Veterans

and Military Programs and Services Sargent 1

Veterans and Military Programs and Services

Samantha Sargent
November 10, 2017
EDU 719
Salem State University
Veterans and Military Programs and Services Sargent 2

Veterans and Military Programs and Services is one of the more recent functional areas in

the field of higher education, yet there has been a long-standing relationship between colleges

and universities and the military since the founding of the United States. In 1802, shortly after

his presidential inauguration, Thomas Jefferson established the United States Military Academy

at West Point because he believed education and military service were key elements of a

democratic society. The Morrill-Land Grant Act of 1862, signed by Abraham Lincoln, donated

thirty thousand acres of public land to several eligible states which then provided colleges and

universities the ability to offer agriculture and mechanical arts. Institutions also included military

training on college campuses. Following World War I, the United States decided to provide

education benefits for those veterans who were disabled as part of the Rehabilitation Law of

1919. Various states such as California, New York, Oregon, and Wisconsin also chose to offer

free or reduced tuition to the First World War veterans. Twenty-five years later in 1944,

President Franklin D. Roosevelt signed the Servicemen’s Readjustment Law, which is also

known as the GI Bill. The GI Bill provided tuition assistance and subsistence to those individuals

returning from World War II. During this time period, the bill was considered a grand

experiment, however, it was a great success and has had a substantial impact on education. The

GI Bill has become essential for our returning veterans with a variation of the bill following each

major conflict since World War II (CAS, 2015).

Since the United States has been involved in recent conflicts with Iraq and Afghanistan,

there has been an increase in the visibility of veterans on campuses. The rise in the number of

veterans who are utilizing their education benefits will have an impact on higher education as

colleges and universities will need to implement or improve their programs and resources since

veterans are non-traditional students. Characteristics of a veteran student may include delayed
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enrollment in college, being a first generation student, having additional life experience, varied

employment and marital status, and unique qualities in regard to one’s military service. Non-

traditional students also face various challenges. As student veterans in higher education,

obstacles include understanding detailed education benefits, struggling with finances,

discovering where one belongs and connecting with peers, dealing with academic difficulties,

and overcoming a disability (Osborne, 2014). Colleges and universities have a responsibility to

help student veterans with their transition from service member to civilian. Institutions have now

become veteran-friendly, which refers to the campus making a concerted effort to remove

barriers to the educational goals of veterans, create smooth transitions from military life to

civilian life, and provide information about benefits and services available (Lokken, Pfeffer,

McAuley, Strong, 2009). This can be achieved through the functional area of Veterans and

Military Programs and Services, which offers programs, and services that will help to ease the

transition and provide an environment that is inclusive and supportive.

Mission, Constituents, & Ethics

Mission
The Council for Advancement of Standards in Higher Education (CAS) states the

primary mission of Veterans and Military Programs and Services (VMPS), “Must be to provide,

facilitate, or coordinate programs and services for student veterans, military service members,

and their family members. VMPS must identify student veterans and military service members

and establish a community that connects and supports this population” (2015). Family members

are defined as veterans’, service members’ spouses or partners and children, and survivors of

veterans.

At North Shore Community College Kristine Babcock is the Veterans Services

Coordinator and Certifying Official. A Veterans Services Coordinator serves as the primary
Veterans and Military Programs and Services Sargent 4

point of contact for student veterans on campus. The Department of Veterans Affairs defines a

School Certifying Official (SCO) as an individual who is appointed the authority of completing

all of the necessary paperwork needed to certify the enrollment or changes in enrollment for

student veterans eligible for VA education benefits at the specified college or university (“U.S.

Department of Veteran Affairs School Certifying Official Handbook”, 2017). Babcock served in

the Navy for ten years, which is an advantage because she can understand and relate to the needs

of her students. She explained that currently, North Shore Veterans Resource Team does not

have a written mission statement. Although there was no written mission statement, Babcock

verbalized the central mission of the office, which is to assist student veterans in receiving their

education benefits, connecting the students to resources on and off campus, and supporting the

students through their time at North Shore Community College (K. Babcock, personal

communication, October 18, 2017). The CAS Standards state, “VMPS must develop,

disseminate, implement, and regularly review their missions, which must be consistent with the

mission of the institution and with applicable professional standards” (2015).

