counseling and testing of the country. services for veterans. Personnel here may also be willing to Secondly, human nature being what it is, there is always meet with veteran stu,ients on campus or at regional the possibility that jealousy between various organizations counseling sessions. may turn productive energy into needless and self-defeating The chief of the veterans assistance division and his staff competition. This kind of situation can only limit the arethentoreceive individual claims, problems from effectiveness of veterans programs. It is important for your veterans on both a walk-in and telephone basis. programtoattempt to create a cooperative working Manystateshave established, :With help from the relationship between those veterans groups that could be of governor'soffice, a commission or department to aid assistance to your Program. veterans, such as the Maryland Veterans' Commission, the Finally, we live in a very political world and veterans and STAVE Program (Strengthen the American Veteran Educa- programs relating to veterans needs inter est politicians tionally) in Delaware, and the PAVE (Program to Advance when they are kept adequately informed. Some local and Veterans Educationallyl program in Pennsylvania. state legislatures haVe provided additional G.1. benefits and In all states you should find state and local chapters or should be applauded fortheir efforts. Also, the U.S. sections of the major national veterans' organizations. Congress has been receptive to increases in benefits for These would include such groups as The American Legion, veterans over the last several years.Itis imperative to Veterans of Foreign Wars, Disabled American Veterans, recognize that these and other sources of funds are vital to American Veterans Committee, National Association of the veterans cause. By keeping the public and elected Concerned Veterans. officials well aware of your program and student veterans Another important agency to contact would be the 6453 Veterans Employment Commission through the supervisor statewide coordination of veterans programs your campus of veterans representatives within the state. The representa- might organize. tives are important contact people and are usually located It is impossible to emphasize adequately the tremendous' strategically throughout the state. need for cooperation with the various agencies mentioned.. Finally, each state has a state approval agency for The success of a campus veterans program will depend in no veterans administration programs. Two or more persons are small way on how well each office of veterans services usually on board to handle approvals for college level, utilizes the organizations within their locality, as well as on-the-job/training, 'apprenticeship and below college level those with national scope, which have a concern and ,- programs. A Person on this staff may be assigned to college commitment to veterans. level approvals alone and be willing to assist you with any

Agency Sources of Potential Support for Collegiate Veterans Programs

Agency or Group LoCal Office Type of Services

Veterans Administration Veterans Assistance Centers, G.I. Bill and other veterans' benefits. Regional Offices, List of approved schools, colleges and courses. Veterans Benefit Offices, Job and educational counseling. VA Hospitals Access to medical and psychiatric counseling. Help with service connected disability benefits. Securing service records and data. On-jobtraning and employer contacts. Good contacts with officials in other public agencies.

Employment Service State Employment Offices Veterans' counseling. Job openings through listings. Unemployment Compensation. Lists of all local G.I.'s within 90 days of release. 1 nforination on veterans' Preference. Re-employment-rights enforcement. Access to educational counseling. Judgments on other public agency services.

Community Action Agencies Neighborhood Centers, Information on all socially oriented agencies and Model Cities Offices 'efforts. Outreach workers. Knowledge of local area and leaders. Manpower programs information. Research data on social structure and problems. Jobs clearinghouse Counseling Good relationship with welfare agency.

Welfare Agency County Officesome General assistanceaid to dependent children. local offices Food stamp program. Emergency clothing and housing. WIN programadult basic education.

Social Security AdministrationLocal Offices Disability benefits. Children's benefits for students.

Housing Authority Local Offices Public housingsome veterans' preference.

,.Redevelopment Agencies Local Offices Urban renewal. Relocation section. Tenant rights.

Manpower Commission City Hall Administersusuallyi all Federal manpower programs: MDTA, OJT, JOBS, CEP, WIN, etc. Jobs for Veterans committee liaison.

54 Agency or Group Local Office Type of Services Law Enforcement Agency State and City Offices Information on Law Enforcement Education program. Help with probationary, drug abuse, courts and law enforcement systems.

Development Districts In E.D.A. or Appalachian Information on wide range of Federal programs. Eligible Counties Special relationships with Governor's office and state agencies.

Small Business AdministrationLocal Offices Loans for small businesses. Information on minority enterprises.

Department of Education Local School Boards and Information on accreditation. Districts List of local educational institutions. Available courses. G.E.D. procedures. Adult basic education. Vocational and technical education.

Political Assistance Governor's Office Help with special problems. Mayor's Office Information on pending legislation. Local Offices of State Contacts with public officials. Legislators Federal program help. Ci.y Councilmen and U.S. Congressmen

Federal Agencies Local and Regional OTices HUDlocal insuring officeshousing. and State Counterparts HEWMilitary Experience Directed into Heath Careers program. 0E07,all.poverty programs, legal assistance. Deciariffients of Laborall manpower programs.

National Alliance of Local Offices Sponsors for JOBS program contracts. Businessmen Employer information.

Labor Unions State Councils, Locals Job information. Apprenticeship procede Lobbying assistance at state and local legislative bodies: Contacts with public officials.

Chartered Veterans' American Legion, VFW, DAV Information on financial aid Oroanizations AMVETS, AVC Some state organizations have roving veterans' counselors. Help with public agencies and officials. Help with service-related problems.

Veterans' Clubs Local Groups at Many Source of G.I. Bill enrolled vets. Colleges Outreach workers anitrecruiters. Help with college admissions and aid information.

Chamber of Commerce Local Offices Employer listsvet preferences. Job openings. Source of loan fund contributors. Promotional material distribution.

Service and Charitable Red Cross, Salvation Army, Ernagency relieffood and clothing. Groups ChurcheS, Boy Scouts. Source of volunteer workers. Civic and Neighborhood Organizational help. Groups, Lions, Rotary, Shriner s, etc. 55 Appendices

% c- Appendix A

AN ANNOTATED BIBLIOGRAPHY VETERANS ORGANIZATIONS PROGRAMS AND PUBLICATIONS ------, Compiled by i Andrea Love Frances Bell

BIBLIOGRAPHY (Veterans Programs and Organizations)

