This document outlines an agenda for a Green Zone training program at the University of New Mexico aimed at supporting student veterans, military members, and their families. The training teaches faculty and staff about common military terminology, the student veteran population at UNM, resources available through the Veterans Resource Center, how to identify and support student veterans, and how to schedule a Green Zone training for their department. Upon completing the training, participants will be better equipped to assist and refer military students to appropriate support services.
Hunter Strong: Peer Support for Veteran Students at Hunter CollegeMelinda Garcia
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The document provides information about Auburn University's College of Education. It discusses the college's mission of preparing leaders to affect change through education. It highlights that the college's 31,000+ alumni can be found leading and expanding opportunities in all 50 US states and 35 countries. It promotes the wide-ranging degree programs available and describes how graduates enter fields like teaching, healthcare, and human services. The dean expresses excitement about careers in education and their ability to build a better future for all.
The document summarizes the commencement ceremony for Quinsigamond Community College's class of 2013, which honored a record 1,315 graduating students. Due to inclement weather, the ceremony was moved from the main campus to the DCU Center in Worcester. The ceremony included speeches from President Carberry and Board Chair Stacey DeBoise Luster. President Carberry presented graduates with wristbands symbolizing their bond as QCC graduates. The document also provides information on other college events and accomplishments, including the TRiO program honoring graduates, a class field trip to Mechanics Hall, and the honors and awards ceremony.
1. The number of non-traditional students at CSUSB is steadily increasing and they encounter challenges with the registration system that inhibit timely graduation.
2. The proposal aims to provide priority registration to non-traditional students to help the university remain competitive by meeting their needs as they make up a significant part of the student body.
3. Non-traditional students contribute a unique perspective and life experiences that enrich the classroom for all students and faculty.
The Office of Diversity and Multicultural Affairs at Auburn University had a successful year, celebrating the 50th anniversary of integration and focusing on recruiting and retaining minority students. Their recruitment efforts reached over 2,000 students through various on-site and off-site events. The COSAM Summer Bridge Program recruited 22 incoming freshmen and provided a positive experience for participants. Retention strategies like increased use of the Drop-In Center and PASS peer mentoring program helped enhance student engagement. Minority students achieved academic and social engagement through activities, research, and leadership roles on campus.
Jessica Washburn is a student at Florida International University expected to graduate in 2017 with a GPA of 3.6. She has been involved in numerous extracurricular activities including the Heroes Club, Student Programming Council, National Residence Hall Honorary, Delta Epsilon Iota Academic Honors Society, FIU Recreation Leadership Team, and Fostering Panther Pride. She has work experience at Camp Kostopulos, FIU Recreation Center, TAG U.S.A. Gymnastics, and Park Avenue Gymnastics. Her community service includes volunteering at Mount Sinai Medical Center and Charles Wyche Elementary School.
General presentation highlighting United Methodist-related Africa University's student enrollment, academic programs, college structure and key areas of focus as well as alumni impact.
This document provides an overview and schedule for the 2014 AYF Junior Seminar. The seminar will take place over Memorial Day weekend at Camp Lutherlyn in Prospect, PA. Juniors from AYF chapters across North America will attend educational lectures and social events centered on the theme of "To remember, to remind, to reclaim," focusing on Western Armenia and the 100th anniversary of the Armenian Genocide. The weekend aims to educate Juniors about Armenian history and the AYF through a daily schedule of lectures, meals, and evening social activities, all under the supervision of a Junior Seminar Committee and Senior counselors.
Hunter Strong: Peer Support for Veteran Students at Hunter CollegeMelinda Garcia
#HunterStrong helps Hunter College Veterans transition back to civilian and college life with services like peer-support, tutoring, and counseling services.
The document provides information about Auburn University's College of Education. It discusses the college's mission of preparing leaders to affect change through education. It highlights that the college's 31,000+ alumni can be found leading and expanding opportunities in all 50 US states and 35 countries. It promotes the wide-ranging degree programs available and describes how graduates enter fields like teaching, healthcare, and human services. The dean expresses excitement about careers in education and their ability to build a better future for all.
