Helping America’s Best, Brightest and Bravest get their degree

1. Veterans Resource Centers On Campus: How To Create, Staff & Fund A Thriving CenterDr. John Schupp, NGG National Director Helping America’s Best, Brightest and Bravest get their degree

2. What This Presentation Will Provide • Variables that affect a student veteran’s graduation • Why they will graduate if given the right environment • Impact of support centers on today’s campuses • Their impact on their targeted demographic • Based on this data, why the VRC will work

3. What This Presentation Will Provide • What is a Veteran Resource Center • Why it creates the right environment • Impact on the student veteran • Graduation, retention • Impact on the campus and community • Financial and human • How to fund it, How to staff it, Where to locate it • How to gain interest in it within your community

4. Degree Completion Variables - Civilians Credits earned/GPA after 1st year Summer credits Full or part-time Compare to campus veteran programs Predict the graduation rate for veterans

5. Graduation Variables - Civilians Credits Earned/GPA Earned 4yr. degree 1st year 20 or more credits earned 2.75 GPA university 2.39 GPA comm. college 2nd year 58 or more credits earned 2.91 GPA Attended - no degree 1st year Less than 20 credits Less than 2.50 university Less than 2.32 comm. college 2nd year 31.6 or more credits earned 2.13 GPA • Civilians: Full-time needed (12 more credit hrs.) 1st year • First year GPA is critical to graduation The Toolbox Revisited:Paths to Degree Completion from High School Through College Clifford Adelman Senior Research Analyst Policy, Research, and Evaluation Staff Office of Vocational and Adult Education U.S. Department of Education, February 2006

6. Create Vets only ‘Gen Ed’ cohorts - optional 12 credit hrs. (full-time benefits) ‘vets only’ 1st semester 9 credit hrs. ‘vets only’ classes 2nd semester Forced to take 3 more credit hrs. in civilian classes Track progress of Vets in the classes Compare retention rates and GPAs of veterans For cohort classes and non-cohort classes Experiment to Improve Retention Rates and Help With Civilian Transition

7. Graduation Variables - VeteransCredits Earned/GPA 1st yr. totals - 37 students Vet cohort only classes 3.54 GPA 170 cr. hrs. attempted/earned 26 avg. credit hrs./student No cohort classes - Same vets 154 cr. hrs. attempted/earned 2.93 GPA 1st yr. totals - 10 students No cohort classes 79 cr. hrs. attempted 71 cr. hrs. earned 7.2 avg. credit hrs./student 2.57 GPA • Vet Learning Community improves GPA/credits earned • Improves probability of graduation

8. Veteran Variables - Courses Offered Some Gen Eds are more difficult than others They have been out of high school for 4yrs. or more English and math are most difficult Have not had math in a while Proper English not spoken/written Acronyms, commands, etc. Communications, sociology, psychology 1st semester They have been taught to communicate in many cultures Military is all about psychology, sociology Sign language is a good foreign language course

9. Graduation Variables - VeteransCourses Offered/GPAs Veteran Cohort classes 1st year Youngstown State University - Fall 2009 Sociology 17 students 3 cr. hrs. - 3.33 GPA General Psychology 21 students 3 cr. hrs. - 2.70 GPA Communications 5 students 3 cr. hrs. - 3.60 GPA Math - Elementary Algebraic models 6 students 1.14 GPA 26 total different students in these 4 classes

10. Civilians Summer classes and decreasing drop out rate One summer term (4 credits) 54.8% continue on to complete next full academic year 10 credits or more 61.1% continue on to complete next full academic year Every summer term completed Increases graduation by 11.2% Graduation Variables - Civilians Summer Courses The Toolbox Revisited:Paths to Degree Completion from High School Through College Clifford Adelman Senior Research Analyst Policy, Research, and Evaluation Staff Office of Vocational and Adult Education U.S. Department of Education, February 2006

11. Graduation Variables- Veterans Summer classes Many veterans will take summer courses 65% vets take them on 3 university campuses sampled They are on a tight schedule They continue their BAH They continue enrollment Less chance for VA to mess it up Summer courses increase GI Grad probability