THE AMERICAN ASSOCIATION OF COMMUNITY AND tee. The Legion also sponsors a cooperative veterans JUNIOR COLLEGES (AACJC), Program for Servicemen outreach program with the AACJC. and Veterans, One Dupont Circle, #410, Washington, D.C. 20036, 202-293.7050 THE AMERICAN RED CROSS (National Office), E and The AACJC Program for Servicemen and Veterans assists 17th Streets, N.W., Washington, D.C. 20006, 202-737.8300 community and junior colleges, as well as senior institu- The American Red Cross can provide aid to veterans and tions, with the development of comprehensive veterans servicemeninthe processing of claims and actas programs. Descriptions of model successful programs representative for or appear with veterans on adjudica around the country are' provided to colleges, as well as tion of claims and review of discharge. This organization various publications and pamphlets which give informa- is also mandated make loans and/or grants to veterans tion on establishing campus veterans clubs, legislative in need who ire awaiting their first claim check. The news and analyses, occasional newsletters, tutorial assist- American Red Cross provides financial assistance and ance programs. The member community and junior counseling services to veterans and distributes numerous colleges are also provided the monthly lists of names of publications on veterans benefits, etc. jrseparating servicemen through a special outreach pro- gram which is co= sponsored with The American Legion. AMERICAN SERVICEMEN ALPHA SIGMA MU. Technical Assistance in the form of special workshops VETERANS, INC., 3379 Route 46, No. 16 D, Parsippany,' anaor personal consultation visits to various campuses New Jersey 07054, do President, Neal C. Clarke by program staff are also provided. Alpha Sigma Mu, established in 1954, is primarily a collegiate veterans organization which recently incos po- THE AMERICAN ASSOCIATION OF COMMUNITY AND rated a non-collegiate chapter, Allied Servicemen. This JUNIOR COLLEGES (AACJC), Veterans Education Pro- organization can assist the veteran who wishes to enter ject, One Dupont Circle, #410, Washington, D.C. 20036, college by advising on various college offerings, entrance 202-293-7050 requirements, how to submit applications, apply for This project was established with a grant from the financial aid, etc. It also grants an annual scholarship and United States Office of Education. Its purpose is to aid help and encourages the establishment of veterans clubs four year colleges, universities, urea vocational schools on campuses. There are a total of 28 chapters of Alpha and other institutions of higher education as well as Sigma Mu in California, Georgia, Pennsylvania, and New two-year colleges, to develop new and improved pro- Jersey. grams for veterans by means of a series of regional conferences. This project will serve as a clearinghouse of information on federal legislation, successful examples THE AMERICAN VETERANS COMMITTEE (AVCI, 1333 of veterans programs and other helpful related informa- Connecticut Avenue, N.W., Washington, D.C. 20036 tion. The AVC, 0 legally chartered veterans organization, THE AMERICAN LEGION (National Headquarters), P. O. provides an informal clearing-house ofinformation, Box 1055, Indianapolis, Indiana 46206, 317. 615-8411 advice and representation for veterans with other-than- honorable discharges; AVC lawyers, together with co- The American Legion is a large veterans-service organize- operating lawyers from the community, are available to fir:in. Its concern for Vietnam era veterans is a three-fold approach of finding jobs, helping veterans to use the counsel the veteran and accompany him to his hearing. G.I. Bill, and locating training opportunities. The Ameri- The AVC can also assist veterans with their V.A. claims. can Legion has service officers who can assist veterans with their claims with the Veterans Administration, ASP1RA (of Puerto Rico), P. O. Box 7158, Barrio Obrero, including discharge review. The veteran need not be a Santurce, Puerto Rico 00915, do Director, Mrs. Hilda member to receive the service, no does he have to pay a Maidenado 57 Aspira is 3 private non-profit community based organiza- primary purpose of whichisto promote skillsof tion with branches on the mainland designed to service veteranssothatveterans willbecome a premium Puerto Ricans. Aspire of Puerto Rico (under a special manpower for employers. JFV acts as an umbrella talent search/upward bound grant for veterans) serves agency for federal, state, and local agencies, and other veterans through a special program established at the veteran, civic, labor and business groups to work together University of Puerto Rico. to enhance employment opportunities for young veter- ans ASSOCIATION OF AMERICAN COLLEGES, 1818 R Street, N.W,, Washington, D.C. 20009, 202-387-3760 NATIONAL ALLIANCE OF BUSINESSMEN (NABS), AAC directs an outreach program, in cooperation with 1730 K Street, t..W.,Washington, D_C. 20006, The American Legion, through which lists of separating 20.-254-7105 servicemen are provided to member four-year colleges NABS is an industry-government program which acts as and universities. The programisdesigned to help a principal force for helping to find employment and member colleges to recruit veterans. training opportunities in the business sector for the disadvantaged, needy youth, and Vietnam-era veterans. THE EDUCATION PROFESSIONS DEVELOPMENT ACT NABS is staffed by executives from major industries on REGIONAL VETERANS TRAINING CENTERS an executiveloan program who may serve them 3 Mr. William Vincenti, Director, Newark State College, months to 2 years. The NABS Vets Job Program Union, New Jersey 07083 influences businessmen to become aware of the veteran's Mr. Jesse W. Jackson, Director, Tennessee State Univer- plight and to set L ;ide for veterans a share of the sity, Nashville, Tenn. positions that they would normally fillin one year's Dr. Alan Gross,Director, Macomb Co. Community time. Often the businessmen are asked for a pler:le. A College, Warren, Michigan 48093 . veteran applying at the state employment service should Dr. Floyd Taylor, Director, University- of Oklahoma, indicate on his application that he wants a NAB job or Norman, Oklahoma 73069 should ask for the NAB representative. NABS has 165 Mr. William Oaksford, Director, UCLA Extension, Los offices (one in every state) and 66,000 participating Angeles, California 90024 companies. These centers provide training and technical assistance to specially funded veterans education projects and act as NATIONAL ASSOCIATION FOR THE ADVANCEMENT information and consultant referral centers to all post- OF COLORED PEOPLE (NAACP), 1790 Broadway, 10th secondary institutions and military bases. Floor, New York, New York 10019, 212-245-2100 The NAACP can provide information about veterans EMPLOYMENT SECURITY COMMISSION, 500 C Street, benefits as well as personal counseling to veterans and N.W., Washington, D.C. 20212, 202-393.6151 servicemen with a special interest in minorities. This Thisisprimarily a job finding agency within the organization has a special interestinthe review of Department of Labor, which attempts to place veterans other-than-honorable discharges which are administrative in training slots and in training programs in schools. The innature, The regionalcenters will provide aid to Employment Security Commission offices are staffed veterans seeking employment. with special veterans counselors who assure that veterans receive all the services available to them. The counselor NATIONAL ASSOCIATION OF CONCERNED VETER- uses referrals, counseling and testing in an effort to ANS INCORPORATED (NACV), 1120 Connecticut Ave- match the veteran to the available jobs. nue, N . W., Suite466,Washington, D.C.20036, 202. 785-2155 G.I. FORUM {National Headquarters), 1515 Xavier Ave- NACV will help to form and sustain collegiate veterans nue, Denver, Colorado 80204, 303-572-3901 clubs. This organization lobbies for state and national G.I. Forum is a veterans organization which focuses on legislation favorable to veterans; consults with various the educationally disadvantaged Spanish-speaking Ameri- agencies involved with veterans; works toward a positive can veterans. It has received funding to provide counsel- national image for the Vietnam era veteran. There are ing, educational and employment referral services to this 125 NACVI clubs in 30 states. particular target group of veterans. Branch officei are located in Chicago, Detroit, California and Texas. NATIONAL URBAN LEAGUE, 55 East 52nd Street, New York, NewYork 10022(National Headquarters) JOBS FOR VETERANS (JFV), National Committee, 1400 212-751-0300 Wilson Boulevard, Arlington, Virginia 22209 The National Urban League can provide aid to veterans Jobs for Veterans was organized in October 1971. It is a in locating employment, housing, education, welfare, "-'federally organized public relations organization, the and legal services. Each branch of the service is required ..,, 58 --- -,.....---'-- to supply the serviceman with a form on which he is to tionBuilding,Harrisburg,Pennsylvania17126, designate his need for assistance in one of the above 717.787-3048, c/o Mr. Gary Wood. mentioned areas. This form is returned to the Urban WashingtonThe Washington State Employment and League for appropriate follow-up. There are affiliate Recruitment Project for Vietnam era veterans was offices in 100 cities. (In a city where an affiliate office initiated by Governor Daniel J. Evans. This program does not exist, these services are provided through the isoperated by the State Board for Community "Services to Military Families Divison" of the local College Education: P. 0..8ox 1666, Olympia, Wash- American Red Cross branch.) ington98504, 206.7512000, do Mr.Gregory Barlow, Coordinator. PROJECT VETS, 1612 K Street, 14.W., Washington, D.C. WisconsinThe Wisconsin Veterans Outreach Pro. 20036, 202.293.4900 gram operates out of the Wisconsin Department of Veterans Affairs:1 West Wilson Street, Madison, TheNationalLeague -ofCities/U.S. Conference of Wisconsin53702, do Mr. Theodore F.Fetting, Mayors and theNationalUrban Coalition are co. sponsoring a Veterans' Education andTraining Service Coordinator. (VETS) to encourage low income ant' minorify.,rte,ans VETERANS ADMINISTRATION (V.A.), Washington, D.C. to return to school. The Office of Econdmic Opportun- 20420, 202.872.1151 ity made a Si million demonstration irant to support a national technical assistance program and projects in ten The Veterans Administrationisthe largest veterans' cities. service organization, the purpose of which is to assist the veteran in filing for his entire range of benefits including SEATTLE VETERANS ACTION CENTER (SEA-VAC), education, on-the-job apprenticeship training, vocational 1 300 MadisonStreet,Seattle, Washington98104, rehabilitation, employment placefrent, job opportun- 206- 583.6595, c/o Mr. Joseph Garcia, Director ities, (loans, medical benefits,,drial, death, insurance, etc.). The V.A. Oovides coups4ng and referral services SEA-VAC is a community based veterans program which in all of the above, Thiillea V,A. regional office in each employs Vietnam era veterans (full-time and part-time) state which the veteran may 'write,call or visit for to perform outreach, counseling and referral duties. information or assistance. Application for medical bene- Becauseitisahighly comprehensive organization, fits may be made at any V.A. station with medical SEAVAC can serve as a working model for persons facilities. wishirtg to establish programs which will deal with the total world of the veteran (e.g., education, personal and "USX/AC" Several federal agencies have combined their academic counseling, personal and family counseling-and efforts with the V,A, to assist veterans through "one referral, and socio-psychological problems in the areas of stop" V.A.centers.These U.S. veterans assistance housing, drug and alcohol abuse or addiction, legal, etc.), centers, (USVAC's) are located at most V.A. offices as well as alternatives for securing funds and public (See V.A. IS-1 Fact Sheet, January 1973 for details.) support for veterans programs. VETERANS PROGRAM UNIT, U.S. Office of Education, STATEWIDE VETERANS OUTREACH PROGRAMS Washington, D.C. 20202, 202.963-3411 Several states throughout the country have taken the This office serves as an advocacy organization within initiativetoinstitute statewide outreach programs, to encourage managers of various OE programs to be which employ Vietnam-era veterans to act as outreach responsive to the educational needs of veterans; it also workers, recruiters, and peer advisors, These veterans, provides, through itsregional offices, information to often students themselves, work cooperatively with veterans and veterans organizations, colleges and univer- institutionsofhighereducationthroughouttheir sities regarding existing OE program's that can benefit respective states as well, to advise them in the structur- veterans who want to return to school. Thereis a ing of comprehensive veterans programs. The states veteran's specialist at each OE regional office. listed below have successful statewide-veterans outreach programs and by writing to them, additional information may be secured. IllinoisThe Illinois State Veterans Outreach Program is a component of the Governor's Office of Human Resources: 203 North Wabash Avenue, Chicago, Illinois 60601, 312-7913263, do Mr. James Tori celli, Director, or Mr. Robert Deluhery, Coordinator. PennsylvaniaThe Pennsylvania Program to Advance Veterans Education (PAVE) is a component of the Governor's Council for Human Services: 223 Educa- 59 BIBLIOGRAPHY ---- (Veterans Programs and OrganizationsPublications) THeatERICAN ASSOCIATION OF COMIOIUNITY AND holders of various types of discharges, drug abuse JU IOR COLLEGES (AACJC) cases, etc. A Tutorial Program for Veterans (brochure). 1973 Contains information about gUidelines for the estab- AMERICAN SERVICEMEN ALPHA SIGMA MU lishment of tutorial educational assistance for veter- VETERANS. INC. ans, tutorial supplementary assistance, and considera- Alpha Sigma MuVeterans Newsletter, Published quar- tions relatingtothe establishment ofatutorial terly, S1.00 year's subscription assistance program. Includes Ltirrent information on activities of Alpha Campus Veterans Organizations at Community/Junior Sigma MuVeterans chapters, and other information Colleges (birochure), 1973 of news to veterans. Explains procedures for establishing Veterans Club. History-Purpose of Alpha Sigma Mu Veterans (bro- Very useful for persons trying to organize vets clubs chure)free on campuses. Explains origins of organization, how to organize Vantage Point (occasional newsletter) chapter, purpose of organization, etc. This publication provides up-to-date information on college-based and community-based veterans pro- i HE AMERICAN VFTERANS COMMITTEE (AVC) grams around the country, veterans workshops and AVC BULLETIN, Quarterly publication, $1.00 year's conferences,veteranslegislation,etc.Each issue subscription. features a special focus on one aspect of the .AACJC "The Returning Vietnam Veterans: A Challenge to program for servicemen and veterans such as PREP, the Nation's Conscience," AVC Sulletln, November. the Servicemen's Opportunity College. Veterans Out- December 1972, Vol. 27, No. 34, pp. 7-9 reach Program, PREP or The Veterans Education Facts On Other Than Honorable Bischarges and What Project. Can Se Done About Them, S.30 Operation Vet (occasional newsletter) Comprehensive explanations of each type of dis- A newsletter of information relating to the Veterans charge and the problems associated with them. Education Project Especially useful for the person who deals with large Veterans On Campus, 1973 populations of minority veterans. A handbook for programs, services,staffing and Human Rights of the Man in Uniform, (11B) 1968 assistance. Conference Report. S.50