The document summarizes the commencement ceremony for Quinsigamond Community College's class of 2013, which honored a record 1,315 graduating students. Due to inclement weather, the ceremony was moved from the main campus to the DCU Center in Worcester. The ceremony included speeches from President Carberry and Board Chair Stacey DeBoise Luster. President Carberry presented graduates with wristbands symbolizing their bond as QCC graduates. The document also provides information on other college events and accomplishments, including the TRiO program honoring graduates, a class field trip to Mechanics Hall, and the honors and awards ceremony.
1. The number of non-traditional students at CSUSB is steadily increasing and they encounter challenges with the registration system that inhibit timely graduation.
2. The proposal aims to provide priority registration to non-traditional students to help the university remain competitive by meeting their needs as they make up a significant part of the student body.
3. Non-traditional students contribute a unique perspective and life experiences that enrich the classroom for all students and faculty.
The Office of Diversity and Multicultural Affairs at Auburn University had a successful year, celebrating the 50th anniversary of integration and focusing on recruiting and retaining minority students. Their recruitment efforts reached over 2,000 students through various on-site and off-site events. The COSAM Summer Bridge Program recruited 22 incoming freshmen and provided a positive experience for participants. Retention strategies like increased use of the Drop-In Center and PASS peer mentoring program helped enhance student engagement. Minority students achieved academic and social engagement through activities, research, and leadership roles on campus.
Jessica Washburn is a student at Florida International University expected to graduate in 2017 with a GPA of 3.6. She has been involved in numerous extracurricular activities including the Heroes Club, Student Programming Council, National Residence Hall Honorary, Delta Epsilon Iota Academic Honors Society, FIU Recreation Leadership Team, and Fostering Panther Pride. She has work experience at Camp Kostopulos, FIU Recreation Center, TAG U.S.A. Gymnastics, and Park Avenue Gymnastics. Her community service includes volunteering at Mount Sinai Medical Center and Charles Wyche Elementary School.
General presentation highlighting United Methodist-related Africa University's student enrollment, academic programs, college structure and key areas of focus as well as alumni impact.
This document provides an overview and schedule for the 2014 AYF Junior Seminar. The seminar will take place over Memorial Day weekend at Camp Lutherlyn in Prospect, PA. Juniors from AYF chapters across North America will attend educational lectures and social events centered on the theme of "To remember, to remind, to reclaim," focusing on Western Armenia and the 100th anniversary of the Armenian Genocide. The weekend aims to educate Juniors about Armenian history and the AYF through a daily schedule of lectures, meals, and evening social activities, all under the supervision of a Junior Seminar Committee and Senior counselors.
This document summarizes a presentation on strategies for supporting student veterans' success. It begins by introducing the presenters and learning objectives. It then defines who constitutes a veteran student and provides data on growth in VA education benefits usage and the characteristics of student veterans at the University of Arizona. The presentation outlines research-based strategies for supporting student veterans, including making connections, navigating policies and balancing work/life/academics. It provides details on programs at the University of Arizona that support veterans, such as Veterans Education and Transition Services centers and a curriculum to support transition. It also discusses challenges student veterans face and turning their strengths to campus. The presentation concludes with future directions, and a discussion and question period.
The document discusses advising veterans at Empire State College. It notes that Empire State College has developed programs and services specifically for military and veteran students, including dedicated advisors. These advisors receive training on issues like PTSD and TBI that some veterans may experience. The presentation emphasizes the importance of flexibility, cultural understanding, and accessibility of information when advising veteran students.
This document provides a summary of research and planning for a public relations campaign to increase awareness of resources for student veterans at Central Washington University. Key points include:
- Research included surveys of 232 people and focus groups to understand perceptions and needs. This informed the objectives, strategies, and tactics.
- The goal is to increase awareness of resources for student veterans at CWU by 10% through a week-long campaign with events targeting different audiences.
- Partnerships were formed with the CWU Veteran Center, Center for Leadership and Civic Engagement, and John Ford Clymer Museum to increase credibility and resources.
- Target audiences include CWU student veterans, traditional students, and the local community.
