This blog is in two parts. The intent is to increase the general knowledge and information regarding veterans in higher education. The first addresses the definitions between the two classes of veteran and the second is the implications for higher education as student veterans emerge to attend institutions of higher education. My assertions are based on my personal and professional experience as being a veteran, a combat veteran and having worked as a graduate intern in the Department of Veteran Affairs, San Diego Regional Office, Vocational Rehabilitation and Employment and being involved in veterans groups for fifteen years.
As I have been reading these posts it has occurred to me many people are unaware of the distinction between veterans and ‘combat’ veterans. While some may see the distinction as slight this is far from the truth.
A veteran, as defined by the Department of Veteran Affairs, is a person who has served a minimum of two years in the military. For educational benefits, under the 9/11 GI Bill, a person will need to have served a minimum of three years on active duty. For active duty personnel this could mean the person spent three years in a mix of Germany, Korea, Japan and the United States while never once having their lives in danger. For National Guardsmen and Reservists this stipulation of three years active duty often is meaning two to three deployments, often to a combat zone. An exception to these two rules is if a person was injured while in training and can no longer perform the duties required of them to fulfill their service obligation. Typically these individuals are Marines and soldiers as their training and operational tempo tends to be more intensive than the Navy and Air Force. Currently 40% of the Army have not deployed to a combat zone. This percentage is somewhat less for the Marines and far greater for the Navy and Air Force.
A ‘combat veteran’ is someone who, technically, has served in a combat zone such as but not limited to Iraq and Afghanistan. Combat veterans further delineate themselves by whether a person stayed inside the base or would go and interact with the local population and then whether the missions were designated as kinetic (use of lethal force) or non-kinetic (no intended use of force). Sometimes combat veterans will even compare the number of missions “outside the wire” (off base) or how many times they or their convoy was hit by an improvised explosive device (ied) , ambush or complex ambush (defined as attacked in more than one way such as ied and small arms fire). Often times ‘combat’ veterans will see other veterans simply as those who served rather than comrades in arms.
Combat veterans are the veterans most likely to be the ones who possess issues which seem to scare the general public the most such as Post Traumatic Stress Disorder or Traumatic Brain Injury. To be frank if the veteran is as severe as to where the conditions cannot be managed whether by medications, psychotherapy or other means then it is highly unlikely anyone in higher education will ever deal with these individuals as typically they would not be functioning at a level high enough to be in a higher education institution.
All in all veterans generally don’t wear a sign saying they are combat veterans. Sometimes they may wear clothing indicating overseas service however this is not always the case. In dealing with veterans of any type I would recommend a person do so with the same courtesy, respect and professionalism they would with any other student.
The main implications of veteran involvement for higher education are four fold.
1. best one can only make an educated guess as to how many veterans or combat veterans will return to any particular geographic area. To discern this information someone would need to look at all National Guard and Reserve deployments in their area along with how many of those soldiers have been on active duty for the prerequisite time to be eligible for what education benefits. Furthermore, the instances of regular Army (etc.) would need to be assessed and determined if they are going to return to their home of record (where they enlisted from). Therefore, an institution of higher education can only react if there is growth in their student veteran populations and not plan for the eventually except for the bare minimum which should already be in place.
22.2. In my experience, combat veterans are less likely to be patient with ‘fluff’ learning or busy work. They want to get to the meat of the matter, have clear goals and a defined focus. They are going to be less patient with the process and more frustrated by mistakes (whether made by themselves or the institution). Furthermore, these are the individuals who are more likely going to have injuries or disabilities which may or may not hamper their progress. It is unlikely they are going to utilize disability service offered by the institution until it becomes imperative to do so; even when encouraged. They will utilize veteran services to an extent as to they feel is beneficial and to what extent they feel comfortable in the institution. Many universities are adapting to meet the needs of the veterans which are good however the “need” should be present prior to the institution applying resources to address the issue. Furthermore the question needs to be asked as to whether the veterans want said particular service. For instance, CSU has a chapter of Student Veterans of America (SVA) on campus while UNC does not. The veteran students at UNC simply have not indicated they would like a SVA chapter.
3. 3. Retention of student veterans is appearing to emerge as a major issue for four year institutions. Many of these veterans, especially combat veterans, are “hands on” individuals who, as stated earlier, have little patience for the current learning process. They want to be done with their training as soon as possible which is what they have become accustomed to while in the military. They will expect to train to standard and not to time. How this is likely to emerge as a trend is veteran students enrolled in a four year university will transfer to a community college to receive training in one of the trades. The exception to this will likely be those combat veterans who have disabilities and realize they need to be in a professional environment from which to work so as not to aggravate their conditions.