THE AMERICAN LEGION G.I. FORUM Need A Lift?, Amet'ican Legion Educational and Schol- The Forumeer Newsletter, $5.00. perissue, $12.00 arship Program, $.50 per copy$.30 per 100 copies yearly subscription (25 copies), write to 127 Graham (prepaid) No. 3, San Jose, California 95170 An annually revised 140 page handbook, sources of OfficialnewsletteroftheG.I. Forum: contains scholai..hip, Jellowsh.1loans and part-time jobs; information about activities, coming events of this excellent for counselors, as well as student veterans. organization. Veterans Manual Fact Sheets, American Legion Veterans Information Service.PublicationNumber 13-109, JOBS FOR VETERANS (JFV) limited distribution (no price given) JFV Report (newsletter) This booklet is often used by legion field service Current information on special veterans programs, officers in counseling veterans, contains information employment situation of Vietnam era veterans, etc. about conducting job fairs, veterans employment opportunities and job rights,G.I.Bill(Title 38). NATIONAL ALLIANCE OF BUSINESSMEN (NABS) various federal programs which might be of aid to Veterans Need You (brochure), free veterans, and discharge review procedures. Direct pitch to business community on why and how it can aid veterans. Especially good for handouts or to THE AMERICAN RED CROSS enlist aid of local business groups. Guidelines for Caseworkers in Discharge Review and Correction of Military and Naval Records (no price NATIONAL ASSOCIATION OF CONCERNED VETUi- ANS INCORPORATED (NACV) given) Especially informative for those without prior knowl- NACV (pamphlet), newsletter also available edge about various discharges, role of Red Cross in Information about legislation, vets clubs, activities, . discharge review, government benefits available to veterans programs, etc. 60 Veterans Clubs Sample Constitutions VETERANS ADMINISTRATION (V.A.) These documents can help schools which are attempt- The following publications are available at no cost from ingtoestablish campus veteran's clubs. Sample the V.A. Regional Offices. They areallbrief. Very format, rulec. by-laws, governing boards, etc. set up useful. by various NACV chapters are included free. "Apprenticeship or Other OnJob Training Benefits for Veterans with Service since January 31, 1955," PROJECT VETS, National League of Cities/U.S Confer- VA Pamphlet 20-69-4, revised October 1970 ence of Mayors "A Summary of Employment Benefits and Opportun Getting It All Together (pamphlet), free itiesfor Vietnam Ea Veterans." VA Pamphlet A step-by-step guide for veterans to obtain financial 20-69-6, revised October 1970* aid and to enter college. "A Summary of Loan Guaranty Benefits for Veterans Reveille (newsletter), free with Service since January 31, 1955," Pamphlet Contains useful information about legislation, current 20.69-7, February 1969 veterans programs and workshops, organization pro- "Benefits for Veterans and Servicemen with Service jects around the country and general veterans' news. since January 31, 1955, ana Their Dependents," VA Pamphlet 20-67-1, revised February 1972 EDUCATION PROFESSIONS DEVELOPMENT ACT, "Educational Assistance Benefits for Veterans," VA REGIONAL VETERANS TRAINING CENTERS (EPDA Pamphlet 20-69.3, revised June 1971 Veterans Training Centers! "Federal Benefits for Veterans and Dependents," Re-entry (newsletter) VA 1S-1 Fact Sheet, January 1973e Published monthly by the Southeast Training Center "Loans for Veterans." VA Pamphlet 26.4, revised for Special Veterans Programs, Tennessee State Uni- February 1970 versity,Nashville, Tenn.37203. Thisnewsletter "Two Years of Outreach-1968-70," VA Pamphlet 20-70-1 covers a wide range of topics as well as current .. information about activities of the 13 TS/UB pro- "Tutorial Assistance for Veterans Servicemen Under grams in Southeastern United States. the G.I. Bill," VA Pamphlet 21-70-1, September TargetVeterans, So. Campus, Macomb Community 1970. College, Warren, Michigan 48093 "United States Veterans Assistance Centers," Pam- Veterans Back to School: A Handy Regional Guide, free phlet 20.69-2, revised September 1971 This document isabout 59 pages in length and "Veterans Education Newsletter" contains very helpful information about the new G.I. A regular publication of the V.A., this newsletter Bill, Outreach, The Veterans Information Center, contains ::urrent information about any changes or tutorial programs, pre-college programs (1691 and developments in V.A. programs, regulations or PREP), discharges (including other than honorable), laws, G.I. benefits, as well as feature articles on several veteran's organizations, as well as an anno topics of interest such as veterans activities at tated bibliography. schools, in various communities and regional or A National Directory of Post Secondary Veteran Pro- national schedules of veterans workshops, meet. grams ings, etc. This directory was developed from a surveyof American post-secondary institution (except seminar- ies, exclusively graduate study schools, and exclusive. ly wo"nen's colleges). Included are 1,617 veterans programs, 154 PREP programs, 714 tutorial pro- grams, and 529 outreach programs. The information includes alphabetical listing of colleges by states, person responsible for the particular program, tele- phone number, type of college and type of program.

