This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.
Black, Hispanic, and AIAN students remain underrepresented among medical school matriculants compared with the US population. This underrepresentation has not changed significantly since the institution of the Liaison Committee of Medical Education diversity accreditation guidelines in 2009. This study’s findings suggest a need for both the development and the evaluation of more robust policies and programs to create a physician workforce that is demographically representative of the US population.
Black, Hispanic, and AIAN students remain underrepresented among medical school matriculants compared with the US population. This underrepresentation has not changed significantly since the institution of the Liaison Committee of Medical Education diversity accreditation guidelines in 2009. This study’s findings suggest a need for both the development and the evaluation of more robust policies and programs to create a physician workforce that is demographically representative of the US population.
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
Whose is business is it? Violence Against Women at the University of the West...Taitu Heron
A precursory look at the occurence of violence against women students on one University campus in Kingston, Jamaica. The paper also examines the responses, capacity, what prevails on other university campuses and concludes with recommendations.
IERC 2014: Retention of Talented STEM Students in the Illinois Higher Educati...Christopher Kolar
This study examined initial undergraduate outcomes from graduates of the IMSA classes of 2006-10. Using degree data from the National Student Clearinghouse for 633 graduates, researchers investigated relationships between college sector, field of study, and individual-level variables such as gender and race.
A survey of more than 2,200 adults over the age of 50 finds that more than 20% of them had experienced an emergency — a weather event or power outage — in the past year, but many were not necessarily prepared. Here’s more:
•Medical supplies: Among those who take medications, some 18% didn’t have a week’s supply of essential drugs handy. Among those who relied on electricity for medical equipment, a quarter said they had alternate ways of generating power.
•Shelter and mobility: The majority said they’d have transportation to leave their home in case of an emergency, but a quarter said they’d have trouble finding another place to stay.
•Other supplies: A little over half said they have a seven-day supply of food and water. Fewer than a third have a fully stocked emergency kit.
This study investigates the prevalence and determinants of sexting behaviour among undergraduates in Kwara State. The population for this study comprised all undergraduates in Kwara State while the target population was undergraduates of three universities in the Kwara States. A stratified sampling the technique was used to categorise universities based on ownership (Federal, State and Private) as well as gender. A random sampling technique was used to select 100 undergraduates from each university, totaling 300 respondents. A researcher-designed questionnaire titled Prevalence and Determinants of Sexting Behaviour Questionnaire (PASODOEBEQ) was used to elicit information from sampled respondents. The instrument was validated by experts in Sociology of Education and Educational Psychology. Test re-test method of reliability was applied to test the reliability of the instrument, using the Pearson Product Moment Correlation statistics. The coefficient value of 0.86r was derived. The data collected were analyzed using percentage, mean, standard deviation and Multiple Regression Statistical Tool. The result of the findings revealed that sexting behaviour is prevalent among undergraduates and low self-esteem and peer association are significant determinants. The study recommended among others that schools authorities as a matter of fact should organize a sensitization workshop or seminar for undergraduates on the meaning, ripple effects and the punishment associated with sexting behaviour for necessary social adjustment.
Jim Crow and Premature Mortality Among the US Black and White Poulation, 1960...CookCountyPLACEMATTERS
"...the study results offer compelling evidence of the enduring impact of both Jim Crow and its abolition on premature mortality among the US black population, althought insufficient to eliminate the persistent 2-fold black excess risk evident in both the Jim Crow and non-Jim Crow states from 1960 to 2009." Epidemiology Volume 25, Number 4, July 2014 Digital Object Identifier 10.1097/EDE.
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
Whose is business is it? Violence Against Women at the University of the West...Taitu Heron
A precursory look at the occurence of violence against women students on one University campus in Kingston, Jamaica. The paper also examines the responses, capacity, what prevails on other university campuses and concludes with recommendations.
IERC 2014: Retention of Talented STEM Students in the Illinois Higher Educati...Christopher Kolar
This study examined initial undergraduate outcomes from graduates of the IMSA classes of 2006-10. Using degree data from the National Student Clearinghouse for 633 graduates, researchers investigated relationships between college sector, field of study, and individual-level variables such as gender and race.
A survey of more than 2,200 adults over the age of 50 finds that more than 20% of them had experienced an emergency — a weather event or power outage — in the past year, but many were not necessarily prepared. Here’s more:
•Medical supplies: Among those who take medications, some 18% didn’t have a week’s supply of essential drugs handy. Among those who relied on electricity for medical equipment, a quarter said they had alternate ways of generating power.
•Shelter and mobility: The majority said they’d have transportation to leave their home in case of an emergency, but a quarter said they’d have trouble finding another place to stay.
•Other supplies: A little over half said they have a seven-day supply of food and water. Fewer than a third have a fully stocked emergency kit.