Veterans and Military Programs and Services must regularly review their mission to ensure there

is uniformity between VMPS and the mission of the institution, as this is what determines the

direction and effectiveness of the school or university. The lack of a mission statement at North

Shore Veterans Services poses a concern because their office does not have a written document

to review to ensure it is consistent with the larger mission of the institution. A mission statement

describes who an office is, and what an office believes, values, and does. Without a mission

statement, North Shore Veterans Resource Team is unable to accurately describe their identity

and assess whether their services are effective.

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Aaron Couture is the School Certifying Official at the University of Florida. He stated the

central mission of the Office of Student Veteran Services is to serve as a liaison between

University of Florida, its students, and the various federal, state, and local agencies concerned

with veterans’ benefits ensuring that the veterans and dependents are set up for success (A.

Couture, personal communication, October 30, 2017). The statement is clearly stated on the

website, which allows prospective student veterans to understand what the services of the office

are. The mission statement clearly states the identity of the Office of Student Veteran Services,

which allows the office to evaluate whether their services are effective in helping the student

veterans succeed during their time at the University of Florida.

Constituencies and Collaborators

The constituencies of Veterans and Military Programs and Services include student

veterans, military service members, family members, student employees, and graduate assistants.

As stated before, family members includes veterans, service members’ spouses or partners,

children, and survivors of veterans. Many Veterans’ Affairs Offices create partnerships or

liaisons with various departments on campus in hopes of providing the connections the student

veterans may need while working toward their degree. This is supported by the CAS Standards

which states, “VMPS must collaborate with colleagues and departments across the institution to

promote student learning and development, persistence, and success” (2015). On campus

collaborators include but are not limited to Career Services, Academic Advising, Counseling and

Health Services, Disability Services, Financial Aid, and the Registrar’s office. These offices will

provide students with the necessary tools and resources needed to develop and grow throughout

their time at a given school or university. Veterans’ Affairs Offices also pursue off campus

partnerships with services such as the local VA, VITAL, Disabled American Veterans (DAV),

and Student Veterans of America (SVA). Similarly, Veterans’ Affairs Offices may choose to
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partner with companies such as Raytheon or a VA home loan office. The VA home loan office

should include an employee who is a Certified Military Housing Specialist. The off-campus

partnerships allow veterans to pursue opportunities such as buying a home or part time

employment. This is important for student veterans since these students are at a different point in

their lives compared to a traditional college student. The University of Florida Student Veteran

Services website provides a list of both on and off campus resources for current and prospective

students.

Ethics
Each functional area, Veterans and Military Programs and Services included, faces

unique ethical issues, which they must overcome. VMPS personnel will take on various ethical

responsibilities including employing ethical decision making while performing job duties,

performing their tasks within the scope of their position, training, and expertise, recognizing and

avoiding conflicts of interest, and making referrals when issues presented exceed the scope of

one’s position. CAS has also outlined several statements of ethical standards. The statement of

ethical standards includes limits on the disclosure of information contained in students’ records,

personnel respecting privacy and maintain confidentiality in communication and records,

conflicts of interest being addressed, the management of institutional funds must be referenced,

and the issues surrounding scholarly integrity should be addressed (CAS, 2015).

Couture believes the most important ethical issue is obeying the rules and regulations. He

further explained how the University of Florida Office of Student Veteran Services is audited

every two years; however, on a daily basis there is freedom for the staff to certify what they

deem acceptable. Since there is this freedom it can be tempting to give a student more than they

qualify for (A. Couture, personal communication, October 30, 2017).

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At North Shore Community College, Babcock explained confidentiality is a must. In

every Veterans’ Affairs Office the staff will come in contact with hundreds of social security

numbers, therefore it is crucial each office has staff and work study students who they can trust

to keep this information private. Students will also come into the Veterans Resource Center for

appointments with the psychologist or social worker. Therefore, it is important for the students

not only to respect one another but also to maintain confidentiality. Babcock explains how it is

essential for student veterans to understand their resources and recognize their ability to utilize

the Veterans Resource to see the psychologist or social worker having the peace of mind there

will be complete confidentiality from their fellow veterans (K. Babcock, personal

communication, October 18, 2017).

Roles and Responsibilities

Education Benefits

Both Couture and Babcock stated the primary responsibility of staff in Veterans’ Affairs

Offices is to provide student veterans with their education benefits. There are various benefits

available to veterans and their families depending on the type of service and amount of service

completed. All of the education benefits available to students were available on both North Shore

and University of Florida websites.