STATEWIDE VETERANS OUTREACH PROGRAMS (I Nimes) Veterans Outreach Training,Manual Compilation ofG.I.Bill information, techniques, procedures on Outreach to be used by Outreach workers, counselors, (also information about agencies and organizations); very helpful.

61 BIBLIOGRAPHY (General Publications of Interest Re veterans)

"Address Before the Subcommittee on Education and "Postwar Shock is Found to Beset Veterans Returning from Training Committee on Veterans Affairs of the House of the War in Vietnam" Representatives" New York Times, August 28, 1972 FredericNess andHowardHolcomb,ERIC Examines experiences of returning veterans to a #ED 057 764, April 1972 ($.65-MF; $3.29-HC)" changed and often indifferent or hostile American Comparison of independent colleges and universities society, responses to the veterans. Special Report: Fmployment Problems of the Vietnam Veteran "A Study of the Problems Facing Vietnam Era Veterans on National Advisory Council on Vocational Education, Their Readjustment to Civilian Life," June 1972, 425-13th Street, N.W., Washington. D.C. Lou Harris Associates, Inc. (conducted for the Veterans 20004 Administration for use of the Senate Committee on Includes material on background, readjustment prob- Veterans Affairs), January 31, 1972. $2.00 lems, employment statistics, recommendations for Vietnam veteran employment problems. (U.S. Government Printing Office, Washington, D.C. 20402) "Swords Into Plowshares: Our G.I. Bill" Thissurveywas conducted between August 15 Sar A. Levitan, Joyce K, Zickler. Olympus Publishing and 30, 1971. 2,003 recently separated veterans were Company, Salt Lake City, 1973 interviewed;" 1,498 households representing a cross- A well-documented, comprehensive analysis of the section of the American public and 786 employers_ impact and adequacy of the G.I. Bill with chapters The s; ;vey focused on four areas:1) reception of focusing upon employment, housing, disabled veter- veteran upon returning home 2) problems of the ans, as well as education. rieran in finding employment 3) problem of drug "The Invisible Army" use and abuse among servicemen 4) the role of the Tony Jones, Harpers Magazine, August 1972 V.A. in facilitating-veterans readjustment. Psychological effect of war on Vietnam era veteran and his return to society. Event Magazine, Vol. 12, No. 4 American Churchmen, 422 South 5th Street, Minne- "The Returning Black Vietnam Veteran" apolis, Minnesotait415 James Fredrick, Florida State University, Social Service Special issue devoted to the Vietnam fighting men Review, ch 1972, Florida State University, Jackson- and problems of the veterans. ville, Florid 2211 Refle characteristics of Black veterans who return "Hearings Before the Subcommittee on Education and to metropolitan areas. Recognizes Black veterans as Training of the Committee on Veterans Affairs" potential leaders in radical social movements, and as ERIC #ED 062 632, September1972 ($.65MF; participants in reform programs. S19.74-HC)" "Youth Look at National Problems" Describes and explains education and training pro- Jerald G. Bachman and Elizabeth Van Duinen, ERIC grams administered by V.A. #ED 052 507, November 1971, ($.65-MF; $6.58-HC)* A special report from the youth in Project Transition "Home from the War; The Psychology of Survival" which involved college participation; references to Robert Jay Litton, Atlantic Monthly, November 1972, veterans plight. pp. 66.72 THE NATIONAL PLANNING CONFERENCE ON THE Describes veterans readjustment problems. EMOTIONAL NEEDS OF VIETNAM ERA VETERANS has compiled a bibliography which contains articles focus- Performance(magazine), Vol. XXIII, No. 6,December ing on sociopsychological problems of Vietnam-era veter- 1972 (special issue on disabled veterans) ans.Itis an excellent reference for articles pertaining to President's Committee on Employroent of the Handi- social readjustment and emotional problems. (For copies, capped, Washington, D.C. 20210 (no price quoted) write to: National Council of The Churches of Christ; Performance is a nationally distributed magazine Emergency Ministries Concerning The War, 475 Riverside designed toreport progress inthe nation wide Drive,NewYork,New York 10027,Telephone- program to provide employment Opportunities for all 212-870-2192.) handicapped workers. Provides upta-date informa- For ERICarticles, writeto EORS-4827 Rubgy Avenue. Bethes- tion concerning latest deve;opments infields of da, Maryland 20014 or call 301-657-3316. MF film; rehabilitation and placement of disabled. NC = hard copy. 62 /

/ Appendix -- -.-_,,,i . ,

VETERANS' COST-OF-INSTRUCTION PAYMENTS7INSTITUTIONS'