The document outlines a public relations campaign plan for a week-long event called "CWU Student Veterans Week" to raise awareness of student veterans and the resources available to them at Central Washington University and in the local community. The campaign's objectives are to increase awareness of resources for student veterans by 10%, reach 35% of the CWU and local population, and initiate the establishment of a CWU Student Veterans of America chapter. Strategies include partnering with local organizations, creating campus events, and mentoring interested students. Research was conducted through surveys, focus groups, and background research on student veterans and SVA.
The document discusses services provided by the Military & Veterans Service Center at Florida State College at Jacksonville to support veteran students. The Center provides academic advising, career resources, computer labs, connections to veteran organizations, and assistance with education benefits. It serves veterans, active military, reservists, and dependents. The Center aims to help with school bureaucracy and connect students to campus and community resources due to challenges veteran students face when returning to school.
This document provides guidance on establishing a Veteran's Center on a college campus. It outlines the need for focused veteran support services and centralized information. The steps include forming a task force to assess veteran needs, supporting a Student Veteran organization, and creating a Veteran's Office with dedicated staff roles to coordinate benefits and act as liaisons between veterans and the college. The goal is to improve access and success of the growing student veteran population through consolidated resources and services.
Cerritos college veterans_issues_presentation_2011_final__bPietro Dalia
The document discusses challenges faced by veterans in college including adjusting to civilian life after the military, physical or emotional issues from service, and lack of family experience with higher education. It provides perspectives from veterans on feeling unwelcome on campus and lacking support. The document offers suggestions for colleges to better support veterans through understanding military culture, providing transition assistance, and creating a welcoming environment that utilizes their strengths.
The document discusses transitioning veteran students and how universities can help them succeed academically. It provides background on veteran students' distinct needs and experiences. It then describes the Veterans Success Team at University of Michigan-Dearborn, which aims to provide resources for veteran, active-duty, and dependent students. Finally, it discusses challenges veteran students face and recommendations for universities to become more military-friendly, such as creating veteran-centered policies, programs and spaces on campus.
The document provides quantitative data on veterans in Contra Costa County and California from the 2010 Census:
- There were around 60,000 veterans in Contra Costa County, making up around 6% of the civilian population.
- The largest groups of veterans were from the Vietnam era (36%) and Gulf War eras (18%).
- Veterans tended to be older, with 23-26% over age 65 and only 5-6% under 35.
- Around 65% of veterans were white, 9% black, and 15% Asian. 21% were Hispanic.
- Median income was higher for male veterans ($51,306) than female veterans ($42,694) or the general population.
The university outreach services provides information to high school students about admission requirements, financial aid, and academic programs to help students apply to and attend a 4-year university. It maintains student files and follows up with admitted students. The director oversees outreach counselors and student ambassadors who are assigned to local high schools to help students with the application process and inform them of important deadlines and events. The goal is to help students, especially those from underserved communities, gain access to higher education opportunities.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
The document summarizes initial findings from a study examining international placement practices at the University of Liverpool. It finds that while practices vary, placements commonly aim to enhance employability and career opportunities for students. Placements provide benefits to student confidence and cultural awareness. However, more systematic data collection and sharing of best practices could help standardize support for students and maximize learning from international experiences.
The document discusses an event called "Connecting Veterans to Careers" that was organized to help connect student veterans to potential employers. It provided an overview of the theoretical framework, grant funding process, and key components of the event, which included Green Zone training for faculty/staff, a student workshop, a panel discussion, and a networking event. The goals were to educate the campus community about veteran experiences and challenges, help veterans prepare for the job search, and allow networking between veterans and employers. Challenges included the veteran population size, marketing, and unexpected funding/timing issues.
The document discusses the need for veteran-specific orientations at universities to aid in the transition of student veterans from military to academic life. It notes student veterans face greater challenges than traditional students due to their different experiences and needs. Research shows student veterans have much higher dropout rates than non-veteran students. The document recommends universities implement orientations for student veterans that address the specific issues they face during transition based on Schlossberg's transition model, including establishing social and academic supports. It provides examples of components such as pairing veterans with mentors and activities to forge bonds that could help lower stress and aid a successful transition to student life.
Taking the AOHS Classroom to the CommunityNAFCareerAcads
Hear the powerful story of how students in one AOHS program work side-by-side with EMT/first responders and healthcare professionals to learn practical lifesaving skills that they use to benefit the community. Explore strategies for partnering with medical experts and bringing this approach to your academy.