12. Graduation Variables - Full or Part-TimeCivilians Degree attainment after 6 years Part-time students 14.9% obtained degrees or certificates 2.2% Associate’s degrees, 12.7% certificates 0% Bachelor’s degrees 73.4% were no longer enrolled after 6 years Full-time students 64.4% obtained degrees or certificates 8.3% Associate’s, 12.4% certificates 43.7% Bachelor’s degrees 28.2% were no longer enrolled after 6 years The Toolbox Revisited:Paths to Degree Completion from High School Through College Clifford Adelman Senior Research Analyst Policy, Research, and Evaluation Staff Office of Vocational and Adult Education U.S. Department of Education, February 2006

13. Graduation Variables - VeteransFull/Part-time Most Chapter 33 Veterans will go full-time Latest data shows 82% are full-time 4 campuses, 4 states, over 800 total Chapter 33 vets They get full-time BAH Their time is limited Only 36 months allowed - not credit dependent Need to finish in 4 each 9 month academic years They want to finish and get on with their lives Full-time increase GI Grad probability

14. All veteran classes = counseling sessions Vets arrive early to classes, always Before class starts, open discussions take place Past military events, future plans, family issues Classroom offers chance for mini counseling session Easier to discuss past when you immediately focus on future Vets want to come to campus, they want to come to class Attendance increases - Increase GI Grad probability Veteran Variables - Attendance

15. Other Variables Affecting Enrollment Veteran department/person Location of the veteran department on the campus Certifying official Veteran lounge/center on campus Total student veteran population Student Veteran Organization We will compare student veteran/service-member enrollment data from Fall 2009 to Spring 2010

16. Veterans Department or Person? Community College Veterans Dept. 1.4% Increase Person 4.3% Increase University Veterans Dept. 3.4% Increase Person 5.1% Increase Veteran ‘Department’ may change people. The Veteran ‘person’ usually is not changed. This familiarity is comforting to the veteran. Increase comfort = Vet will go to them for support Ohio’s Student Veteran enrollment-The impact of Ohio’s Best, Brightest and Bravest on the State of Ohio - Ohio Board of Regents, Dr. John Schupp, September 2010

17. Certifying Official - Duties Community College Many responsibilities 6.3% Decrease Sole responsibility 4.4% Increase University Many responsibilities 4.5% Decrease Sole responsibility 6.9% Increase • Certifying officials usually have many responsibilities • Veteran paperwork problems may not be the top priority • Vets problems not solved, vets drop out

18. Total Campus Veteran Population Community College Under 300 total vets 0.3% Increase Over 300 total vets 2.7% Increase University Under 400 total vets 2.9% Decrease Over 400 total vets 4.9% Increase A Critical mass must be reached. When a threshold of 300 vets for a CC, or 400 vets for a university is reached, the veterans can find each other, support each other, and stay on campus. Less than these numbers, vets cannot find each other, don’t get the support and drop out. Shows the need for a veteran lounge.

19. Student Veteran Organization Community College Organization not present 2.7% Increase Organization present 3.1% Decrease University Organization not present 3.2% Increase Organization present 5.1% Increase Student Veteran Organization provides support for student veterans, support leads to retention. Community colleges - there are only 2yrs. of student veterans present Too much emphasis on recruiting members and electing officers.

20. Impact of a Veteran Lounge/Resource Center Community College Lounge not present 1.2% Increase Lounge present 3.9% Increase University Lounge not present 2.7% Increase Lounge present 5.6% Increase Having a place for the student veteran to go to impacts enrollment. Student veteran can find other student veterans for support here.