This study investigates the prevalence and determinants of sexting behaviour among undergraduates in Kwara State. The population for this study comprised all undergraduates in Kwara State while the target population was undergraduates of three universities in the Kwara States. A stratified sampling the technique was used to categorise universities based on ownership (Federal, State and Private) as well as gender. A random sampling technique was used to select 100 undergraduates from each university, totaling 300 respondents. A researcher-designed questionnaire titled Prevalence and Determinants of Sexting Behaviour Questionnaire (PASODOEBEQ) was used to elicit information from sampled respondents. The instrument was validated by experts in Sociology of Education and Educational Psychology. Test re-test method of reliability was applied to test the reliability of the instrument, using the Pearson Product Moment Correlation statistics. The coefficient value of 0.86r was derived. The data collected were analyzed using percentage, mean, standard deviation and Multiple Regression Statistical Tool. The result of the findings revealed that sexting behaviour is prevalent among undergraduates and low self-esteem and peer association are significant determinants. The study recommended among others that schools authorities as a matter of fact should organize a sensitization workshop or seminar for undergraduates on the meaning, ripple effects and the punishment associated with sexting behaviour for necessary social adjustment.
Jim Crow and Premature Mortality Among the US Black and White Poulation, 1960...CookCountyPLACEMATTERS
"...the study results offer compelling evidence of the enduring impact of both Jim Crow and its abolition on premature mortality among the US black population, althought insufficient to eliminate the persistent 2-fold black excess risk evident in both the Jim Crow and non-Jim Crow states from 1960 to 2009." Epidemiology Volume 25, Number 4, July 2014 Digital Object Identifier 10.1097/EDE.
Dynamics Day 2017 Perth: Dynamics 365 Field and Project ServicesEmpired
Does your organisation need to increase project profitability or deliver highly optimised field services? This session will showcase how Microsoft's newest Dynamics 365 capabilities for project service automation and mobile field services can optimise your project delivery and field service capability.
Dynamics Day 2017 Brisbane: Dynamics 365 making it realEmpired
The launch of Microsoft Dynamics 365, has brought new, modern, enterprise-ready apps that enable companies to start with what they need, get productivity where they need it, leverage intelligence built-in, and remain ready for growth. In this session, gain valuable insights into what Dynamics 365 is and how it will transform your business. Explore topics such as product capabilities and licensing.
أعيادٌ مؤجلة | عن زيارة العيد بقلم ابنة أحد المعتقلينseg7oryyah
عن الزيارة الاستثنائية، بهجتها وألمها، انتظارها الطويل ثم تفتيشها المهين، تعبٌ لساعات من أجل دقائق معدودة مع الأحبة، وأخيراً حين ينتصر الدمع فيشق طريقه غير آبه بالمحيطين.
"في أول عيد مر علينا خلال تجربة الاعتقال كنا أكثر حرصًا على الفرح، بدأنا بإدخال الحلوى مبكرًا، أدوات للزينة ليعلقها المعتقلون، في العيد الثانى أيضًا، تمسكنا بكل تقليد ممكن، فى العيدين السابقين أدركنا أن كل الفرح زائف دون الغائبين فلم نعد قادرين على الاصطناع أكثر، هذا عيدنا الخامس، نتجلد و نتمسك ببعض الصبر و الثبات المتبقى، و نرجو أن يكون آخر عيد فى الأسر"
هكذا تحدثت ابنة أحد المعتقلين عن "زيارة العيد" نيابةً عن أسر أكثر من أربعين ألف معتقل، "أعيادهم مؤجلة" على حد وصفها، مؤجلةٌ حتى الحرية.
#وحشتونا
#عيدهم_في_السجن
#عيد_سالب_270
Running head Running head ASSIGNMENT 2 THE LITERATURE REVIEW1.docxjeanettehully
Running head: Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 1
Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 14
Assignment 2: The Literature Review
Jane Doe
EDU 508: Educational Research Methods
Dr. Margie Vance, Ed.D., MBA
Strayer University
November 3, 2019
Introduction
Members of the United States military have dedicated their lives to ensure that all enjoy the freedom and protections provided within the Constitution. These men and women place their lives on the line in war, police actions, and other conflicts and ask for little in return. Many recruits join military service for one specific benefit; Education. The GI Bill, the Montgomery GI Bill, and the Post 9/11 GI Bill are some legislations designed to aid former and current service members in expanding knowledge and achieving educational goals. Initially, these laws were created to help integrate soldiers into resuming civilian lifestyles. Many soldiers had returned from war and needed to be educated to recommence life in the nation's workforce. Concerns regarding how military personnel could obtain the required education prompted the enactment of the various GI programs to help pay college tuition. Enrollment in public, private, and non-profit learning institutions soared as former and current military personnel began seeking to further their educations and become qualified for jobs outside of the military.
