A Benchmark for Progress

With the Post-9/11 GI Bill to take effect on August 1, a new report tries to give higher ed institutions a benchmark for measuring their to-date progress on preparing for veteran enrollments.

Based on data from 723 participants, "From Soldier to Student: Easing the Transition of Service Members on Campus" is to provide a view into what campus programs, services, and policies are in place and what areas need improvement.

"Our findings suggest that institutions are increasingly aware of the complex needs of veterans and military personnel pursuing postsecondary education programs and are concerned with how best to meet those needs," states Kathy M. Snead, president of the SOC (Servicemembers Opportunity Colleges) Consortium, in a media release.

The report finds that 57 percent of respondents currently provide veteran-related programs and services geared to service members and veterans, while 60 percent view them as part of their long-term strategic plans.

Among the areas where higher education is cited as meeting the needs of military students are:

• Recognizing prior military experience. Eighty-one percent of the report's respondents award college credit for military training.
• Assisting military students with finding appropriate counseling services. Eighty-five percent of campus counseling centers at these institutions coordinate and refer students to off-campus services when necessary.
• Providing financial accommodations for students who are called to active duty. Seventy-nine percent have an established policy for refunding tuition for military activations and deployments.
• Assisting veterans with their education benefits. Eighty-two percent provide Department of Veterans Affairs education benefits counseling for military students.

In contrast, areas in which higher education can improve their efforts include:

• Assisting military students with their transition to college. Only 22 percent of these postsecondary institutions provide transition assistance.
• Providing professional development for faculty and staff on transitional needs. Approximately two out of five schools provide training to them to be better able to assist military students with their transition.
• Training staff to meet the needs of students with brain injuries and other disabilities. Twenty-three percent have staff who are trained to assist vets with brain injuries and 33 percent have staff trained to assist veterans with other physical disabilities.
• Providing opportunities for veterans to connect with their peers. Only 32 percent have a club or other organization for them.

The report resulted from a collaboration between the SOC, American Council on Education, the American Association of State Colleges and Universities, NASPA - Student Affairs Administrators in Higher Education, and the National Association of Veterans' Program Administrators. The Lumina Foundation for Education supported the project.

The report is available for download here.

University Business reported on similar efforts by other institutions in its current issue, which can be read here.