The Post 9/11 GI Bill or Chapter 33 is available for individuals who have at least ninety

days of aggregate active duty service after September 10, 2001 and are still on active duty, were

honorably discharged, or were discharged with a service connected disability after thirty days.

For individuals who are approved, the bill will provide up to thirty-six months of education

benefits. There are various types of training and assistance approved under the bill including

flight training, licensing and certification, vocational and technical training and on the job

training. Chapter 33 still includes a fifteen-year time limit, which means if an individual was
Veterans and Military Programs and Services Sargent 8

released from the military before January 1, 2013 they have fifteen years to use their benefits.

Monthly housing allowances dependent on location, a book and supplies stipend, and a one-time

rural benefit payment are also available to individuals who are using the Post 9/11 GI Bill. Two

components of the Post 9/11 GI Bill that are unavailable under other bills are the Yellow Ribbon

Program and the Transfer of Entitlement Option. The Yellow Ribbon Program allows approved

institutions and the VA to partially or completely fund tuition and expenses that exceed the

established threshold under Chapter 33. The Transfer of Entitlement Option allows service

members to transfer some or all of their unused benefits to a spouse or dependent children. The

request to transfer the unused GI Bill benefits to eligible dependents must be completed while

serving as an active member of the Armed Forces. If a student is in state and attending a public

school then all tuition and fees will be paid directly to the school. If a student is attending a

public or private university as an out of state student they may be eligible for the Yellow Ribbon

Program.

The Montgomery GI Bill is available to individuals who have enlisted in the United

States Armed Forces. The Montgomery GI Bill Active Duty, also known as Chapter 30, provides

benefits to veterans to have finished their service obligation of two years. The education benefits

may be used towards a college degree, certificate program, technical or vocational courses, on

the job training, and flight training. The individuals who are eligible will receive up to thirty-six

months of education benefits, however, the benefit amount is based on the type of training an

individual has chosen, length of service, and if the individual contributed to the six hundred

dollar buy up program. If an individual chooses, they can contribute an additional six hundred

dollars to receive increased monthly benefits up to five thousand four hundred dollars. The time

limit to utilize Chapter 30 benefits is ten years. The Montgomery GI Bill Selected Reserve is for
Veterans and Military Programs and Services Sargent 9

Reservists who have a six-year obligation in the Selected Reserve and are actively drilling. These

members will receive up to thirty-six months of education benefits. The benefits may be used for

college degree and certificate programs, flight training, licensing and certificate courses, and on

the job training.

Reserve Educational Assistance Program (REAP) provided educational assistance to

members of the Reserve components called or ordered to active duty in response to a war or

national emergency declared by the president or Congress. Unfortunately, the National Defense

Authorization Act of 2016 ended REAP on November 25, 2015, although there are a select

number of individuals who will remain eligible for benefits until November 25, 2019. Luckily,

the Post 9/11 Bill now provides benefits for Reserve and National Guard members who have

served after September 11, 2001.

The Veterans Educational Assistance Program (VEAP) is available to those individuals

who make contributions from their military pay to participate in the education benefit program,

with the government matching contributions on a two for one basis. VEAP assistance may be

used for college degree and certificate programs, correspondence, and apprenticeships or on the

job training. These benefits are good for one to thirty-six months depending on the number of

monthly contributions the individual made. Individuals have ten years from the release of active

duty to use the education benefits (“Education & Training”, 2017).

Other Responsibilities

Although certifying student veterans’ education benefits is the main responsibility of the

staff, once this period has ended there are many other responsibilities. Auxiliary tasks at the

University of Florida includes assisting students with questions about their education benefits,

providing the necessary contacts, and completing an office audit. Each semester the office
Veterans and Military Programs and Services Sargent 10

diligently checks the records and completes an audit of the previous semester (A. Couture,

personal communication, October 30, 2017). As a Veterans Service Coordinator, Babcock’s

other responsibilities include one on one student meetings, student reports, general meetings for

the college, and community meetings (K. Babcock, personal communication, October 18, 2017).