4. 4. The higher education department who is going to have the most difficult time in working with veterans, particularly National Guard and Reserve, is the financial aid office. Under the new GI Bill education benefits is dependent upon active duty service. So the amount of educational benefit a veteran receives is dependent on active duty time. Typically a National Guardsman or Reservist serves one weekend a month and two week of training (typically during the summer). As an aside, serving two to three years in a combat zone is a hell of a high price to earn an education benefit. Since these benefits are literally on a sliding scale the financial aid office will have to work closely with the Department of Veteran Affairs or have an intimate knowledge on how to determine a person’s benefits in order to properly apply those benefits to the students’ school bill. This is going to be further complicated by the veterans being granted the ability to sign over there benefits to a loved one or family member as the veteran can parcel out benefits by year or semester should they wish to. In addition, if a person utilized the older version of the GI Bill and earned benefits under the new GI Bill those benefits will be roughly one-third in duration to those of other veterans regardless of time in service. There are further concerns such as the Yellow Ribbon Fund and the amount the VA will pay for school in any given state due to the federal government trying to push the burden on the states to handle the matter. Needless to say this is going to be an ongoing and complicated issue until it is streamlined by Congress and likely to turn into a paperwork burden for whoever is assigned to address the matter.
Hi Cliff,
ReplyDeleteThank you for your post, and thank you for your service. I have a lot of thoughts on the issues that you've raised. An additional area that I’d like to discuss is in response to your distinction between veterans and combat veterans. Surely those who have served in combat have had different experiences, and therefore may have different needs than those who have not. There is little doubt about that. However, as institutions of higher education, how ought we to distinguish between those who served in combat and those who have not? Should we? Does it matter? What message does distinguishing between ‘combat vets’ and ‘non-combat vets’ have on our non-combat veteran students?
In my work with student veterans I have had several students tell me, “I’m a veteran—but not a combat vet”—as though they don’t want to mislead me or out of a sense of obligation to not ‘pose’ as someone who served in combat. To be clear, we offer veteran-specific services to all student veterans (using the VA’s definition)- regardless of era, service, or other military-related characteristics. In the context of the conversations where students have disclosed that they did not serve in combat, this has not been relevant—yet the students are choosing to share that distinction with me. It is clear to me that recently separated veterans who did not serve in combat struggle to some extent with their identity as a veteran. As so much value is placed on serving- in combat- through our media channels and otherwise, what is the implicit message to the non-combat vet? Is their service less valuable? Are they any less a veteran than someone who served in a combat zone? In President Obama’s Veterans Day Presidential Proclamation last November, he phrases the entire message as a day to “commemorate the patriots who have risked their lives to preserve the liberty of our Nation…”. But what about those who feel that they did not “risk their lives”?
This also reminds me of a conversation last week with members of our newly formed women student veterans group. The discussion was about the impact of the masculine military culture on the students’ female veteran identity. Many of the women in attendance at the initial meeting shared that they were grateful to have an opportunity to connect with other female veterans who “got” that their service was valid and in fact very real. Many of these women had indeed served in combat, yet the public perception is still that women do not serve in combat. Indeed, based on the military classification, some of the women who were involved in missions “outside of the wire” may not technically meet the formal combat classification; yet, I can state with certainty that their experiences were no less real, and unfortunately no less traumatic, than the experiences of their male counterparts.
It is not immediately apparent to me from your post how you suggest higher education differentiate between combat student veterans and non-combat student veterans in providing services and programs, only that they do so. Although I agree that these groups have different common characteristics, I am leery of any approach that would segregate non-combat veterans from student veteran communities or veterans programs/services. In a very cursory search for literature on non-combat college student veterans and their identity as a veteran I came up blank. Instinctually I know that there are identify struggles with veterans who did not serve in combat (both male and female). As we continue to make progress in our development of veterans services programs in higher education, we should further explore these struggles (and their possible impact on retention). In the meantime, let’s not neglect this important group of students within the veteran population.
Really interesting post, thanks for sharing. I have worked with a few veterans, but they would still have been classified as traditional aged students (under age 23). My experience with these students is, as you addressed, they were disciplined, responsible, and not interested in "fluff" learning. They also had a very different perspective on social justice. How can we engage students of this demographic in social justice education? I wonder how this differs with students who are older, who may have experienced more time in the military.