21. The Impact of Other Campus Programs for ‘At Risk’ Demographics • Women’s Centers • African American Centers • Hispanic/Latino/a Help Centers • Offices for Inclusion and Inter-cultural initiative

22. Success Rates of Student Support Centers • Women’s Center on Campuses • 1960 - 35% of all Bachelor’s degrees were awarded to women • 2004 - 58% of all Bachelor’s degrees were awarded to women • Success due to many factors • “What has changed is that more women are now using their longstanding academic advantages and translating them into college degrees.” • “In the 1960s and 70s, girls were getting better grades, but many young women were not going to college, or they were dropping out of college to get married. Now the benefits of a college education are growing faster for women than they are for men, and women are taking advantage.” (Claudia Buchmann, co-author of the studies and associate professor of sociology at Ohio State University) • Women’s centers had to play some role in this success

23. Success Rates of Student Support Centers • Campus Women’s Support Centers • National Education Longitudinal Study • 12,000 students from around the country • Born in 1973-74, studied through to year 2000 • College enrollment of students sampled • 52% of girls, 51% of the boys • College grads of those enrolled in 4yr. campus • 63% of women graduated • 55% of men graduated • Women are in the majority on most college campuses • Women’s centers are present on most college campuses

24. Success Rates of Student Support Centers- African Americans • Graduation Rates Nationwide - 2001-2005 • 42% of all African Americans who enter college graduate in 6 years or less • 62% of Caucasian students who enter college graduate in 6 years or less • The Trend - African Americans • Women between 1990 and 2005 • Graduation rate increased from 34% to 46%. • Men between 1990 and 2005 • Graduation rate increased from 28% to 35%. • Journal of Blacks in Higher Education - July 2006 http://www.jbhe.com/features/50_blackstudent_gradrates.html

25. Reasons for Changes in the Trends • Racial climate • Creating a favorable environment for African Americans on the campus • “A nurturing environment for black students is almost certain to have a positive impact on black student retention and graduation rates.” • Brown University - very well known positive environment • Third World Transition Program (TWTP) • Provide students with a safe space to discuss issues and concerns that effect minority students in predominantly white institutions • Offers the opportunity to explore the types of institutional supports available to help negotiate such environments http://www.newsweek.com/2010/02/18/minority-report.html http://www.brown.edu/Student_Services/TWC/MPCs/index.html

26. Reasons for Changes in the Trends • Many campuses with high African American graduation rates • Have orientation and retention programs • Help African American students adapt to the culture of predominantly white campuses • Mentoring programs • for African American first-year students involving upperclassmen • Strong African American student organizations • Help create a sense of belonging among the African American student population. • Relatively large core of African American students on campus

27. Success Rates of Student Support Centers - Hispanics • Graduation rates nationwide - 2005-2007 • 51% of all Hispanics who enter college graduate in 6 years or less • 59% of Caucasian students who enter college graduate in 6 years or less • Reasons for low Hispanic graduation rates • Financial challenges • For debts as low as $200 • Less likely to be aware of loan and scholarship assistance By KATHERINE LEAL UNMUTH / The Dallas Morning News kunmuth@dallasnews.com Published 22 March 2010 02:31 AM

28. Hispanic/Latino Grad. Rates - Texas Campuses • Southern Methodist University • 71% Hispanic graduation rate • 73% Caucasian graduation rate • University of Texas • 69% Hispanic graduation rate • 77% Caucasian graduation rate • Reason for SMU Success • Specific multicultural coordinator • Focused on programs for Hispanic students • Mentoring programs among the Hispanic students and alumni • Scholarships provided by a Hispanic alumni association SMU Assistant Provost Anthony Tillman "We get them connected to the institution and oriented," he said. "There's a strong bridge of support." By KATHERINE LEAL UNMUTH / The Dallas Morning News kunmuth@dallasnews.com Published 22 March 2010 02:31 AM

29. Success of Student Support Centers • Create a favorable campus climate for the demographic • Have department or centers for the demographic • Establish specific coordinators for the demographic • Establish mentors for the demographic

30. What Other Campuses Offer • What other campuses offer their student population • We went through a few websites • Summed up what they offer for their students • Variety of locations • Rural • City • Variety of Size • Private • Public