Programs, Activities, and Services

The Association for the Study of Higher Education completed a study on veterans in

higher education and one of factors on the survey was whether an institution was engaged in long

term strategic planning to provide services and programs for veterans. The study states, “Four-

year private schools were statically less likely to answer affirmatively (49%) when compared

with public two-year colleges (67%) and public four-year institutions (72%) (“Institutional

Response to an Emerging Population of Veterans”, 2011). It is concerning that four-year

institutions are not engaged in more strategic planning for their student veterans because this is a

population in need of tailored programs and services.

CAS states, “VMPS must collaborate with key departments to streamline campus

administrative procedures for student veterans and military service members, particularly those

preparing for or returning from deployments” (2015). In line with the CAS Standards, Babcock

clearly stated one of the goals at North Shore Community College is to create relationships in

order to have liaisons in various departments on campus. A list of the various programs and

services available at the North Shore Veterans Resource Center can be found on the website

along with a description. The other programs and services offered include certifying education

benefits, VA VITAL, inviting four year colleges, to the campus to speak to students, housing

referrals, peer support through the VFW in Beverly, hosting an annual community job fair, and

hosting an occupational therapy assistant (OTA) internship inside the center (K. Babcock,
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personal communication, October 18, 2017). VITAL stands for the Veterans Integration to

Academic Leadership, the VA’s approach to reaching out to student veterans to help facilitate

the transition from service member to student. The mission of VITAL is, “To provide world-

class healthcare and improve the overall mental health of veterans, while supporting their

successful integration into college and university campuses” (“What is the VITAL Initiative?”,

2017). VITAL accomplishes their mission through the promotion of positive cohesion between

veterans and the entire learning community through education and training, access to VA

healthcare services and counseling, and providing efficient care coordination of all available

services. The VITAL team member is currently at North Shore Veterans Resource Center four

days a week. The VFW is The Veterans of Foreign Wars of the United States, the largest and

oldest war veterans service organization. The VFW is an advocate for veterans speaking within

the local government and at Congress to help shape the legislation regarding benefits. The

organization also offers assistance programs such as scholarships, emergency financial relief, or

help filing or appealing a VA claim (“VFW Who We Are, 2017).

The delivery of programs and services at the University of Florida looks different

compared to North Shore Community College because of the large difference in student

populations. Since the University of Florida is a large university there are two physical office

spaces, one for the administrative tasks and one for the student veterans. One office is solely for

certifying education benefits and is part of the Registrar’s Office. The other office is the Vet’s

Success Center. This is a dedicated space for student veterans to utilize in order to have their

general questions answered, use the computers and printing, receive tutoring, schedule

appointments with the social worker, or relax between classes. The Vet’s Success Center staff
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consists of three student workers and a counselor (A. Couture, personal communication, October

30, 2017).

Since 2001, over two million men and women have served in Operation Iraqi Freedom

(OIF) and Operation Enduring Freedom (OEF). There are many factors influencing the

adjustment from military life to civilian life including amount of time between discharge and

entry into college, balance between academic and social life, and trauma exposure. Therefore,

there is a need to increase the mental health and social work care available to veterans on

campus. The Journal of Rehabilitation, Research and Development estimates twenty-five percent

of returning OIF and OEF veterans have a mental health diagnosis, including PTSD and

traumatic brain injuries. Mental health and social work services have the capacity to improve

overall functioning and academic goals, but there are barriers to receiving those services. The

barriers include veterans being unaware they are eligible for services, difficulty navigating the

VA system, and not enough time to use the needed services. This is one reason one many schools

and universities have decided to become a one-stop shop, offering mental health and social work

services in the office (McCaslin, Leach, Herbst, Armstrong, 2013).

The GI Bill has allowed millions of veterans to attend college, but these students arrived

with a different skills and experiences than their peers. CAS explains, “VMPS must provide

support and advisement for student veteran organizations and veteran advisory groups on

campus” (2015). Many schools and universities, University of Florida included, have student

veteran organizations on campus. Student Veterans of America is a non-profit organization

focused on addressing the needs of military veterans in higher education. On campus the

organization is responsible for advocating for all of the student veterans who are enrolled at the

institution. Student Veteran Organizations are similar to other organizations formed on college
Veterans and Military Programs and Services Sargent 13

campuses. SVO allows a group of veterans with similar interests and experiences to express

themselves and be a voice for all of the veterans on campus. These organizations are dependent

on student leadership, but also include an advisor who is able to provide larger connections to the

campus community (Summerlot, Green, & Parker, 2009). Couture explained that since there is a

large presence of student veterans on campus, approximately eight hundred students, the Student

Veteran Organization has grown. The organization also has the emotional and financial support

from the Dean of Students, which has been beneficial. Several functions of the organization

include advocacy, helping new student veterans adjust to the campus, and informal and formal

events. Student Veteran Organizations can be vital to help student veterans further develop

leadership skills and make campus connections (A. Couture, personal communication, October

30, 2017).