( \ / An HEW, U.S. Office of education Program

April 16, 1973

Reprinted from the Federal Register

.63 9472 PROPOSED RULES

DEPARTMENT OF HEALTH, Sec. "SChool or department of divinity" 189.17 'Expenditure requirements. EDUCATION, AND WELFARE moans an institution or a department or Subpart C-- Application Process a branch of an institution the program Office of Education 189.21 Submission of application by indi-of instruction of which is designed for the ( 45 CFR Part 189 ] v Irina) tnstitutions. education of students (a)to prepare. 189.22 submission of applications by par-them to become ministers of religion or VETERANS' COST -OF- INSTRUCTION PAY- ties to consortium agreements. MENTS TO INSTITUTIONS OF HIGHER to enter upon some other religious voca- EDUCATION Subpart DFiscal and Reporting Requirementstionor to provide continuing training 189.31 Maintenance of records. for any such vocation). or ( hi to prepare Notice of Proposed Rulemaking 189.32 Audits. them to teach theological subjects. Notice is hereby given that the Com- 189.33 Fiscal operations reports. "State" includes the 50 States, the Dis- missioner of Education and the Admin- 189.34 Limitations on costs. trict of Columbia. the Commonwealth of istrator of Veterans' Affairs, with the 189.35Reporting requiretnents. Puerto Rico. Guam. American Samoa. approval of the Secretary of Health. Edu- Aurtioarrv.Section 420. Higher Educa-the Virgin Islands, and the Trust Terri- cation, and Welfare, propose to promul-tion Act of 1965, as added by section 1001(a tory of the Pacific Islands. gate the regulations set forth below in a of Public Law 92-318, 86 Stat. 378 (20 U.S.C. "Student" means a person in attend- new part 189 of title 45 of the Code of 1070e-1 1. unless otherwise noted. ance as at least a half-time student at Federal Regulations, pursuant, to the au- Subpart AGeneral Provisions an institution of higher education. The term is further defined as follows: tority contained in section 420 of the g189.1 Definition.. Higher Education Act 'of 1965 '20 U.S.C. (a) "Full-time student" means a stu- 1070e-11. These regulations would es- As used in this part: dent who (1) is enrolled for the equiva- tablish the procedures by which, and "Abademic year" means a period begin-lent of at least 14 semester hours or (21 is conditions under which, institutions ofning on July 1 and ending on the follow-enrolled for the equivalent of not less higher education could apply for pay-ing June 30. than 12 semester hours and is being ments on the basis of undergraduate "Cost-of-instructionpayment,"orcharged on the basis of the institution's veteran enrollment. to be used for the"payment," means an amount calculatednormal full-time fee schedule. support of improved and expanded serv-with respect to an institution of higher (b) "Three-quartertimestudent" ices to veterans and to defray instruc-education for an academic year on themeans a student who (1) is enrolled for tional. expenses in academically relatedbasis of undergraduate veteran studentthe equivalent of 10 through 13 semester programs. enrollment. hours or (2) is enrolled for the equivalent Interested persons are invited to sub- "Institution of higher education." orof not less than 9 semester hours and is mit written comments, suggestions, or"institution." means an educational in-being charged at least three-quarters of objections regarding the proposed regu-stitution in any State which: (a ) Admitsthe institution's normal full-time fees. lations to the Veterans' Programs Unit.as regular students only persons having a (c ) "Half-time student" means a stu- DCHE. U.S. Office of Education, 400certificate of graduation from a schooldent who (1) is enrolled for the equiva- providing secondary education, or thelent of 7 through 9 semester hours or (2) Maryland Avenue SW.. Washington. D.C.recognized equivalent of such a certifi-is enrolled for the equivalent of not less 202024 Comments received in response tocate, (b) is legally authorized within suchthan 6 semester hours and isbeing this notice will be available for publicState to provide a program of educationcharged at least one-half of the institu- inspection at the above office on M_ on-.beyond secondary education, (c) providestion's normal full-time fees. days through Fridays between 8 a.m.an educational program for which it "Undergraduate" refers to a student and 4:30 p.m. All relevant material re-awards a bachelor's degree or provides.who (a) has not earned his first bache- not less than a 2-year program which islor's degree, (b) is not enrolled in a pro- ceived not later than May 16, 1973, will -.acceptable for full credit toward such agram of study leading to (I) a degree be considered. degree, (d) is a public or other nonprofitbeyond the bachelor's degree or (2) a Dated April 6. 1973. institution, and (e) is accredited by a na-first professional degree when at least 3 tionally recognized accrediting agencyyears of study at the college level are JOHN OTTINA or association as determined by the Com-required for entrance into a program Acting Commissioner missioner or, if not so accredited. (1) isleading to such degree, and (c) (1)is of Education. an institution with respect to which thefully matriculated and pursuing a pro- DONALD E. JOHNSON, Commissioner has determined that theregram of studies leading to a certificate Administrator of is satisfactory assurance, considering theor diploma or (2) is receiving or has re- Veterans' Aff resources available to the institution, theceived educational assistance under sub- Period of time, if any, during which it haschanter V or subchapter VI of chapter Approved April 11. 1973. operated, the effort it is making to meet34 of title 38, United States Code. CAsPAR W. WEINBERGER, accreditation standards, and the purpose "Veteran" means a person receiving Secretary. for which this determination is beingbenefits under chapter 31 or chapter 34 Department of Health , Educa- made, that the institution will meet theof title 38, United States Code, or who, if tion, and Welfare. accreditationstandardsofsuch anenrolled in an institution of higher edu- PART 189 VETERANS' COSTOFagency or association within a reasonablecation, would be eligible for such benefits. INSTRUCTION PAYMENTS TO INSTITU- time, or (2)is an institution whose(20 U.S.C. 1070e. 1070e-1. 1088, 1141.) TIONS OF HIGHER EDUCATION credits are accepted, on transfer, by not less than three institutions which are so 189.2Institutional cligibiliiy. Subpart AGeneral Provisions accredited, for credit on the same basis as SpC. if transferred from an instipation so ac- (a) To apply for assistance under this 1139.1 Definitions. part, an applicant must be an institution 189.2.Institutional eligibility. credited. Such term also includes anyof higher education, and must meet the 189.3 Calculationofcost-of-lustructionschool which provides not less than a 1-requirements specified in paragraph (b) payment. year program oftraining to prepareof this section. 189.4 Applicability of civil rights provi-students for gainful employment in a (b)In order for an institution of sions. recognized occupation and which meetshigher education to apply for assistance Subpart B-- Required' services and Use of Fundsthe provisions of clauses (a), (b), (d),under this part for the academic year 189.11Special definitions. and (e) of this definition ending June 3e, 1974, it must have in 189.12Office of veterans' affairs. "Instructional expenses in academi-attendance onApril 16.1973 (or, where 189.13Related veterans' services. cally related programs" means the ex-such date falls between academic terms 189.14Institutions witn smelt number ofpenditures of instructional departmentsof the institution, the ertd of the previous students and veterans. of an institution of higher education for 189.15Consortium agreements. - academic term), a number of under- 189.16Criteria for assessing adequacy ofsalaries, office expenses, equipment,andgraduateveteranstudentsreceiving veterans' programs, research. benefits under chapter 31 or chapter 34