Career in student affairs professional panelklpratt
This document provides information about careers in student affairs. It defines student affairs as providing services and support to enhance student growth and development. It outlines many areas of student affairs including housing, activities, counseling, and diversity services. The document discusses benefits such as making a difference in students' lives. It also covers education requirements, salary ranges from $33,500 to $500,000, and good benefits. Contact information is provided for panelists and those interested in the field.
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
This presentation by Dr Mary Kimani discusses a qualitative study exploring success stories of refugee students from Sub-Saharan Africa. It considers African refugee students’ experiences in schools, what African refugee students bring to schools that can be incorporated positively into their learning and school experiences, and how best schools can serve African refugee students. Presented at The Centre of Excellence for Equity in Higher Education (CEEHE) inaugural one-day symposium on students from refugee backgrounds in higher education, at the University of Newcastle on 20 November 2015.
This document summarizes a presentation on strategies for supporting student veterans' success. It begins by introducing the presenters and learning objectives. It then defines who constitutes a veteran student and provides data on growth in VA education benefits usage and the characteristics of student veterans at the University of Arizona. The presentation outlines research-based strategies for supporting student veterans, including making connections, navigating policies and balancing work/life/academics. It provides details on programs at the University of Arizona that support veterans, such as Veterans Education and Transition Services centers and a curriculum to support transition. It also discusses challenges student veterans face and turning their strengths to campus. The presentation concludes with future directions, and a discussion and question period.
The document discusses advising veterans at Empire State College. It notes that Empire State College has developed programs and services specifically for military and veteran students, including dedicated advisors. These advisors receive training on issues like PTSD and TBI that some veterans may experience. The presentation emphasizes the importance of flexibility, cultural understanding, and accessibility of information when advising veteran students.
This document provides a summary of research and planning for a public relations campaign to increase awareness of resources for student veterans at Central Washington University. Key points include:
- Research included surveys of 232 people and focus groups to understand perceptions and needs. This informed the objectives, strategies, and tactics.
- The goal is to increase awareness of resources for student veterans at CWU by 10% through a week-long campaign with events targeting different audiences.
- Partnerships were formed with the CWU Veteran Center, Center for Leadership and Civic Engagement, and John Ford Clymer Museum to increase credibility and resources.
- Target audiences include CWU student veterans, traditional students, and the local community.
The document outlines a public relations campaign plan for a week-long event called "CWU Student Veterans Week" to raise awareness of student veterans and the resources available to them at Central Washington University and in the local community. The campaign's objectives are to increase awareness of resources for student veterans by 10%, reach 35% of the CWU and local population, and initiate the establishment of a CWU Student Veterans of America chapter. Strategies include partnering with local organizations, creating campus events, and mentoring interested students. Research was conducted through surveys, focus groups, and background research on student veterans and SVA.
The document discusses services provided by the Military & Veterans Service Center at Florida State College at Jacksonville to support veteran students. The Center provides academic advising, career resources, computer labs, connections to veteran organizations, and assistance with education benefits. It serves veterans, active military, reservists, and dependents. The Center aims to help with school bureaucracy and connect students to campus and community resources due to challenges veteran students face when returning to school.
This document provides guidance on establishing a Veteran's Center on a college campus. It outlines the need for focused veteran support services and centralized information. The steps include forming a task force to assess veteran needs, supporting a Student Veteran organization, and creating a Veteran's Office with dedicated staff roles to coordinate benefits and act as liaisons between veterans and the college. The goal is to improve access and success of the growing student veteran population through consolidated resources and services.
Cerritos college veterans_issues_presentation_2011_final__bPietro Dalia
The document discusses challenges faced by veterans in college including adjusting to civilian life after the military, physical or emotional issues from service, and lack of family experience with higher education. It provides perspectives from veterans on feeling unwelcome on campus and lacking support. The document offers suggestions for colleges to better support veterans through understanding military culture, providing transition assistance, and creating a welcoming environment that utilizes their strengths.