ReplyDeleteMost of my direct experience with veterans is in supervision. 4 of my RAs have served in one or more tours. They were incredibly responsible, ethical, and dedicated staff members. My experience is that they all did have some form of PTSD or need for counseling, but all were very hesitant to seek help. They would talk about their experiences in 1:1s, but were not interested in counseling. Then, I discovered a faculty member on campus who was also a veteran. I connected a couple of these students to him, and they made an instant connection. I understand this population may be hesitant to counseling or seeking help, but they seemed much more open to talking to "their own." Maybe our campuses can more intentionally create a network of veterans (students, faculty, staff, alumni) on campus as they could be a support to one another. This could be especially pertinent on a campus that doesn't have an ROTC program.
Would love to know what you think. Thanks again for sharing.
Braelin... yes everyone's difference is unique and how a person process' their experience is equally unique. It seems many have a lack of understanding of this particular sub-culture and are expecting worse case scenarios when dealing with any veteran in general. Combat veterans, over all, are a minority in the military and in the veteran community as a whole.
ReplyDeleteIt sounds as if you have experienced some of the delineation veterans and current military place upon themselves. I expect they feel you would understand the difference given your position.
First most, there is no shame in not having served in a combat zone. Frankly, being in a combat zone isn't the funnest thing in the world. Yet, these young people still stepped forward and chose to serve the country in what capacity they could or what was asked of them. Does it make them any less of a veteran? Of course not. Their honorable service has earned them the benefits they are choosing to exercise. Does it make a difference in the sub-culture? Definitely.
Maybe, this story will clarify the issue some. In one of the local (Greeley) veterans groups is an elderly man who served in WWII. He fought in the battle of Iwo Jima. He is a very sweet and gentle man however, whenever he speaks everyone stops what they are doing and listens, regardless if they served during peace time of during a time of conflict, out of respect.
Braelin, in my opinion women veterans are tough and indeed worthy of respect. They take the same risks, ride on the same missions and are expected to perform at the same level as their male counterparts. Danger, trauma and sacrifice know no gender. If there is an appropriate moment, please give your women veterans my thanks for their service.
In writing the first part of the blog my goal was to raise awareness. People don't need to be afraid of or stigmatize veterans. Unfortunately, there are some people in higher education, such as Henry Giroux, who writes prolifically, would argue otherwise.
Beau, it's is my thoughts (as I do not wish to speak for others than myself)that when you have an individual who puts the time and effort into bettering themselves then do what you can to remove what obstacles which may impede them in reaching their goal. Race, gender, ethnicity don't matter. Taking care of your people does. What is your impression of their understanding of social justice?
ReplyDeleteAs for the PTSD... there is still a stigma attached to seeking treatment for many military veterans. The 'stigma' is being vigorously addressed however it still remains. What should be asked is whether they are able to function in society without being a harm to themselves or to others? If so, then there may not be a need for them to seek counseling at this time or ever.
PTSD has a wide ranging causes and effects. Some symptoms are learned survival skills which are no longer appropriate once home. Other symptoms are caused by experiencing or witnessing some sort of trauma. Do your guys need counseling? Frankly, I don't know. May it help? Possibly. The more willing a person to participate in counseling the more effective it will be. Some veterans just need to be around people who understand them and feel that belonging and unconditional positive regard.
Student Veterans of America (Studentveterans.org) is probably the largest student-veteran organization in the country. They exist on 449 campus' and address congress regarding student veteran issues. If the veterans want to start their own chapter at your institution the information is on the website.
Another resource is Veterans of Modern Warfare. This group has worked closely with Vietnam Veterans of America and will be the inheritors of the Vietnam Veterans legacy. Their website is vmwusa.org
I have recently become the Senior Certifying Official for all veteran students receiving benefits at FRCC and so anything I can learn about veterans is helpful.
ReplyDeleteI did not make the distinction between veteran service categories, combat and non-combat. The generalizations are helpful to know, but I am too much of a novice to even pretend to know the distinctions so I probably will not refer to service members with any distinction. I will go to training at the end of the month and plan to learn much, much more.
The most frustrating situation for me as a new SCO is that the information provided to veterans, rather the benefits promised, versus how congress has changed the rules along the way and cut benefits is disconcerting. This dilemma may have been alluded to in the comment about the relationship between the veteran and financial aid.
VA benefits were based on enrolled hours and now benefits are determined by course. For example, if a student was full-time he/she received full-time benefits, period. Now, if the veteran is taking online remedial courses they are ineligible, if the veteran was a non-resident before full tuition and fees were paid, now only in-state tuition is paid, etc. In addition, veteran’s benefits were awarded first (first payer) and now they are last payer. This means that all other forms of financial aid are used first and the veteran gets less money than he/she would have previously to help with living expenses, transportation, etc. This is happening after the fact in many cases and some cases the veteran now owes the Feds money. This is a much more complicated issue and I am going to write a separate blog about the subject, but thought I would share my comments in relationship to this blog. Thanks for posting.