FEDERAL REGISTER, VOL 38, NO. 72MONDAY, APRIL 16, 1973 64/65 PROPOSED RULES 947:3 of title 38. United States Code (or whotarn of Health. Education. and Welfarepostsecondary education111under sub- have received benefits wager subchapterand approved by the Pre:ident, to effec-chapter V of chapter 34 of title 38. United V or subchapter VI of such chapter 34tuate the provisions of title VI of theStates Code. and429in the case of any while attending such institution duringCivil Rights Act of 196a (Public Lawinstitution located near a military in- that academic year) equal to at least88-352 k . stallation. under subchapter VI of such 110 percent or the number of under- (42 U.S.C. 2000d.p chapter 34; graduate veteran students who were in t 1) 1 Active outreach. recruiting. and attendance on the same date in the pre- ( b ) Federal financial assistance undercounselingactivities through the use of ceding academic year and were at thatthis part is also subject to the provisionsother funds such as those available under time receiving benefits under chapter 31of title IX of the Education Amendmentsfederally assisted work-study programs: or chapter 34 of title 38. United Statesof 1972 (prohibition of sex discrimina-and Code tor had received benefits undertioin and any regulations issued there- lel An active tutorial assistance pro- subchapter V or subchapter V1 of suchunder. gram (including dissemination of infor- chapter 34 while attending such institu- (20 J.S.C. 10e1-86; Public Law 92-318. sec-mation regarding such program i in order tion during that academic year). tion 906.) to make maximum use of the benefits ( c ) Schools or departments of divinity available under section 1692 of such title and proprietary institutions(i.e.,or-Subpart B-Required Services and Use of ganized for profit) are not eligible to Funds 38. apply for assistance under this part. `:. 189 11 Special definitions. 120 U.S.C. 1070e-1.1 b institution?, *kb 4mill ntim. (20 U.S.C. 1070e-1.j For purposes of this subpart: § 189.14 la, -Full-time$ with respect to an leers of students and vetera. § 189.3Calculation ofeost-of.itistrne. lion payment, office of veterans' affairs. means that the An institution with less than 2.500 stu- office of veterans' affairs (1k is staffeddents and no more than 70 undergradu- (a) To compute an institution's'vest-byat least one person whose sole institu-ate veteran students in attendance on of-instruction payment under this part,tional responsibility is that of coordinat-April 16. 1973 tor, where such date falls the Commissioner of Education shall de-ing the activities of the office and (2)between academic terms of the institu- termine on the basis of data providedprovides services at times and places con-tion. the end of the previous academic by the institution: venient to the veterans being served. term ( need provide tile services described 11) The number of undergraduate vet- ( b )"Outreach- means an extensive.in 1 189.12 only to the extent of maintain- eran students in attendance on the appli-coordinated, communitywide program ofing a lull-time office of veterans' affairs cable date specified in paragraph (b) ofreaching veterans within the institu-with adequate services in the areas of this section who are at that time recip-tion's normal service area, determiningrecruitment and counseling. and need not ients of vocational rehabilitation sub-their needs. and making appropriateprovide the services described in § 189.13. sistence under chapter 31 of title 38,referral and follow-UParrangements United States Code. or of educationalwith relevant service agencies. 120 U.S.C. 1070e-l.1 a sistance under chapter 34 of title 38. se ) "Recruitment" means a concerted§ 189.13Comortiont agreement.. U iced yes Code. and effortto interest veterans in tak.ng In the case of an institution with less, ( e ThInther of undergraduate vet-advantage of opportunities for a wide eran students in attendance on the ap-variety of postsecondary training ex-than 2.500 students in attendance on plicable date specified in paragraph ( la )periences at the institution. April 16. 1973 (or. where such date falls of this section who have, while attending Id)"Special education programs"between academic terms of the institu- that institution and during the academicmeans specially designed remedial, tu-tion. the end of the previous academic year in which such date occurred, re-torial, and. motivational programs de-term' the Commissioner may permit one ceived educational assistance under sub-signed to promote success in the r more of the functions set forth in chapter V or subchapter VI of chapter 34 f 189.12 and 189.13 to be carried out secondary experience. under a consortium agreement between of title 38. United States Code. se) "Counseling" means pro,ssionalthat institution and one or more other (b) Acost-of-instructionpaymentassistance available to vete for con- shall. for the academic year endingsultation on personal. Tamiiy, educa-institutions located within a reasonable June 30, 1974. and subject to the avail-tional, and career problems. commuting distance therefrom If he finds ability of funds, be computed on the that (a 1such institution cannot feas- basis of the following rates for students(20 TI.S.C. 10700-1.1 ibly itself carry out such functions, and in attendance on April 16,1973 (or.§ )89,12Office of veterans' affairs. sin the benefits of such functions will where such date falls between academic be readily accessible to veterans attend- terms of the institution, the end of the Except as provided in§189.14, an ap-ing. and to veterans in the community Previous academic term) : plication for assistance under this partserved by, each of the institutions which (1) For students described in para-shall be approved only if the Commis-are parties to the agreement. graph.(a) (1) of this section: sioner is satisfied that the applicant will 120 U.S.C. 1070e-1.1 (i) $300 per full-time student; maintain. during the academic year end- (iii $225 per three-quarter time stu-ing June30,1974. a fulktime office of.§189.16Criteria for assessing aelequary veterans' affairs with adequate services. of .elerow: dent: in light Of the criteria set forth in programs./ (iii) $150 per half-time student: and§ 189.16, in the areas of outreach, recruit- An applicant Institution's assurance (iv) No payment for students not en- pursuant to f 189.21( b)6, ,with respect rolled as at least half-time students.ment. special education programs, andto the requirements ofV. 189.12 and (2) For students described in para-counseling. 189.13 and to the extent that *.tch re- graph (a) (2) of this section: 120 tI.S.C. 1070e-1.1 quirements are not waived pursuant to 11 $150 per full-time student; A 189.13Related veterans services. 189.14, shall be made in light of the (ii) $112.50 per three-quarter time i following criteria, which criteria shall student; o Except as provided in f 189.14. an ap-also be used by the Commissioner in (iii) $75 per half-time studenandplication for assistance under this partevaluating the adequacy of the institu- (iv) No payment for students notshall be approved only if the Commis-tion's veterans' programs: enrolled as at least haff-timi students.sioner is satisfied/hat the applicant will, during the academic year ending June 30, (a )In generet-a 1k Appropriate coki- (20 U.S.O. 1070e-1.) 1974, make an adequate effort. in light ofsideration of the magnitude of the vet- § 189.4Applicability of civil rights pro-the criteria set forth in 1189.16 anderan population in the institution's nor- visions. . with funds received under this part, tomal service area ; (a) Federal financial assistance undercarry out: 12 Appropriate consideration of the this part is subject to the regulations in ( a) Programs designed to prepare edu-number of veterans enrolled at the in- par, 80 of this title, issued by the Secre-cationally disadvantaged veterans forstitution;