The document discusses transitioning veteran students and how universities can help them succeed academically. It provides background on veteran students' distinct needs and experiences. It then describes the Veterans Success Team at University of Michigan-Dearborn, which aims to provide resources for veteran, active-duty, and dependent students. Finally, it discusses challenges veteran students face and recommendations for universities to become more military-friendly, such as creating veteran-centered policies, programs and spaces on campus.
The document provides quantitative data on veterans in Contra Costa County and California from the 2010 Census:
- There were around 60,000 veterans in Contra Costa County, making up around 6% of the civilian population.
- The largest groups of veterans were from the Vietnam era (36%) and Gulf War eras (18%).
- Veterans tended to be older, with 23-26% over age 65 and only 5-6% under 35.
- Around 65% of veterans were white, 9% black, and 15% Asian. 21% were Hispanic.
- Median income was higher for male veterans ($51,306) than female veterans ($42,694) or the general population.
The university outreach services provides information to high school students about admission requirements, financial aid, and academic programs to help students apply to and attend a 4-year university. It maintains student files and follows up with admitted students. The director oversees outreach counselors and student ambassadors who are assigned to local high schools to help students with the application process and inform them of important deadlines and events. The goal is to help students, especially those from underserved communities, gain access to higher education opportunities.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
The document summarizes initial findings from a study examining international placement practices at the University of Liverpool. It finds that while practices vary, placements commonly aim to enhance employability and career opportunities for students. Placements provide benefits to student confidence and cultural awareness. However, more systematic data collection and sharing of best practices could help standardize support for students and maximize learning from international experiences.
The document discusses an event called "Connecting Veterans to Careers" that was organized to help connect student veterans to potential employers. It provided an overview of the theoretical framework, grant funding process, and key components of the event, which included Green Zone training for faculty/staff, a student workshop, a panel discussion, and a networking event. The goals were to educate the campus community about veteran experiences and challenges, help veterans prepare for the job search, and allow networking between veterans and employers. Challenges included the veteran population size, marketing, and unexpected funding/timing issues.
The document discusses the need for veteran-specific orientations at universities to aid in the transition of student veterans from military to academic life. It notes student veterans face greater challenges than traditional students due to their different experiences and needs. Research shows student veterans have much higher dropout rates than non-veteran students. The document recommends universities implement orientations for student veterans that address the specific issues they face during transition based on Schlossberg's transition model, including establishing social and academic supports. It provides examples of components such as pairing veterans with mentors and activities to forge bonds that could help lower stress and aid a successful transition to student life.
Taking the AOHS Classroom to the CommunityNAFCareerAcads
Hear the powerful story of how students in one AOHS program work side-by-side with EMT/first responders and healthcare professionals to learn practical lifesaving skills that they use to benefit the community. Explore strategies for partnering with medical experts and bringing this approach to your academy.
Career in student affairs professional panelklpratt
This document provides information about careers in student affairs. It defines student affairs as providing services and support to enhance student growth and development. It outlines many areas of student affairs including housing, activities, counseling, and diversity services. The document discusses benefits such as making a difference in students' lives. It also covers education requirements, salary ranges from $33,500 to $500,000, and good benefits. Contact information is provided for panelists and those interested in the field.
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
This presentation by Dr Mary Kimani discusses a qualitative study exploring success stories of refugee students from Sub-Saharan Africa. It considers African refugee students’ experiences in schools, what African refugee students bring to schools that can be incorporated positively into their learning and school experiences, and how best schools can serve African refugee students. Presented at The Centre of Excellence for Equity in Higher Education (CEEHE) inaugural one-day symposium on students from refugee backgrounds in higher education, at the University of Newcastle on 20 November 2015.
Best-practice model of teaching and learning for refugee students from Sub-Sa...