Educational Background

The educational background of an individual who is employed in Veterans and Military

Programs and Services can vary. Typically, professionals in this functional area at minimum

have a Bachelors degree in a preferred field such as Behavior Science or Public and/or Business

Administration. Although one can get a job in the field with a Bachelors degree, a Master’s in

Education or Psychology is preferred. Babcock does not have her Masters in Education, but does

not consider this functional area to be a life-long career. She is considering pursuing her M.Ed to

give herself more career flexibility (K. Babcock, personal communication, October 18, 2017).

Almost all professionals within VMPS have military experience. If the SCO is a veteran there

will be an instant bond with the students who come into the office. Knowledge about education

benefits and resources is necessary in this functional area.

Veterans and Military Programs and Services Sargent 14

As a School Certifying Official, there are two paths an individual can take. Individuals

can choose to stay within the university environment and climb the ladder or can choose to work

for the government. Government jobs include state approving agencies, which oversee all

schools and universities in a specified state or creating policies and legislation around veterans’

benefits (A. Couture, personal communication, October 30, 2017).

Contemporary Issues
Government
As with any functional area in student affairs, there are current issues professionals face

on a daily basis. The biggest issue facing Veterans and Military Programs and Services is the

constraints placed on this functional area by the government. Throughout the years, the GI Bill

has allowed millions of American veterans to go to college and as the years have passed there

have been many variations of the bill but since much of the work professionals are involved in is

based on the government, students can find themselves spending many weeks waiting on

payments.

This past August, President Trump signed the Harry W. Colmery Veterans Educational

Assistance Act, also known as the Forever GI Bill. There are five major changes in the new bill.

In previous versions of the GI Bill, veterans had fifteen years after separating from the military

to utilize their education benefits. The Forever GI Bill has revoked the time limit for all veterans

who have left active duty on or after January 1, 2013. Generally the amount of benefits an

individual receives will vary, dependent on the amount of time one has served and the nature of

that service. But, the new revision has expanded benefits for National Guard and Reserve

members. Additionally, any veteran who has received a Purple Heart is eligible for full benefits.

The Purple Heart is a United States military decoration awarded to individuals who have been

wounded or killed while serving. This award is given in the name of the President. Another
Veterans and Military Programs and Services Sargent 15

change veterans will see in the new bill is relief and assistance for individuals who were affected

by an institution who has lost their accreditation or closed all together. This is a significant

change because studies have shown veterans are likely to attend for-profit colleges, which are

vulnerable to closures leaving student veterans unable to finish their education. With the new

Forever GI Bill, the VA will now provide up to nine months of additional benefits for students

who are pursuing an undergraduate degree in STEM; science, technology, engineering, and

math. The last substantial change in the new bill is the removal of the expiration date put in place

by the Post 9/11 GI Bill for work-study students. The new legislation will provide extra

compensation to those students who choose to participate in the work-study programs

(“Education and Training”, 2017). Couture explained how sorting out the details with

professionals in regard to the new legislation is difficult because no formal policies have been

written. Consequently, there is also no execution on how to address any of the situations these

VMPS may encounter because the bill is in the beginning stages (A. Couture, personal

communication, October 30, 2017).

Another change that is occurring is within the VA, as they are currently in the process of

updating their central system as well as developing a new submission system. The system being

used at this time is quite old and can cause challenges for School Certifying Officials. This

would be a huge step for both the VA and all of the schools and universities as the outdated

technology have caused many issues for students and professionals alike (A. Couture, personal

communication, October 30, 2017).