Unfortunately, many veterans that began receiving their degrees were unsuccessful in finishing college class requirements. According to a Majority Committee Staff Report provided to the United States Senate in 2014, 66 percent of veteran students using the GI Bill for higher education degrees withdrew from college institutions before completing their degree programs (Health, Education, Labor, and Pensions Committee, 2014, p. ii). Education was being funded almost entirely by the GI bills earned during military service. So why are graduation rates not matching enrollments? This research seeks to explore the barriers that are preventing veterans from obtaining a college degree.
Common Themes
In much of the literature, a mutual theme relating to transition difficulties has emerged. "In order to prepare recruits for their military experience, the basic training process serves to replace the civilian identity with the military identity; this includes shifting the focus away from the individual self to the mission and members of the military unit" (Albright, Fletcher, Pelts, & Taliaferro, 2017, p. 66). Military mentality means that individual identity no longer exists. Basic training can last several weeks to several months. The good of the unit and the collective becomes a personal priority. When leaving military vocations, soldiers are only given minimal instructions intended to acclimate them back into a civilian mindset. "In all branches of the US military, exit counseling and re-entry training is brief and lacks comprehensive support both in time a ...
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Assignment 3:
The Foundation
Dr. Margie Vance, Ed.D., MBA
Strayer University
Research Instrument or
Questionnaire Survey
KwikSurveys (www.kwiksurveys.c
om)
Murvey (www.murvey.com)
Qualtrics (www.qualtrics.com)
QuestionPro (www.questionpro.
com)
SurveyMonkey
(www.surveymonkey.com)
Zoho Survey
(www.zoho.com/survey)
Zoomerang (www.zoomerang.c
om)
• Develop a Survey with 10
multiple choice questions.
• Include 3 to 4
demographic questions
such as gender, age,
marital status, ethnicity,
income, education, etc.
• Five to six questions should
be related to your topic
and research question
http://www.kwiksurveys.com/
http://www.murvey.com/
http://www.qualtrics.com/
http://www.questionpro.com/
http://www.surveymonkey.com/
http://www.zoho.com/survey
http://www.zoomerang.com/
The Scaffolding Process
Introduction Section – cut and paste from Assignment 2
Purpose of the Research – New Section
Problem Statement – New Section
Literature Review Section – cut and paste from Assignment 2
Research Question – New Section
Gaps in the Literature Section – cut and paste from Assignment 2
Theory or Conceptual Framework – New Section
Introduction Section
Cut and paste from
Assignment 2
If you did not previously
prepare an Introduction
Section then complete
one.
New Section
Purpose of Research
What is the purpose of YOUR research?
Start by thinking about why you selected the topic in the
first place.
Use real-life experiences, situations, or scenarios to give
the reader a better understanding of the purpose of your
research.
New Section
Problem Statement
What is the Problem Statement as it relates to your
topic?
Meaning, what is the “issue that currently exists which
needs to be addressed as it relates to your research
topic?”
The problem statement is the “main focus point” of
your research efforts.
Literature Review Section
Cut and paste the 7 to
10 peer-reviewed
article summaries from
Assignment 2
Make sure the number
of sources listed in the
essay also match the
sources listed in the
Reference list
Use APA format when
citing and listing the
sources.
New Section
Research Question
What is your Research Question as it relates to your
own research topic?
This is the question that will drive your entire research
efforts.
This is the question you hope to have answered as
you learn more from reading the peer-reviewed
articles and learn from the scholars or the authors.
Gaps in the Literature Section
Cut and paste the gaps
in the literature from
Assignment 2
Make sure to include
the sources when citing
the author’s own words
as they say, “further
research is needed” or
“there is not sufficient
data on this topic.”
New Section
Theory or Conceptual
Framerwork
Upon reading the peer-reviewed articles, did you see
the key concept or Theory the authors used?
Select ONE that b ...
9Alenazi, Moath Bambrick, Courtney 4202016Prison Educa.docxransayo
9
Alenazi, Moath
Bambrick, Courtney
4/20/2016
Prison Education in the USA.
Prison education also referred to as Inmate Education and Correctional Education is a wide term that consists of some activities of education that takes place in the prison. These activities include both the academic education and vocational training. The goals and aims of such activities are to prepare the inmates for success outside the bars and to enhance rehabilitation of prisoners. (Hartnett 2010)
Programs of education that are offered in the prison are provided and managed by systems of prison in which they live. Funding for these programs is provided by the official correctional department budgets, prisoners, their families and private organizations if the prisoner is pursuing education through a correspondence program. Educational opportunities can be categorized into two; academic education and vocational training.
Each year in the United States, thousands of incarnate people leave the prison system and return to their communities and families. Many reintegrate into their societies, get jobs and become one of the productive members of the society, while others may commit other crimes and end up being taken back to prison.