GZ Program Overview PPT
1. 1
An initiative to support student veterans, military & their families
Program adopted from the UNC-Chapel Hill Green Zone Training
For more information or to schedule a Green Zone training, contact:
Nicole Jones, MSW
Military & Family Transitions Coordinator
jonesn@unm.edu or 505.277.1536
Updated June 2014
2. Today’s Agenda
•Welcome & Introduction
•Terminology: Commonly Used Terms
•Facts & Data: UNM Student Veteran Population
•Veterans Resource Center (VRC) Overview
•Introduction to the Green Zone Training Program: What it is, why it
matters and how it
benefits you
•How to schedule a Green Zone Training for your department/office
•Questions
3. Terminology
Commonly Used Terms
Military Servicemember
◦ Generic term which encompasses Active Duty,
National Guard, and Reserves personnel
Veteran
◦ Any individual who served in the U.S. military
Dependents (AKA—Military Family Member)
◦ Child or Spouse of a Military Servicemember
4. Facts & Data
Veteran Enrollment, Fall 2014
UNM has over 1340 identified veteran &
military students enrolled for Fall, 2014
Note: This number only includes veterans
who utilize GI Education Benefits and
therefore are under the VETCODE
5. Facts & Data
Enrollment & Chapter Benefits
In Fall of 2013, 939 students used
military education benefits:
• 38% were female
• Average age was 26 years, and 48% were veterans or
active duty
• 62% were male
• Average age was 30 years, and 84% were veterans or
active duty
6. Facts & Data
Top 8 Majors, Fall 2013
◦ Business Administration
◦ Psychology
◦ Criminology
◦ Engineering
◦ Biology
◦ Nursing
◦ Liberal Arts
◦ Political Science
7. Facts & Data
Cohort Analysis: Graduation & Retention
Of the 164 students in the Fall 2009 cohort,
◦ 29.3% have graduated
◦ 23.2% have dropped
◦ 47.6% are still attending
◦ In total, a 76.8% retention rate
9. VRC Mission
The Veterans Resource Center is dedicated to
providing the highest quality, comprehensive
support to student veterans & their families, in an
atmosphere that demonstrates commitment,
respect, and academic excellence.
12. SERVICE OVERVIEW
GI Benefits Certification
• Student benefits education and processing assistance
• Certification of benefits for tuition and basic housing allowance
VetSucess on Campus (VSOC)
• Assists student with successful
transition to college life, degree
completion and career
acquisition
Academic Success Program
• Student outreach, scholarship
education, recruitment and
guidance, veteran specific
orientation, and advocacy
Military & Family Transitional Support
Program
• Conducts basic assessment of individual
and/or family needs and provides resource
education and referrals to campus and
community service providers
• Vet-2-Vet Peer Mentoring Program
Community Education & Training
• Workshop delivery
• Green Zone Training Program
www.http://vrc.unm.edu
13. Introduction to Green Zone
Does anyone here know what the Green
Zone signifies in the military?
14. Background & Origin
The Green Zone Training Program was originally created and launched by
the University of North Carolina, Chapel Hill. Modeled after the Safe Zone
Program, Green Zone volunteers receive training specific to issues
potentially facing the student veteran community.
(UNC Office of the Dean of Students, 2014)
15. The
Green Zone
Goal
Prepare university faculty and staff to better understand the
experience of veterans, military service members
and their families at UNM
Empower faculty and staff to provide support and information
about resources available to student veteran community
To develop a Veteran Liaison Network at UNM
16. Green Zone Curriculum
Terminology
Demographics
Identity, diversity & culture
The military experience
Transitions to campus
Disabilities on a college campus
VRC services
Educational benefits
Being an ally
Scenarios & Discussion
17. Learning Objectives
By the end of this training participants will be able too…
Use the correct terminology related to veterans and active-duty military.
Describe the demographics and diversity of UNM veteran and military students.
Identify and explain VRC services for veteran and military students.
Identify the types of military educational benefits and how schedule changes can
incur a student debt.
Summarize the unique strengths of veteran and military students.
Discuss the military experience, including the emotional cycle of deployment, the
challenges of transitions from and back to civilian life, and the experience of
military family members.
Explain how Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury
(TBI) can affect the student’s experience, and suggest services for support.
Determine what to say and what not to say to veterans to be most supportive.
Identify the support veteran and military students want from staff and faculty.
Appraise what to do in difficult scenarios when working with veterans and military
students.
Volunteer to be a member of the UNM Veteran Liaison Network.