Financing

A large issue within the field of higher education, as well as Veterans and Military

Programs and Services is financing. Babcock, who made no mention of the current legislation,
Veterans and Military Programs and Services Sargent 16

instead believes the current challenge professionals face in this functional area revolves around

institutional financing. She believed that as college and university budgets are strained, Veterans’

Affairs Offices may be one of the first resources to be cut. Babcock is concerned about the

budget constraints because veterans are non-traditional students who rely on having a Veterans’

Affairs Office on their campus as a life-line to services such as VITAL. There are also colleges

and universities, which receive government money from Vocational Rehab but do not have a

Veterans’ Affairs Office for the student veterans and Babcock sees this as a concern because

there is no direct point of contact on campus for the students. She is worried because she feels as

if it is a numbers game and if the numbers of veterans who are attending school fall below a

certain point the budget may be cut (K. Babcock, personal communication, October 18, 2017).

Institutional Type

The type of institutional greatly affects the nature of the work, especially in Veterans and

Military Programs and Services. CAS states, “To achieve program and student learning and

development outcomes, VMPS must be purposefully structured for effectiveness” (2015).

University of Florida, located in Gainesville, is a large public land grant, sea grant, space grant

institution serving fifty-five thousand students. A sea grant university is a national network

composed of thirty-three colleges and universities which are involved in scientific research,

education, and training projects geared toward the conservation and practical use of the coasts,

Great Lakes, and other marine areas. A space grant institution is an educational institution

formed for the purpose of outer space research. There are fifty-two institutions that fall under this

designation. At the University of Florida there are two offices designated for serving the student

veterans, each reporting to a different office. The Registrar’s Office reports to the division of

Enrollment Management while the Vet’s Success Center reports to the Dean of Students. Since
Veterans and Military Programs and Services Sargent 17

the student veteran population is quite large at the University of Florida, there has been an

emphasis on teaching students about their benefits. The purpose of teaching students about their

benefits is students can then be responsible and then will be able to help themselves and their

fellow veterans (A. Couture, personal communication, October 30, 2017).

North Shore Community College, with campuses in Danvers, Lynn, and Middleton

Massachusetts, is a community college offering over eighty associate degree and certificate

programs to sixteen thousand students per year. Unfortunately, the only campus with a space for

veterans to utilize is in Danvers. The Veteran’s Resource Center reports to the Dean of

Enrollment Services. Babcock hopes the Lynn campus will be able to have a resource center by

the beginning of next year, but this is dependent on staffing and financing. Babcock explained

that institutional type greatly affects the nature of Veterans and Military Programs and Services.

The population of community colleges is constantly changing and therefore there is a short

window to be effective and build relationships with the students. The climate of the Veterans

Resource Office at North Shore also has a tendency to be more frantic because student veterans

have the ability to come in on the first day of classes and request benefits (K. Babcock, personal

communication, October 30, 2017).

Professional Development Resources

Each functional area has several dedicated professional associations and journals, which

are developed to assist in the growth and development of the professionals who provide

programs and services to their constituents.

The National Association of Veteran Program Administrators (NAVPA) is a non-profit

organization. This organization serves individuals working within the growing field of veterans.
Veterans and Military Programs and Services Sargent 18

The National Association of Veteran Program Administrators was instrumental in helping to

develop the CAS Standards and Guidelines for VMPS. The purpose of NAVPA is,

To promote professional competency and efficiency through an association of members

and others associated with, and involved in, veterans' educational programs; to promote

the development, improvement and extension of opportunities to any veteran or

dependent of a veteran for his or her personal growth and development to its fullest

potential (“About Us”, 2017).

There are three different levels of membership within the organization. An institutional

membership consists of educational or training institutions, which have a VA facility code.

These institutions serve the interests and needs of the student veteran community. Examples

include colleges, universities, technical, business, and vocational schools. An institutional

membership provides one vote and members may hold office. The cost of this membership is one

hundred and seventy five dollars annually. The second type of membership is an institutional

auxiliary membership. This membership is awarded to branch campuses or extension centers of

the member institutions, which share the same OPEID as an existing member. These members do

not have the right to vote or the right to hold office unless the primary institution chooses to yield

their rights. An institutional auxiliary membership costs fifty dollars annually. The last type of

membership is an associate membership. Associate membership is held by individuals,

institutions, organizations or agencies, which service the interests and needs of the student

veteran community but do not have a VA facility code. These organizations cannot hold office

but receive one vote. Veteran service organizations, counseling facilities, and employment

agencies are several examples of institutions, which can hold this type of membership. An

associate membership costs one hundred dollars annually.