Although there are some reasons that make others succeed while other do not, it is clear to say that lack of skills and education is one of the key reasons. This is a reason why correctional education programs- whether academically or vocationally based- are the major services that are provided in the facilities of correction across all the states.
Eighty-five percent of United States offer some correctional or prison education programs. A census that was conducted in 2005 of the federal correctional facilities and the state shows that 66 percent of the correlation facilities of the state offered literacy or a 1st to 4th grade education programs, 64 percent offered 5th -8th grade education programs, 76 percent offered GED or secondary education, 50 percent provided vocational training, 33 percent provided special education and 33 percent offered college courses. (Hartnett 2010)
Participation rates of the inmates vary, and so some extent declined, although most of the prison facilities in the state offer some form of education. For example, between the years 1997 to 2004, the rates of participation in GED, ABE, vocational training, and post-secondary programs showed a decline that is modest. In the year 2004, 54 percent of the inmates in the state reported having taken part in the prison education since they were admitted to a correctional facility. 27 percent of prisoners only reported having participated in a vocational training program: 19 percent were reported to have been participated the programs of secondary education; 2 percent participated in adult basic education, and 7 percent took part in adult post-secondary education programs.
The reasons behind this low participation can include lack of awareness of the opportunities of the.
Student Veterans of America: A Review of Veteran Achievement in Higher EducationDana Jarvis
At the Community College of Allegheny County (CCAC) Veteran Services, we strive to engage the lastest research to empower our student veterans...
"Accurate data on the postsecondary academic outcomes of today’s generation of student veterans have been difficult to find. Inconsistent methods of collecting such information has led to confusion about the completion rates of student veterans in higher education, and without
strong, empirical data, the uncertainty will persist.
The Million Records Project was envisioned, planned, and implemented by Student Veterans of America to address these gaps in knowledge and, with additional research,
ultimately determine best practices and policies that promote student veteran success. The result of a public-private partnership among Student Veterans of America, the National Student Clearinghouse, and the U.S. Department of Veterans Affairs, the Million Records Project
explores the postsecondary academic outcomes of nearly 1 million student veterans who initially used Montgomery and Post-9/11 GI Bill benefits between 2002 and 2010. The outcomes explored in the first phase of the project include student veteran postsecondary completion rates,
time-to-completion, level of education, and degree fields..." (from the Executive Summary of the "Review").
Promoting Veterans in Higher Education: Motivation and Adjustments to Their L...Premier Publishers
The 21st century higher education for veterans became a reality with the passing of the Post 911 Veterans Educational Assistance Act of 2008 (The GI Bill or 9-11 G.I. Bill). As a result, veterans are utilizing their educational benefits and attending colleges and universities throughout the United States of America in preparation of their transition to the civilian workplace. While there are numerous studies that highlight veterans’ experiences in higher education, there is limited studies that focus specifically to their motivation and perceptions of the learning environment. This qualitative study, utilizing focus groups, explored the experience of 11 veterans regarding their motivation to pursue higher education coupled with their perceived difference of the learning environment, military compared to higher education. The results revealed that veterans are motivated to pursue higher education and there is a perceive difference in the learning environment. As a result of the findings, some strategies were provided for adult educators with responsibility for teaching veterans.
combatresearchandprose.com: a new open-source applied research initiativeCharles Bloeser
combatresearchandprose.com : a new open-source applied research initiative examining combat and those marked by it (34 slides)
https://combatresearchandprose.com/
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This study purpose was to offer a perspective on Student Engagement: A Comparative Analysis of Nontraditional and Traditional Students Attending Historically Black Colleges and Universities. This study was designed utilizing secondary data from the National Survey of Student Engagement for the 2014 academic year. In comparing traditional and non-traditional undergraduate students, both descriptive and t-test analyses were utilized to explain the differences between nontraditional and traditional students’ levels of engagement while attending Historically Black Colleges and Universities
Dr. William Allan Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Strassberg, petra gender and faculty rank focus v8 n1 2014William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
STUDENTS NAME :
REGISTRATION NUMBER:
SCHOOL :
FACULTY :
COURSE TITLE :
DATE :
HOW MINORITY RECRUITMENT AND ENROLLMENT IS EFFECTIVE ON PREDOMINANTLY WHITE INSTITUTIONS.
INTRODUCTION.
