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From Soldier to Student: Easing the Transition of Service Members on Campus

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From Soldier to Student: Easing the Transition of Service Members on Campus From Soldier to Student: Easing the Transition of Service Members on Campus The Leadership Association of 430 Public Colleges and Universities AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education The American Council on Education (ACE) plays a vital role in helping college and university presidents and their campuses confront the broad scope of today’s challenges by providing timely and relevant information, programs, and services. As the major coordinating body in higher education, representing more than 1,800 institutions and related organizations, ACE also embodies the entire higher education community in its ability to serve the public good. ACE embraces these roles as opportu- nities to serve students and society—opportunities that build upon the value-added dimensions of ACE—serving as a unifying voice, a principled advocate, and an essential resource for college and university leaders. Providing educational opportunity for service members, veterans, and their families. The Leadership Association of 430 Public Colleges and Universities AASCU is the leadership association of 430 public colleges and universities “Delivering America’s Promise” through their common commitments to access, affordability, and educational opportunity. Enrolling more than 3 million students annually throughout the United States and its territories, and offering degrees ranging from the associate and bachelor’s levels through master’s, doctoral, and professional education, these institutions fulfill the expectations of a public university by working for the public good through education, stewardship, and engagement, thereby improving the lives of people in their community, their region, and their state. NASPA–Student Affairs Administrators in Higher Education is the leading voice for student affairs administration, policy, and practice, and affirms the commitment of the student affairs profession to educating the whole student and integrating student life and learning. With more than 11,000 members at 1,400 campuses and representing 29 countries, NASPA is the foremost professional association for student affairs administrators, faculty, and graduate and undergraduate students. NASPA members are committed to serving college students by embracing the core values of diversity, learning, integrity, collaboration, access, service, fellowship, and the spirit of inquiry. For more information, please visit our website at www.naspa.org. The purpose of NAVPA is to promote professional competency and efficiency through an association of members and others allied with, and involved in, veterans’ educational programs, and to promote the development, improvement and extension of opportunities to any service member, veteran, or dependent of a veteran for his or her personal growth and development to its fullest potential. From Soldier to Student: Easing the Transition of Service Members on Campus Produced with generous support from Lumina Foundation for Education Authors Bryan J. Cook, Director, Center for Policy Analysis, ACE Young Kim, Research Associate, Center for Policy Analysis, ACE Contributors Jacqueline E. King, Assistant Vice President, ACE Kathy M. Snead, President, SOC Consortium Lesley McBain, Senior Research and Policy Analyst, AASCU Zaneeta E. Daver, Senior Director of Research and Assessment, NASPA Daryl Levine, Public Policy Specialist, NASPA Faith DesLauriers, Legislative Director, NAVPA Lumina Foundation for Education is an Indianapolis-based private foundation dedicated to expanding access to and success in education beyond high school. © July 2009 The Leadership Association of 430 Public Colleges and Universities ACE and the American Council on Education are registered marks of the American Council on Education. American Council on Education One Dupont Circle NW Washington, DC 20036 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Additional copies of this publication are available for purchase online at www.acenet.edu/ bookstore for $20.00 per copy, plus shipping and handling. Copies may also be purchased by contacting: ACE Fulfillment Service Department 191 Washington, DC 20055-0191 Phone: (301) 632-6757 Fax: (301) 843-0159 www.acenet.edu When ordering, please specify Item #311931. Table of Contents Preface . iii Acknowledgments . v Executive Summary . .vii Introduction & Methodology . 1 I . Overview of Institutional Programs and Services for Veterans . 5 II . Programs and Services by Level of Enrollment . 11 III . Programs and Services by Presence of a Dedicated Office for Veterans . 17 IV . Results from Focus Groups of Military Students . 21 V . Conclusion . 27 Appendices: Veterans Survey Data Summary (By Institution Type) . 31 Survey Instrument . 41 Preface he enactment of the Post-9/11 Veterans Educational Assistance Act of 2008 (also known as the Post-9/11 GI Bill or the new GI Bill) in June 2008 was one of the most significant events for active-duty and veteran students since the creation of the original GI Bill, the Servicemen’s TReadjustment Act, in 1944. The Post-9/11 GI Bill offers the nearly 2 million service members who have served in the Iraq and Afghanistan conflicts generous support for educational expenses, and is expected to prompt a significant upturn in the number of veterans and military personnel enrolling in higher education. Institutions have not faced such a significant influx of veteran students on campus since World War II. Military personnel and veterans will be a tremendous asset to higher education, as they have been in the past, but they have needs that are distinct from other students. As campuses prepare to welcome these students, it is important for administrators to take stock of their programs and services. California State University Chancellor Charlie Reed challenged campus leaders to assess their readiness at the 2008 American Council on Education (ACE) Annual Meeting: “I’m going to give you an assignment. Go back to your institution. Do an assessment of how you’re doing with programs and services for service members and veterans. You won’t find a pretty picture. What you will find is that you need to reorganize and reprioritize.” This report offers a first-of-its-kind national snapshot of the programs, services, and policies that campuses have in place to serve veterans and military personnel. The partner organizations hope that it will prompt colleges and universities to follow Chancellor Reed’s advice and take a close look at their own programs and services, benchmarking them against the national data presented here so that they will be ready to help those who have done so much to serve their country. i i i Acknowledgments he partner organizations are grateful to Lumina Foundation for Education for its generous support of this project. The views expressed in this report are those of the authors and do not necessarily represent official policies or positions of Lumina Foundation for Education, its officers, or employees. TIn addition, we would like to thank the following organizations and individuals for helping shape this report: • Officials at 723 institutions who completed the survey on which this report is based. • The following colleagues for providing advice and feedback on the survey instrument and report: • Bob Ackerman, College of Education, University of Nevada, Las Vegas • Patrick Campbell, Legislative Director, Iraq and Afghanistan Veterans of America • Michael Capetto, Vice President for Enrollment Management and Student Affairs, Marymount Manhattan College • David Chase, Director, Military Distance Learning Programs, Old Dominion University • Art Cosby, Director, Social Science Research Center, Mississippi State University • David DiRamio, Assistant Professor, Auburn University • Deborah Ford, Vice President of Student Affairs, University of West Florida • Dorothy Gillman, Assistant Director of Financial Aid, Ramapo College of New Jersey • Darryl Kehrer, Consultant, Mississippi State University • Raymond Kelley, Legislative Director, AMVETS • Mary Beth Lakin, Assistant Director, Special Projects, ACE • Jack Mordente, Southern Connecticut State University • Tonya Thorton Neaves, Project Coordinator, Social Science Research Center, Mississippi State University • Jim Selbe, Assistant Vice President for Lifelong Learning, ACE • RK Williams, Senior Transcript Evaluator, Boise State University v Executive Summary he United States is poised to All Responding Institutions welcome more than 2 mil- • More than half of all responding insti- lion veterans as they return tutions (57 percent) currently provide from Iraq and Afghanistan. programs and services specifically TThese veterans will be the beneficiaries designed for service members and vet- of a new GI Bill that will remove most erans, and roughly 60 percent of all financial barriers to attending college. responding colleges and universities Because of the generous education ben- indicated that providing programs and efits offered by the Post-9/11 GI Bill, services for military service members many of these veterans—as well as and veterans is a part of their long- those still serving in the active, reserve, term strategic plan. More than half of and National Guard components of the all responding colleges and universities armed forces—will
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