31. Other campus ‘Support Centers’Michigan State University www. msu.edu • Office for Inclusion and Inter-Cultural Initiatives • Family Resource Center • Multi-Cultural Center • Office on International Students and Scholars • Lesbian, Gay, Bisexual and Transgender Resource Center • Resource Center for Persons with Disabilities • Women’s Resource Center

32. Georgia State Universitywww.gsu.edu • Student Support Services • Office of Disability Services • Child Care Access Means Parents In School (CCAMPIS) • Educational Opportunity Center • Educational Talent Search • Ronald E. McNair Program • Student Support Services • Upward Bound Programs • Veterans Upward Bound • Upward Bound Math-Science

33. Colorado State Universitywww.colostate.edu • Office of Equal Opportunity • Asian/Pacific American Cultural Center • Black/African American Cultural Center • El Centro Student Services • Native American Cultural Center • Gay, Lesbian, Bisexual and Transgender Resource Center • Women’s Programs and Studies • Resources for Disabled Students

34. University of Vermont www.uvm.edu • Office of Affirmative Action and Equal Opportunity • Diversity and Equity Unit • Accommodation, Consultation, Collaboration and Educational Support Services (ACCESS) • ALANA Coalition • ALANA Student Center • Center for Cultural Pluralism • Center on Disability and Community Inclusion (CDCI) • The Learning Co-Op • Lesbian, Gay, Bisexual, Transgender, Questioning and Ally Services (LGBTQA) • Office of the Associate Provost for Multicultural Affairs and Academic Initiatives • Student Life - Diversity on Campus • Summer Enrichment Scholars Program (SESP) • The TRiO/SSS Program • The Women's Center

35. University of Arizonawww.arizona.edu • Diversity Support Centers and Research Units • African American Student Affairs • Asian Pacific American Student Affairs • Chicano Hispanic Student Affairs • Early Academic Outreach • Native American Student Affairs • ASUA Pride Alliance • ASUA Women’s Resource Center • Baby Cats (students with children) • Child Care and Family Resources

36. University of Arizona • Center for Research on Equity and Opportunity/ADVANCE • Cultural and Religious Center • Equity, Access, and Inclusion • Graduate College Diversity Programs • Indian Cooperative Extension • International Affairs • LGBTQ Affairs • Office of Institutional Equity • Office of Outreach and Multicultural Affairs • Social Justice and Leadership Center • Veterans Education and Transition Services

37. Washington State Universitywww.wsu.edu • Office of Student Affairs and Enrollment • Center for Fraternity and Sorority Life • Child Care Resource and Referral Center • Disability Resource Center • Gender Identity/Expression and Sexual Orientation Resource Center • Multi-Cultural Student Services • Women’s Resource Center • Military and Veterans Programs • Active Duty • Veterans Affairs Office and Military Advising

38. Washington State University from their web page for veterans • WSU Veterans Affairs Office: For all veterans related questions please contact Matt Zimmerman at 509-335-1234 or email veterans@wsu.eduor visit the office in French Ad, Room 346 on the Pullman campus. • If you’re one of those lost veterans with many questions but don't know what to do, stop by the WSU VA Office and find out more about your VA benefits! Learn how add/drops affect your GI Bill, the awe inspiring effects of changing credit hours, reimbursement for tutorial assistance, and more!  Plus, this office has a Veterans Affairs counselor who comes to the campus to provide our Vocational Rehabilitation (Chapter 31) students with free counseling.  • Matt’s salary and office are funded by the university • The Student Veterans Office is funded by the Student Government Association

39. Washington State is the Exception • Most campuses have centers for many diverse populations • But nothing for their student veterans! • What is the potential impact for a VRC on your campus and your community? • What should your VRC have? • Staffing • Location • Funding

40. Veterans Resource Center • Role of a VRC • Provide a place for student veterans to go to feel like they belong • Just like other programs/centers for other student demographics • Provide a campus advocate for the student veteran • To provide • A Resource for VA benefits other than just education benefits • Help with VA appointments and classes • Help with campus discrimination against veterans • Help with navigating the campus labyrinth toward graduation