A predominantly white institution refers to an institution of higher learning that mainly comprises of white students and few other races such as African-Americans, Asians and Hispanic. The racial diversity in higher learning institutions across the United States of America is inconsistent since many colleges and campuses tend to be white. Minority and racial recruitment have become significant in general recruitment efforts at many predominantly white institutions. Despite the increased efforts a majority of learning institutions are still unsuccessful in increasing diversity on campus. In predominantly white institutions, it is difficult for foreign students to blend with the white. Most of them are despised, not only by their fellow students but also their teachers. They are never given attention and they are deemed stupid for any concerns they raise in class. This can lead to lower class participation, grades and in some cases even drop outs. This is why it is important for minority students in predominantly white institutions to have a strong support network. We therefore look at look at how minority recruitment and enrollment is now effective on predominantly white institutions.
Some predominantly white institutions have student groups that are dedicated in supporting the foreign students to adjustments. This includes organizations such as Asian Student Association, Black Cultural Society and South Asian Multicultural Organized Students Association. These organizations welcome and support students from other races and also create a network for students to people who remind them of their families. This is essential for a group of students who feel isolated and lack a sense of belonging.
The legal aspect of diversity in higher education system ensures increase in minority groups. The current efforts being made by institutes of higher education to increase diversity on campuses stems from early American segregation. The Supreme Court set legal standards for social conditions. Among them was the separate-but-equal legal standard, also called Plessy v. Ferguson, which was a legal justification for European Americans who attempted to keep the minority illiterate and submissive.
In order to further increased minority enrollment in American colleges and universities, the Supreme Court heard the case of Regents of the University of California v.Bakke in 1978. Bakke who is a student, was denied admission twice to a California medical school despite having better grades and test scores than successful minority applicants. Bakke was among the first to present grievances about affirmative action to court. Bakke clai.
Similar to Buffalo State Veterans Research Paper (20)
2. P a g e | 1
Introduction
Never before in today’s American society has there been a demand for better quality
services for United States service members, Veterans, and military families, especially those who
enroll in colleges and universities. In today’s American society the constant fear of terrorism has
become a new sociological reality. There have been two wars in Iraq and Afghanistan which
have lasted for approximately a decade, and will probably still continue. In addition the US
military still maintains a military presence in South Korea, Vietnam, and other places around the
world.
The National Disabled American Veterans issued a summary research document covering
the unique challenges that women face after military service. Burgess, and Augustine (2015)
report that women make up a substantial number of those currently serving in the US military
armed forces. Approximately 20 percent of those recruited are women with 14.5 of the one
million active duty components of the US military armed forces branches, and 18 percent of
850,000 serving in the reserve component. These authors cite that in the year 2020 the male
population is expected to decline and a significant increase in female veterans is expected to
grow dramatically to approximately 11 percent of the US Armed Forces Veteran population.
Burgess and Augustine cite that unlike civilian women, and male Veterans, female
Veterans face more complex issues related to adjustment after a period of time serving in the
United States Armed Services. From mental health to physical health, many of the female
Veterans face complex issues when adjusting to life outside of military service. The authors cite
that the nation has not yet recognized the contributions females have made to military service,
while serving in the military, and after they have left military life. Burgess and Augustine (2105)
cite that the rates of female Veteran homelessness is at least twice as high resulting in a higher
3. P a g e | 2
risk for homelessness than civilian women. Overall, the authors recommend that changes be
made to include female Veterans in the care they now receive in all areas of society.
From the federal mandates such as the “Vow to Hire Heroes’ Act”, “Housing First”
initiatives for Veterans, and other state programs for assisting Veterans, it is becoming a catch
phrase that there is a “Veteran friendly” program and institution.
This paper will seek to provide some insight into some of the current issues social
workers, school and campus officials, and policy and stake holders can utilize when assisting
current Veterans. First, this paper will address current best practices for serving Veterans on a
college campus while addressing issues regarding Veteran services on Buffalo State College.
Second, the paper will address historical perspectives and current information regarding the Post
9/11 GI Bill. Finally, this paper will address perspectives and best practices that academic
institutions can adopt.
Researchand Demographics
Current research studies indicate that student Veterans will become a larger percentage
of the student population attending colleges and universities (Green & Hayden, 2013; Cate,
2014). In response to this demographic research several colleges and universities have
responded to the needs of student Veterans by having an on campus Veteran’s Service center
connected with a student Veteran lounge. The NASPA Research and Policy Institute (2013) that
while monetary resources are dedicated to support military and student Veterans, 25%
understood the root causes of stop-out and dropout among this population. One noteworthy
statistic is that institutions with at least 100 student Veterans or more have a dedicated office as
opposed to a single staff member supporting active duty and student Veterans. Sponsler, Wesaw,
4. P a g e | 3
and Jarrat (2013) in this study also note that 75% of academic institutions which responded to the
survey indicated having a specific staff member, or office focused exclusively on the student
Veteran population.