FEDERAL REGISTER, VOL. 311, NO. 72- MONDAY, APRIL 16, 1973 66 .1 9474 PROPOSED RULES 430 The establishment of an approitution under this part shall be used totution must provideall informationand priate advisory mechanism, to assist inimplement the requirements of 44 189.12assurances required pursuant to § 189.21 the institution's decisionmaking processand 189.13. The remainder of the funds.as well. as information and assurances with respect to veterans' services as ap-to the extent not needed for implement-necessary to a finding by the Commis- propriate, through which the institutioning such requirements. may be usedsioner that the conditions for a con- may become aware of the views of the in-solely to defray instructional expensessortium agreement set forth in §189.15 stitution's administrative and academicin academically related programs of suchhave been met. staff, its veteran student population. andinstitution. All assistance received under(20 U.S.C. 1070e-1.) relevant community organizations; this part must be expended or obligated 441 The use of qualified Vietnam-erafor the foregoing purposes not :ate). than Subpart DFiscal and Reporting veterans in staffing the institution's of-June 30. 1974. Requirements fice of veterans' affairs and in providing 420 U.S.C. t070e, 1070e-1.1 § 189.31 Maintenanre of records. related services; Subpart CApplication Process (alRecords.Each institution and 450 The employment of a sufficient consortium of institutions shall keep in- number of qualified staff members in § 189.21 Sulomis,i(ostof application bytact and accessible records relating to order to adequately support required vet- indivitIttai inssiiiesions. the receipt and expenditure of Federal erans' activities and services: and (a) Assistance under this part will befunds in accordance with section 434(a) 160 The provision of adequate, visibleprovided only on the basis of an appli-ofthe General Education Provisions and accessible housing for the institu-cation submitted by an institution whichAct, including all accounting records and tion's office of veterans' affairs, in lightsets forth all information necessary torelated original and supporting docu- of the institution's veteran student en-determinetheinstitution'seligibilityments that substantiatedirectcosts rollment and physical environment: and payment amount. charged to the award. Records must be (b 1With respectto outreach, the lb) Each application must be sub-maintained so as to reflect Cl ) expendi- establishment and maintenance of- mitted on a form to be provided by thetures made for veterans' services pro- 1 1 IContact with veterans in the in-Commissioner and contain the follow-vided for under this part, and (2) ex- stitution's normal service area; ing: (2 A procedure for assessing veter- penditures made for instructional costs ans' needs, problems, and interests: and. 11)Information necessary to showin academically related programs. 4 3 ) A coordinated and extensive re-that the institution is eligible for as- 4 bo Period of retention.-11) Except ferral service involving agencies provid-sistance under this part; . as provided in paragraph (b) (2) of this ing assistance in areas such as housing. (2) information necessary to deter-section and paragraph (a) of § 189.32, employment, health. recreation. voca-mine the amount of the institution'sthe records specified in paragraph (a) tional and technical training, and finan-payment. in accordance with § 189.3; of this section shall be retained for 3 cial assistance: (3) An assurance that any funds re-rears after the date of the submission lc) With respect to -recruitment, theceived by the institution under this partof the fiscal operations report, pursuant establishment and maintenance of awill not be used for a school or depart-to 4189.33, to which they pertain. process of bringing the maximum num-ment of divinity or for any religious 2o 'Records for nonexpendable per- ber of veterans into purposeful system-worship or sectarian activity: sonal property which was acquired with atic programs of higher education most (4)An assurance that any funds re-Federal funds shall be retained for 3 suited to their educational and careerceived by the institution under this partyears after its final disposition. which are not required pursuant to ( c ) Microfilmcopies.Institutions aspirations. including such techniques as § 189.17 to be used to implement the re-may substitute microfilm copies in lieu publications, use of mass media, andquirements of §§ 189.12 and 189.13 willof original records in meeting the re- personal contacts; be used solely to defray instructional ex-quirements of this section. (d) With respect to special educa-penses in academically related programs tion programs, the establiShment andof the institution: (20 U.S.C. 1232c(a).) maintenance of: (5) An assurance that the institution§ 189.32Atuliig, (1 Support from appropriate depart-will expend during the academic year 4a1 Audit questions.The records in- ments of the institution for launchingending June 30. 1974, for all academi- specialeducationprogramsforthe volved in any claim or expenditure which veteran student of a remedial, motiva-cally'related programs of the institution.has been questioned by Federal audit tional. and tutorial nature: an amount equal to at least the averageshall/ be further retained until resolu- (2) Support throughout the institu-amount so expended during the 3 aca-tion of any such audit questions. demic years preceding the academic 1 b ) Audit and examination.The Sec- tion for appropriate changes in rules,year ending June 30. 1974. together with Policies. and procedures that will accom- retary of Health, Education, and Wel- such supporting data as the Commis-fare and the Comptroller General of the modate the special needs and problemssioner may require: of the veteran student: and United States, or any of their duly au- (3) Adequate guidance for individual (6) An assurance that the institutionthorized representatives. shall have ac- vete lin students that will insure thewill carry out the requirements set.forth, cess for the purpose of audit and exami- highest possible rate of their retention 'In §189.12 and 189.13: and nation to all such records and to any in educational programs: and --(.74_if, the institutionis seeking aother pertinent books, documents, pa- (e) With respect to counseling, thewaiver of any of the required activitiespers, and records of the institution or specified in §§ 189.12 and 189.13 pur-consortium of institutions. The Com- establishment and maintenance of suant to § 189.14. information necessary. (1) Ease of access of veteran studentsto show that it has less than 2,500 stu-missioner may, at any time before or to professional assistance for consulta-dents and not more than 70 under-after making a payment under this part. tion on personal, family, educational, review the data supplied, by an institu- graduate veteran students in attendancetion with respect to such payment and and career problems as appropriate andon April 16, 1973 (or, where such date necessary: and take appropriate actionas a result falls between academic terms of the in-thereof.. including. that of requiring the (21 Frequent anscheduled/ liaisonstitution, the end of the previous aca-institution to return funds received on of the 'office of v terans' affairs withdemic term). the `basis of inaccurate data submitted theinstitution's cademicdepart-(20 u.s.c. 1070e-1.) by the institution. ments. counseling servicand central §189.22Submission of applications by (c) Audit responsibirAties.( 1) All ex- administration, parties to consortium agreements. penditures by recipient institutions or. consortiums thereof shall be audited by (20 U.S.c. to70e-1.) institutions proposing to carry out thethe recipient or at the recipient's direc- § 189.17Expenditure requirements. activitiesrequiredunderthispart through a consortium agreement, pur-tion to determine, at a minimum, the Not less than 50 percent of fundssuant to § 189.15, must submit their ap-fiscal integrity of financial transactions awarded on .account of undergraduateplications on a form 'to be provided byand reports, and the compliance with veteran student enrollment at an insti-the Commissioner, and each such insti-laws and regulations.

MOM. REGISTER, VOL. 38, NO. 72MONDAY, APRIL 16. 1973 67 PROPOSED RULES 9475 (2) An institution, and a consortium§ 189.33Fiscal operations reports. from the Federal Government will not of institutions, shall schedule 'such au- ta ) In addition to such other account-exceed the amount so set forth. dits with reasonable frequency, usuallying as the Commissioner may require, an(31 U.S.C. 200.) annually; but not less frequently thaninstitution or consortium shall render once every 2 years, considering the na-annually, with respect to the assistance § i 89.35Reporting requirements. ture,size,andcomplexityoftheawarded under this Part. a full account (a) Institutions of higher education, activity. offundsexpended.obligated,andand consortiums thereof, receiving as- (3) Copies of audit reports shall beremaining. sistance under this part must submit to made available to the Commissioner to the Commissioner no more than 30 days assure that proper use has been made (b) A report of such accounting shallafter the close of each academic year. of the funds epended. The results ofbe submitted to the Commissioner withina report describing the manner in which such audits will be used to review the90 days of the expiration of the academicthe required veterans' services were pro- yearforwhich such assistance wasvided during such academic year. Such' institution's, or consortium's, records andawarded, and the institution or consor-a report shall be in a format approved by shall be made available to Federal audi-tium shall remit within 30 days of thethe Commissioner and shall make specific tors.Federal auditors shallbe' given reference to the extent to which the access to such records or other docu-receipt of a written request therefor anycriteria set forth in § 189.16 of this part ments as may be necessary to review theamounts found by the Commissioner tohave been met. . results of such audits. be due. Such period may, upon written (b) interimreportsdescribingthe (4) Each institution and consortiumrequest, be extended at the discretion ofprogress being made in providing the the Commissioner. veterans' services required purstiant to shall use a single auditor for all of its '189.12 and 189.13 of this part shall be expenditures under Federal education(20 U.S.C. 1232c(b) (3): 31 U.S.C. 628.1 submitted if, and at such times as, the assistance programs regardless of the§ 189.34Limitations on costs. Commissioner deems such reports neces- number of Federal agencies providing The maximum amount of a paymentsary. such assistance. under this part shall be set forth in the (20 U.S.C. 10704-I.) (20 U.S.C. 1232c(a). (b) (2).1 award document. The total payment 'Fa Doc.73-7353 Flied 4 -13 -73 :8:45 am I

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. FEDERAL REGISTER, VOL 38, NO. 72 MONDAY. APRIL lb, 1973

68 Appendix C

THE SERVICEMEN'S OPPORTUNITY COLLEGE

CONCEPT

Note: Although designed primarily for servicemen, the SOC sored by' military educational agencies. Conversely, there concept is generally applicable to veterans. may be instances when he may find himself behind the entering student. Therefore. developing a response to the needs of the serviceman must be jointly undertaken by the community colleges and the armed services in order to insure that the serviceman, like all other individuals, -has the opportunity to achieve his own personal agenda. It is within Introduction this framework that the _concept of a Servicemen's Oppor- The Servicemen's Opportunity College concept was tunity College finds its base.