18. Who is a Green Zone Ally?
Someone who is…
◦ aware about the issues and concerns faced by student
veterans, servicemembers & families
◦ available to assist the military student
◦ able to make the best possible referral for problem
resolution
They are not…
◦ expected to be experts on the experience of student
veterans
◦ expected to “solve” our students’ problems
19. Veteran Liaison Network
The Veteran Liaison Network (VLN) is a program
designed to strengthen veteran specific support efforts
through the identification of dedicated points of contact
or liaisons in each department at UNM.
Liaisons are…
◦ Volunteers
◦ Green Zone trained
◦ Included in the VLN resource guide
◦ Willing to engage in continuing student veteran
related education and/or participate in the Veteran
Taskforce
21. Student Voices:
What students want campus staff and faculty to know
“We are having normal reactions to an abnormal experience.”
“No two veterans are alike.”
“Each of us has had different experiences.”
“Do Not assume that you know my politics or beliefs just because I was in the military.”
“I may or may not be ready to talk about my experiences.”
“Trust can be an issue for me.”
“Being friendly and listening can go a long way toward building trust.”
“Do Not be afraid of me.”
“We are accustomed to being successful and may be too proud to ask for help.”
(Pfeffer, 2010)
22. Transition Strengths
Veterans bring a unique perspective:
◦ Military training
◦ Life experience
◦ Established identity
◦ A more worldly view
Skills taught in the military:
◦ Leadership
◦ Motivation
◦ Time Management
◦ Work Ethic
23. Transition Difficulties
Translating their military skills into a new profession
Military skills & training may not translate into college
credits
Universities may have difficulty deciphering transfer credits
for those who have attended multiple institutions
Accessing disability resources for accommodations
Understanding the GI Bill
Difference in demographics and life experiences from other
students
24. VETERANS FACE A 4-FOLD TRANSITION
Returning to
civilian life
For some,
having seen
combat duty
Becoming a
college student
Some are living
with visible &
invisible
disabilities
Adapted from Trina Zahller, 3-Fold Transition Model
26. HOW TO SCHEDULE A GREEN ZONE TRAINING
Contact Nicole Jones, MSW
Military & Family Transition Coordinator, Public Ally
Email: jonesn@unm.edu
Phone: 505.277-1536 or 505.277.3181
Or Sign Up Today!
28. References
Office of the Dean of Students (2014). Green Zone Training .
Retrieved October 10, 2014 from University of North Carolina,
Chapel Hill , Web site:
https://deanofstudents.unc.edu/student-support/veterans-resources/green-zone-training
Veterans Resource Center (n.d. ). Meet The Staff . Retrieved
October 10, 2014 from University of New Mexico , Web site: http://vrc.unm.edu/facultystaff/meet-the-staff.html
Veterans Resource Center (n.d. ). Mission & Goals . Retrieved
October 10, 2014 from University of New Mexico , Web site: http://vrc.unm.edu/index.html
Virginia Commonwealth University, USS RAMS (n.d.). University
Support Services for Returning and Active Military Students.
Retrieved October 12, 2014 from Virginia Commonwealth University ,
Aurora Foundation Web site: aurora4vets.org/s/Green-Zone-training.ppt
Editor's Notes
Do we have any advisors from these departments present today?
Services Overview:
VA Certifying Officials:
Certifies benefits for tuition payment and basic housing allowance
Education on the differences, eligibility and restrictions of GI chapter benefits
Walk students through the process so they know how to check on their benefits
A location recognized by veterans as a safe place
Through Green Zone we want to create a safe space for the veteran community @ UNM
Prepare university faculty and staff to better understand the experience of veterans, service members and their families at UNM
Our Responsibility and duty to our students, to UNM staff and faculty, and to the community:
1. Share the strength and unique contribution of our students
2. Improve campus services
3. Take responsibility for campus culture
Identify veterans and military as a culture
Address microaggressions and preconceptions
4. Today’s student-veterans face a three-fold transitional challenge:
Becoming a college student,
Returning to civilian life,
For some, dealing with having seen combat duty.
"This reaction is analogous to that seen in any marginalized group such as ethnic or racial groups, LGBTQ. The concern that mere membership in the group may be pathologized; ex. all African-Americans require remediation. To the contrary. It is not helpful, damaging even, to be color-blind, to ignore how membership in different groups shapes Worldview, choices, needs, etc..."
How many of you have worked with veterans, military servicemembers or military family members?