Veterans and Military Programs and Services Sargent 19

The National Association of Veterans Upward Bound (NAVUB) is the professional

association for the Veterans Upward Bound staff personnel. NAVUB is devoted to developing

the professional staff of those who work with the VUB veterans. Veterans Upward Bound

projects are free TRIO programs designed to help U.S. eligible veterans succeed in their

postsecondary education. This program is funded by the U.S. Department of Education and

currently there are forty-nine programs across the country. The membership costs are per

program and not per individual staff. Several benefits of the professional association include free

copies of the NAVUB Newsletter, voting in elections, the ability to serve on NAVUB

committees or hold office, and participating in actions to influence national policy regarding

VUB projects. Each year an annual conference is held, this year’s conference will be held in

Virginia (“About NAVUB”, 2017).

Student Veterans of America (SVA) is a collection of student veteran groups on college

campuses across the globe, with a total of one thousand four hundred chapters. The Student

Veterans of America hope all veterans will be able to succeed in higher education and gain

employment. The mission of the Student Veterans of America is “To provide military veterans

with the resources, support, and advocacy needed to succeed in higher education and following

graduation” Each year SVA holds a National Conference, this year’s conference being held in

January in San Antonio, Texas (“About SVA”, 2017)

NASPA, Student Affairs Administrators in Higher Education has a Veterans Knowledge

Community, which identifies and shares the best practices to support student veterans in higher

education. The mission statement is as follows, “The Veterans Knowledge Community will

advance veterans best practices through the education and involvement of VKC members and

NASPA members in general” The success of a student veteran in college is measured by a

Veterans and Military Programs and Services Sargent 20

successful entry into the workplace, not simply by whether the student was able to transition into

a college campus (“NASPA Knowledge Communities, 2017).

Conclusion

Although Veterans and Military Programs and Services is a relatively new functional area in

higher education, student veterans have been on college campuses for decades. Veterans are now

enrolling in post secondary institutions to advance their career opportunities, develop new skills,

improve their quality of life for themselves and families, and transition into the civilian

community. As the numbers of veterans continue to rise, schools and universities should be

prepared with programs and services to help this diverse group of students succeed. The

functional area of Veterans and Military Programs and Services is crucial to help student

veterans integrate into student life at a given institution.

Veterans and Military Programs and Services Sargent 21

References

About Student Veterans of America. (2017). Retrieved November 10, 2017, from

http://studentveterans.org/aboutus

Council for Advancement of Standards in Higher Education (2015). Veterans and military

programs and services. In Council for the Advancement of Standards in Higher

Education (Ed.), CAS professional standards for higher education (9th ed.). Washington,

DC: Author

Department of Veterans Affairs, Veterans Health Administration, Mental Health Strategic

Healthcare Group. (2017). Retrieved November 3, 2017 from

https://www.mentalhealth.va.gov/studentveteran/vital_education.asp

Francis, L. C., & Kraus, A. (2012). Developing a student veterans center: The confluence of

academic and military cultures. About Campus, 17(4), 11-14.

Institutional response to an emerging population of veterans.(2011). ASHE Higher Education

Report, 37(3), 95-112.

Kevin C. Jones (2017) Understanding transition experiences of combat veterans attending

community college. Community College Journal of Research and Practice, 41(2), 107-

123, DOI: 10.1080/10668926.2016.1163298

Lokken, J. M., Pfeffer, D. S., McAuley, J., & Strong, C. (2009). A statewide approach to
Veterans and Military Programs and Services Sargent 22

creating veteran-friendly campuses. New Directions for Student Services, (126), 45-54

McCaslin, S. E., Leach, B., Herbst, E., & Armstrong, K. (2013). Overcoming barriers to care for

returning veterans: Expanding services to college campuses. Journal of Rehabilitation

Research & Development, 50(8), vii-xiv.

Summerlot, J., Green, S., & Parker, D. (2009). Student veterans organizations. New Directions

for Student Services, (126), 71-79.

Veterans Get Involved (2017). Retrieved November 12, 2017, from

https://www.naspa.org/constituent-groups/kcs-veterans/get-involved

Informational Interviews:

University of Florida
Aaron Couture, Student Veteran Services Coordinator, Office of University Registrar
Division of Enrollment Management
acouture@registrar.ufl.edu
352.294.3007
Veterans and Military Programs and Services Sargent 23

North Shore Community College

Kristine Babcock, Veterans Services Coordinator, School Certifying Official
Danvers Campus
kbabcock@northshore.edu
978.762.4187