A 2012 Washington- Huffington Post article, highlighted the dropout rate among
Veterans stated that at least 88 percent of those Iraq and Afghanistan Veterans who enroll in
colleges and universities will drop out and are seven more times likely to commit suicide than
civilian counterparts. Frustration and feeling of isolation in an academic culture. The article also
highlights that many of the Veterans enrolled in colleges and universities approximately one
third had received diagnoses of severe anxiety, one third received severe depression diagnoses
and approximately 45 percent experienced significant symptoms of PTSD, post-traumatic stress
disorder.
Vacchi (2012), points out that student Veterans have different experiences in the military.
In addition family members of military families also attend colleges and universities who may be
utilizing a family members GI Bill benefits for part, or all of their tuition fees. He points out that
while the term veteran is applied to the broad possibilities of people with association with the
military is a legal term which is used to determine eligibility for federal benefits (2012). Vacchi
defines in the following manner “A student veteran is any student who is a current or former
member of the active duty military, the National Guard, or Reserves regardless of deployment
status, combat experience, legal veteran status, or GI Bill use (17, 2012).” It is important to
recognize that this broader and more inclusive definition of student Veteran integrates the
broader generalist perspective and implies concepts of interdisciplinary practice. This definition
also recognizes the many different varieties and situations in which Veterans may attend and
bring with them to an education. When needs of this population are addressed on college and
5. P a g e | 4
university campuses, student Veterans thrive and may outperform their civilian peers in
classroom performance and graduation rates (Green & Hayden, 2013).
One of the most significant and important research studies conducted was done at the
federal level by the Student Veterans of America (Cate, 2014). This studied utilized statistical
analysis of One Million Records of people who were identified by the Veterans Administration
as utilizing GI Bill benefits between 2002 and 2010 as well as data from the National Student
Clearinghouse which records data from participating colleges and universities. This allowed for
accurate recording of data of the records. The purpose of this research is to enable policy
holders, institutions, researchers, and other personnel to identify and develop policies and
services which would benefit student Veterans (2014). While the research was macro in nature it
excluded certain student Veteran populations from the study. It excluded student veterans who
have service connected disabilities, family members utilizing veteran benefits, and military
reservists and national guard utilizing national guard and reserve education benefits (2014).
However, there is room for future research on possible state and local levels replicating the
research methodology of the Million Records Project which can include these populations of
student veterans.
The research found that approximately 1 in 5 individuals in the sample was female (Cate,
2014) which is current with the current demographics of current Veterans receiving services. The
research found that student Veterans who utilize the GI Bill from 2009 to 2014 completed their
degrees within 5 to 6 years for associates and bachelor’s degrees. Other significant results which
the research states was that student Veterans complete their post-secondary degrees at public
colleges and universities where a majority of the population enroll in professional degrees in
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both the bachelors and associates levels (Cate, 2014). These professional degrees are business,
criminal justice, health professions, and science and engineering degrees (2014).
In dealing with the issue of the Post 9/11 GI Bill, Burgess and Augustine from the
National Disabled American Veterans, (2015) cite that in the period of 2000 to 2009 16.3 percent
of male Veterans obtained a completed college degree with a civilian comparison of 18.1
percent. In respect to the female Veterans 21 percent had obtained a college degree, which is a
higher rate than the overall male population and civilian women. Women also cite that education
benefits are one of the top reasons for serving in the US Armed Forces. While schools have made
serving the Veteran and US Military Service member a top priority, these authors cite that many
US Colleges and Universities are ill prepared, and unprepared to deal with the broad range of
issues this particular population of students. Some may feel stigmatized by utilizing campus
services, including disability services which are often provided free of charge. The authors also
state that these students are respectively older, have families and other obligations including
employment.
Changes recommended for colleges and universities to assist the female student Veteran
population is for colleges and universities to provide pilot programs such as virtual peer support,
child care, and comprehensive guidelines which schools can utilize to assess and improve
services on campus. The authors also recommend that the Veterans Administration should
enhance it’s reporting on colleges and universities which receive VA education Chapter funds,
including the Post 9/11 GI Bill funding.
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Current Practices for Addressing Student Veterans
The Buffalo State Student Veterans of America conducted a panel discussion on Tuesday
April 29, 2014. The panel discussed current issues with Buffalo State representatives in which
student Veterans felt were important issues. In the Spring semester of 2014, Military and Veteran
students attending SUNY Buffalo State were given priority registration for classes which had
just been enacted by the SUNY Buffalo State. This is a recognized evidenced based practice for
US Colleges and Universities. One of the issues presented was a designated space for student
Veterans to carry out business with the VA and for the chapter to carry out business with the
school community and the military and Veteran community. This space was provided in the Fall
of 2015 as initiated by President of SUNY Buffalo State, Conway-Turner.
In examining the current issues at Buffalo State it is important to consider best practices
from other locations. Lohken et. al. (2009) discuss how a state can approach assisting Veterans
on a state level. Saint Cloud State University in Minnesota developed a support center where
student Veterans were aware of campus and community resources and information learned from
fellow student Veterans. The college also networked with the Veteran community to provide
comprehensive services to student Veterans in the school (Creating a Veteran-friendly Campus,
2009).