41. Community College Student Union 2.5% Decrease Separate Admin. Building 11.2% Increase University Student Union 2.7% Increase Separate Admin. Building 5.4% Increase Location of the Veteran Office/Dept. Data shows to have it near the Student Union, but not in the center of the Student Union. -------------------------------------------------------------------------------Student Union has a lot of people traffic. Vets don’t like crowds. Vets less likely to visit vet office in Student Union for problems. Vets problems are not solved. Vets drop out. Ohio’s Student Veteran enrollment-The impact of Ohio’s Best, Brightest and Bravest on the state of Ohio- Ohio Board of Regents- Dr. John Schupp, September 2010

42. Impact of a VRC • For the student veteran • Help with transition • Veterans supporting veterans • Professionals supporting veterans • Help with education • Campus advocate • Retention • Graduation • Help with finances • VA Claims • Financial benefits • Bill paying (Veterans Service Commission)

43. VRC - Student Advocate Class Selection • Class selection very important • Try to group with other veterans for Gen Ed classes • Place with veteran friendly professors • Try to have all classes on 2 or 3 days/week • Allows them to schedule VA appointments on other off days • Some Gen Eds are more difficult than others • Communications, sociology, psychology 1st semester • They have been taught to communicate in many cultures • Military is all about psychology, sociology • Sign language is a good foreign language course

44. VRC Staffing - From the Campus Coordinator should have some level of counseling Be the advocate for the student veteran Understanding the veterans strengths is key They are not all victims of PTSD Be careful hiring ex-military recruiters Veterans don’t trust them Their recruiter told them anything when they were enlisting Once enlisted, recruiter vanished, and so did the promises Recruiters usually didn’t work with veterans They work with high school juniors and seniors

45. VRC Staffing - From the Campus • Have civilian women among VRC staff • Student veterans want to transition • Women veterans will feel more at home at VRC • Some have Military Sexual Trauma, women in VRC will help • Have student veterans as work study • Will make the new student veterans feel at ease • VA pays for them, no cost to the campus • They know the VA and campus process • Have campus graduate be part of VRC team • Student veterans will respect their success • Campus grads know how to succeed • Campus grads can be student veteran advocates as well

46. VRC Staffing - From the Community County Veterans Service Commission Can help with financial issues for veterans VA benefits counselor To help understand all benefits available to veterans Not just education benefits VA counselor for major issues They are trained, and with VA Hospital support Vet Center counselor for all other issues Not a VA counselor - no paperwork filed with VA No potential loss of ‘concealed carry’ permit

47. VRC Staffing - From the Community • Service Officer from a Vet Service Organization • AMVETS, VFW, American Legion • To help with claims against the VA • VA will no longer help them once a claim is filed • Potential employers • Want to hire veterans, don’t know where to find them • Big draw for potential student veterans • This ‘staff’ will be free to the campus • Allow them to be there once/month or once/week

48. VRC - Campus Counseling • Outside or campus counselors not found as effective • Student veterans don’t trust them • Counselors on campus - no one stops by • Major Ohio campus has a different approach • Psychology dept. chair created a peer mentoring program • Among several student vets • Trained student vets helping student vets • High visitation rate - effectiveness yet to be determined • No suicides among student veteran population • 10-year period • Over 600 student veterans on the campus

49. VRC - Campus counseling • If you don’t prepare your campus • As student veteran enrollment increases • Risk for mental health issues increases • Independent of total vet enrollment numbers • Two campuses in Midwest • One with over 800 enrollment • 2 suicides of student vets in 2009-2010 academic year • One with 350 enrollment • One suicide of a student vet in 2009-2010 academic year • Both do not have a student veteran counseling program

50. Impact of a VRCOne Academic Year - Examples • For the student veteran • Help with transition • Resiliency test scores improved • Support groups established • PTSD cases diagnosed and treatment started • Help with finances • Many $1000s paid out to student veterans • Campus loans, (from treasury services) • Rent paid, utility bills paid (County Veterans Service Commission) • Books transferred to new student veterans (student veterans)