by the Task Force ondeveloped Extending Educational Opportunities for Servicemen, an arm of the American What is a Servicemen's Opportunity -.. .7Ilege? Association of Community -and Junior Colleges' Program A Servicemen's Opportunity College is a community for Veterans and Servicemen. college which,throughits actions, assumes its responsibil- Although all members of the task force and its advisory ities of meeting the needs of an individual serving in the committee played a valued part in the concept develop- armed forces. it is a college that recognizes the need to aid ment, certain persons deserve special recognition. Among the serviceman in his quest for an educational experience. those most responsible for this document,. special mention Generally, in order to meet this need, a,SOC will 1) have an should be made of the three'person subcommittee on the admissions policy that is related to the sife conditions of Servicemen's Opportunity College: Dr. Robert Leo. chair- the serviceman, 2) eliminate seemingly artificialbarriers person. Dr. Fred Wellman and Dr. James Hinson. such as residency requirements which hinder educational Many persons from 'outside the junior college com- progress of tte serviceman and 3) provide special services to munity assisted with the project. Particular recognition is meet the speial needs of servicemen. accordedDr.Nathan Brodsky and Lt. Colonel John All community and junior colleges meeting thefollowing Sullivan of the, Department of Defense and many persons criteria are designated as Servicemen's Opportunity Col- from the Departments of the Army. Navy, Air Force and leges. They have been listed in a special catalog made the Marine Corps.Representatives from other federal widely available to educational counselors at military bases agencies, educational associations and other community and educational institutions. Whenever a servicemanis college leaders generously shared in the development of this transferred to a new base he will be guided through this co:lrept. catalog to a college(s) near his new location which adheres to the criteria of the Servicemen's Opportunity C011ege. Why Are Servicemen Special? Because of its distinct advantages, colleges offering the The serviceman's lifeis keyed on mobility, authority, "contract for degree" option will be so desighated. and separation. His personal objectives, educational objec- tives and professionalobjectives are influenced by his Criteria for Servicemen's uniform. Thera are times when the'se objectives are in Opportunity Colleges conflict. 1. A.Servicemen's Opportunity College will have liberal The key educational problem a servicemen confronts is entrance requirements. forced mobility. During his tour of duty his educational experiences may be frequently interrupted through tempo. A. A high school diploma or equivalency based upon. rary duty reassignment or, relocation. As he pursues' his satisfactory scores in the General Educational Devel. work towards a degree he may find himself with a few odd opment Test are adequate educational credentials for hours, at which time he can- enroll in specific courses. enrollment in a degree program except in those Seldom is he in one location long enough to meet all degree instances where prerequisites are required. for all and residency requirements at one institution. Frequently students. 'he has difficulty transferring credits between' institutions. -B. In those colleges not restricted by state or local In addition, his previous experiences, both in and out of regulations the above requirement may. be waived 'service, may project him beyond the normal requirements and students evidencing r rnise may be admitted of an entering student. He maY have opportunity on or who lack a high school diplotha or equivalency off-duty, to pursue special educational opportunities spon- certificate. 69 C. In no casewill an individual be penalized by A. Temporal residency requirements may be fulfilled in

. additional requirements because he is a serviceman. any sequence at any time in the student's program.. A Servicemen's Opportunity College provides oppor- B. Residency requirements may be fulfilled by comple . tunities for servicemen to pursue educational prd'gram goals tion of any educational program sponsored by the college whether offered on-campus of off-campus. through courses offered onbase,in the evenings, on weekends, andat othernontraditional time frames: C. At least one of the following options will be available III. A Servicemen's Opportunity College provides op. to servicemen. portunities to servicemen to complete courses through special means or optional nontraditional modes when his education is interrupted by military obligations. Contract for Degree IV. A Servicemen's Opportunity College. provides spe 1. A "contract for degree" optionis available to cialacademicassistancetostudentsinneed ofthis servicemen. A serviceman may contract with a assistance through: Servicemen's Opportunity College at any appf o- priate point in time; usually it will be the college A. The availability of tutorial services or sirnilarlearniP9 of his 'initial enrollment. The college will desig- assistance at times and in locations convenient to nate an advisor, who will assist the serviceman in servicemen. contracting for his degree with the institution. B. The designation of a trained servicemen's counselor The contract should specify the course of study who is available at times and in locations convenient to be pursued and ar., i-opriate learning options in to servicemen who willassist them in program accordance with the above criteria. The advisor planning, and gUide them in their understanding of continues to guide the serviceman's educational all educational options available to them at this and planning when he is 'forced to transfer to other all other Servicemen's Opportunity Colleges. institutions in accordance with his duty assign- C. The implementation of PREP programs which are ment. As long as he is being dffectively guided by sponsored by the college at tff base where feasible. his advisor, he will be permitted to transfer in reverse appropriate credits earned at other institu- V. A Servicemen's Opportunity .College offers maxi tions back to the original institutionin essence, a mum crediteducational experiences obtained in the reverse transfer policy: The institution agrees to armed servicar ak. provide a repository for all academic records of A. College policy permits and encourages granting credit the individual. The contracting college.will award for United States Armed Froces Institute Courses the serviceman the appropriate certificateor that are relevant to a student's program of studies. degree upon fulfillment of the contract. B. College policy permits 'and encourages granting ex- 2. The vailege will' waive or eliminate residency emption from and credit by examination for courses requirements for servicemen. that are relevant to a student's program of studies, 3. Where residency requirements are restrit:ed by through the ute of any or allof the following: state law, the college will make every effort to College Level Examination Program (CLEF), College receive an exemption for servicemen. Proficiency Examination Program (CPEPF, institu- VII. A Servicemen's Opportunity College has a transfer tional "challenge" examinations. policy that is generous in recognition of traditional and C. College policy permits and encourages granting credit nontraditional learning obtained at other institutions. for appropriate educational experiences in the armed Servicemen's Opportunity Colleges to which servicemen services in accordance with their evaluation in the transfer will accept, as a minimum, the level of credit American Council on Eddcation's 1968 Guide to me -applied by allregionally-accreditedcollegesin which

. Evaluation of Educational Experiences in the- rmed servicemen have been enrolled in comparable programs, Services or by the Commission on the Accreditation both for' traditional and nontraditional learning experi- of Service Experiences evaluation service. ences, when validated by subsequent individual success in D. College policy permits exemption from or credit for traditional study modes. required health or ph4sical education course require. VII L A Servicemen's Opportunity College provides for a ments for servicemen who have had at least one year representative local advisory council which will aid the of active military service. college .in carrying out its mission in relation to servicemen. E. The major portion of the associate degree require- IX. A Servicemen's Opportunity College will publicize ments can be earned through the above nontradi- and promote its SOC policies by inserting them inits college catalog and by other appropriate manners. tional learning modes. X. A Servicemen'sOpportunityCollege will maintain its VI. A Servicemen's Opportunity College has residency committments to servicemen students previously enrolled, requirements which are adaptable to the mobility and if for any reasin it discontinue 'its status as a Servicemen's special needs of servicemen. Opportunity College. 70 7') NOTE: itis strongly urged that Servicemen's OPPOt- t)nity Colleges extend these policies where applicable to include dependents of servicemen. Ifyourinstituteisinterested inthe Servicemen's Opportunity College concept, the following additional materials are available upon request from the address twtows <- Guidelines for the Establishment of a Servicemen's Opportunity College Servicemen's Opportunity College Affirmation Form the basic implementation document

Armor colleges write: American Association of Community and Junior Colleges. Program for Veterans and Servicemen One Dupont Circle, N.W. Washington, D.C. 20036

Senior colleges write: American Association of State Colleges and Universities SOC Project One Dupont Circle, N.W. Washington. D.C. 20036

UNIVERSITY OF CALIF. LOS ANGELES

Di C 21 1973

SO, CLEARINGHOUSEFOR JUNIOR COLLEGE INFORMATION