Abel, Bright, and Cooper, in Called to Serve (2013) discuss best practices for college
campuses to develop when providing services to student Veterans. They recommend college
campuses and universities form an Office of Veterans and Military Services committee with
authority to make recommendations for policy changes and services to promote easier access to
campus services. A centralized space or area for the development of services for student
Veterans. The space should have an adequate reception area, at least one private office space,
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and a meeting area where student veterans, veteran organizations, and the community can
provide comprehensive support to student veterans on a college campus.
The author participated in an on-line, Face Book, forum during the Summer of 2015
obtaining research from other SVA Chapters, after attending the annual SVA National
Conference for the first time. From this process the author obtained current research from Purdue
University’s Military Family Research Institute. Three significant artilces were obtained during
this process.
From the article Rallying The Troops, (2015), it is essential that critical review of
existing program assists in developing awareness of what existing holes may exist in current
funding, programing, staffing needs to further develop a climate friendly to “student Veterans”.
Those with service-connected disabilities need various types of support (Honoring Those Who
Serve, 2015). Currently the Veterans Administration serves on a case by case, combined with
service interaction basis. On this front, SUNY Buffalo State has both the Silent March annually
held every Fall semester, but could utilize the other Western New York, and New York State
Colleges and Universities for support systems only.
Recognition of female Veteran success is something the current SUNY Buffalo State
College and University can utilize and be able to provide the correct amount of support for both
graduates of the university and college levels who were honorably discharges from the US
Military. Those enrolled in undergraduate programs have different environmental factors which
affect different aspects of their education, creating even more barriers for the “student Veteran”
(Appreciating Military Service Realities, 2015). Purdue University utilized methods similar to
“secret shopper” approaches to improving services provided to “student Veterans”. The “secret
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shopper” instances may be more beneficial in the long run, and will assist both the faculty and
staff in the improvement of services.
Historical Perspectives
In considering the evidence base of providing services to student Veterans, it is important
to note that comprehensive services to student Veterans as a special population of students is a
relatively new development which many colleges and universities have recognized the increased
needs of this population of non-traditional students. There are historical roots to colleges and
universities being affiliated with military training, and the military and Veteran community.
Alexander, and Thelin (2013), in the book Called to Serve, discuss the fact that one of the federal
government policies was the 1862 Morrill Act giving land grants to states for the purposes of
developing colleges and universities to enroll students in higher education. The schools were
developed for the purpose of teaching agriculture and mechanics including the promotion of
liberal and professional education to industrial classes. This included military education and
training as part of the education.
Another significant historical development between colleges and military training is the
development of ROTC programs. In 1916 the U.S government established a Reserve Officers’
Training Corps for Army Reserve males to receive officer commissions who completed military
courses and training at various universities and colleges (Alexander, Thelin, 2013). The United
States Navy developed its ROTC in 1926, and the US Marines Corps developed ROTC programs
in 1932. These programs further developed the relationship between colleges and universities
and the US government for military training of qualified officers. In response to the national
draft created in World War I, Congress established War department training units on colleges
and universities in 1917.
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Throughout the 19th century, U.S colleges and universities collaborated with the national
government to solve national problems. Subjects such as science, math, engineering provided
military personnel with professional skills which can be utilized during redeployment phases of
the military as well as provide civilian jobs to retired, and reserve officers. It also allowed for
the development of sophisticated military weapons such as chemical warfare, bombs, and other
information. It also allowed the military to match academic training with military specialized
positions. This collaboration effort between the government and institutions of higher education
allowed for ongoing peacetime support in areas of academic research opening the avenues that
scholarly research had the potential to solve domestically, and social issues in addition to
military preparedness (Alexander, Thelin, 2013).
The GI Bill and Current US Federal Policies
One of the most significant impacts on American society and the military is the
establishment and the development of the GI Bill. This law changed how the federal government
gave compensation for its citizen soldiers during times of military service. After World War I,
bonuses were provided to soldiers through the World War Adjusted Compensation Act of 1924
which could not be redeemed until the year 1945 (Alexander, Thelin, 2013).
Originally known as the Serviceman’s Readjustment Act of 1944, education payments
were given to veterans to attend colleges and universities which was predicted would delay the
veteran’s return to the workforce which would reduce a predicted labor surplus (Alexander,
Thelin, 2013). A year after the war had ended, one million World War II veterans had enrolled in
colleges and universities which was paid for by the GI Bill. These service members permanently
transformed education in colleges and universities where these individuals would become the
most economically successful. The social values of a college education, and improved standard
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of living was passed onto the next generation creating a middle class of educated individuals
(Alexander, Thelin, 2013).
The original GI Bill had several revisions made to it. These changes gave Veterans the
money directly for college tuition payments, and did not leave enough money for veterans to
sustain a living. Veterans worked part time jobs to support their living expenses (Caspers,
Ackerman, 2013). Many Veterans would enroll in low tuition schools, or schools which provided
no tuitions. This resulted in veterans enrolling in two year programs instead of four year
programs. The program was changed in 1966 to encourage military service. Since active duty
military members did not need second jobs to obtain a college degree (Caspers, Ackerman,
2013).
It is important to note that currently there are different GI Bill programs which
student Veterans utilize. Student Veterans utilize the different GI Bill programs based on their
eligibility requirements (Caspers, Ackerman, 2013). Currently 20 states offer in state tuition rates
for Post 9/11 GI Bill recipients. In February 2014, George Altman reports that Congressional
Bill H. R 357 which was titled the GI Bill Tuition Fairness Act would have required all colleges
and universities to offer in state tuition for Veterans receiving Post 9/11 GI Bill benefits in which
a school by the year 2016 would be prohibited from accepting any GI Bill benefits.
In response to Veterans nationwide not receiving the care and support that they need,
Congress passed the “Veterans Access, Choice, and Accountability Act of 2014. This law
provides national guidelines for the Veterans Administration, and other agencies related to the
care of US Veterans. Overall, this law provides funding for health professionals, and other
helping professional’s quality training, and increase in professionals to work with Service
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members, Veterans, and Military families. This law also gave the Veterans Administration
oversight of services to third party agencies for billable services.
In July, 2015, the Veterans Administration was given oversight of the different
educational funds utilized by student Veterans. It gave the Veterans Administration approval of
course work from colleges and universities regardless of a student Veteran’s state of residence.
Specifically, course work can be denied if the college or university charges a student Veteran out
of state tuition for public colleges and universities. The student Veteran is required to enroll in a
college or university within a period of three years of discharge from active military service of at
least ninety days or more. A spouse or child utilizing transferred benefits from a military
member who enrolls in a college or university within three years of the transferred member’s
discharge from a period of active duty service of at least 90 days or more is also charged in state
tuitions rates. A third qualification for education in state tuition benefits are spouses or children
using Marine Gunnery Sergeant John David Fry Scholarship funds who lives in the state in
which they enroll. These spouses and children must enroll in the school within three years of the
death of the service member in the line of duty which follows a period of active duty service of
90 days or more.
In addition, President Barack Obama issued an Executive Order requiring colleges and
universities to establish “Principles of Excellence”. The Executive Order required that a
standardized form for enrollment in colleges and universities be developed by the Secretaries of
the Departments of Education, Veteran Affairs and the Department of Defense. The form will
cover the total costs of the education, which financial aid benefits they are entitled to, and
comparison of the costs of other institutions in the area. It also requires academic institutions to
minimize the administrative procedures and requirements needed to report to respective federal
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departments. Generally, for student Veterans utilizing the Post 9/11 GI Bills and respective
benefits, colleges and universities are to institute uniform procedures for reporting to respective
agencies, and establish procedures to review targeted programs at risk to ensure compliance with
the Principles of Excellence.
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References
Ackerman, Robert; DiRamio, David. (2009). Creating a Veteran-Friendly
Campus: Strategies for Transition and Success. Hoboken, NJ: Wiley Periodicals, Inc.
Barrack Obama. (---). Executive Order: Establishing Principles of Excellence for
Educational Institutions Serving Service Members, Veterans, Spouses, and Other
Family Members. Washington DC.
Cate, C.A. (2014). Million Records Project: Research from Student Veterans of
America. Student Veterans of America, Washington, DC.
Coy, Curtis L. (2014, Nov. 3). Choice Act- Section 702, In-State Tuition for GI
Bill. Retrieved from: www.Veteransbenefits@public.gov/delivery.com
Disabled American Veterans. (2015). Women Veterans: The Long Journey Home.
Retrieved from: www.dav.org
Green, Leigh, & Hayden, Seth. (2013). Supporting Student Veterans: Current
Landscape and Future Directions. Journal of Military and Government Counseling, 1
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Hamrick, Florence A.; Rumann, Corey B. (2013). Called To Serve: A Handbook
on Student Veterans and Higher Education. Hoboken, NJ: Wiley Periodicals, Inc.
Olsen, Heidi L., Volmer, Kimberly A., Pennell, Paul D., Battison, Jon L. &,
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Buffalo State Veterans. SUNY Buffalo State College.
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Purdue University. (2015). Military Family Research Institute. Rallying The Troops;
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Sponsler, Brian A., Wesaw, Alexis J., Jarrat, Dave. (2013). Measuring the Success of
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