Called to Serve E-Book

Florence A. Hamrick

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 612

Veröffentlichungsjahr: 2012

Beschreibung

Called to Serve Over the past several years, veteran enrollment in universities, community colleges, and vocational programs has increased dramatically. Called to Serve offers academics and administrators a handbook highlighting the most current research, program initiatives, and recommendations for creating policies and services that can help student veterans and service members succeed, including: * Strategies for organizing and staffing services for veterans and service members * Suggestions for creating institutional infrastructures and policies related to enrollment, transfer, and degree completion * Frameworks for working with service members with physical, emotional, and learning disabilities Praise for Called to Serve "An excellent resource tool for key university leadership who desire to support the success of incoming and current student veterans." --Renee T. Finnegan, colonel (retired), executive director, Military Initiatives and Partnerships, Office of the President, University of Louisville "One of the more compelling issues of our time is the integration of returning veterans and service members into our society following their service to our country. This handbook will be a critical tool in guiding higher education professionals in developing strategies to ensure their success in college." --Kevin Kruger, president, NASPA-Student Affairs Administrators in Higher Education "This timely book explains and presents a new meaning of 'called to service.' The issues and vignettes bring to life real situations that will be facing all campuses. I highly recommend this valuable resource to those looking forward and not back." --Gregory Roberts, executive director, ACPA-College Student Educators International "I have waited over forty years for such a comprehensive handbook to be written about the challenges, opportunities, and rewards that are associated with providing higher education to America's veterans--our future leaders. Well done." --Robert E. Wallace, Vietnam veteran and executive director, Veterans of Foreign Wars of the U.S., Washington Office

Leseprobe

Table of Contents

Title Page

Copyright

Preface: Setting the Context

Reference

About the Editors

About the Contributors

Chapter One: The Military and Higher Education in the United States

The First Morrill Act and Military Training

Post-Morrill Act Military-Related Activity at Colleges and Universities

Conclusion

References

Chapter Two: Contemporary Political and Legislative Frameworks for Serving Veterans and Service Members

Legacy GI Bill Programs

The Post-9/11 GI Bill and Other Contemporary Veteran Education Benefits

Conclusion

Resources

References

Vignette

Chapter Three: Activations, Deployments, and Returns

Military Processes and Student Service Members in Transition

The Nature of the Transition

Implications for Student Service Members and Institutions

Recommended Practices for Assisting Student Service Members in Transition

Conclusion

Resources

References

Vignette

Chapter Four: Contemporary Student Veterans and Service Members: Enrollment Patterns and Student Engagement

Assessing the Campus Environment for Veterans and Service Members

Characteristics of Student Veterans and Service Members

Creating Conditions for Success

Conclusion

References

Vignette

Chapter Five: The Complexity of Veteran Identity: Understanding the Role of Gender, Race and Sexuality

Expanding Our Awareness of Veterans

Structural Inequalities

Implications for Practice

Measuring Success

Conclusion

Resources

References

Vignette

Chapter Six: Understanding Disability in the Student Veteran Community

Disability Experiences Among Student Veterans

Concepts of Disability

Best Practices

Conclusion

Resources

References

Vignette

Chapter Seven: Enrollment, Transfers, and Degree Completion for Veterans

Enrollment

Transfer

Completion

Strategies

Assessment

Conclusion

Resources

References

Vignette

Chapter Eight: Offices of Veterans and Military Services

The Mission of the OVMS on College Campuses

Essential Services, Programs, and Campus Relationships

Developing an Office of Veterans and Military Services

Assessment and Evaluation of the OVMS

Evaluation

Conclusion

Resources

References

Vignette

Chapter Nine: Focused Learning Environments for Student Veterans

Adult Learning Theories

Social Learning Theory

Orientation Programs for Veterans

Learning Communities for Student Veterans

Assessment

Implications and Recommendations

Conclusion

Resources

References

Vignette

Chapter Ten: Student Veterans Organizations and Student Self-Advocacy

Brief History of Student Veterans Organizations

Types of Student Veterans Organizations

Advantages of Organizing

Types of Advocacy Efforts on Campus

The Advisory Role

Suggested Outcomes of Advocacy by and for Student Veterans

Collaboration with On- and Off-Campus Organizations

Assessing Student Veterans Organizations

Conclusion

Resources

References

Vignette

Chapter Eleven: Institutional Leadership on Serving Student Veterans and Service Members

Developing Services and Support

Institutional Leaders as Advocates for Veterans and Service members

Conclusion

Resources

References

Vignette

Chapter Twelve: Promoting Organizational Change to Create a Veteran-Friendly Campus: A Case Study

ACA Advocacy Competencies

Case Study

Assessing Change

Conclusion

References

Conclusion: Looking Back, Moving Forward

Reference

Glossary

References

Appendix: Military Ranks

Name Index

Subject Index

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Hamrick, Florence A. (Florence Aileen)

Called to serve : a handbook on student veterans and higher education / Florence A. Hamrick, Corey B. Rumann.

p. cm.

ISBN 978-1-118-17676-4 (hardback)

ISBN 978-1-118-22718-3 (pdf)– ISBN 978-1-118-24014-4 (epub)– ISBN 978-1-118-26481-2 (mobi)

1. Veterans– Education (Higher)– United States– Handbooks, manuals, etc. I. Rumann, Corey B. II. Title.

UB357.H36 2012

362.860973–

dc232012027906

FIRST EDITION

Preface: Setting the Context

Florence A. Hamrick and Corey B. Rumann

Military veterans enrolling or reenrolling at colleges and universities is not in itself a new phenomenon. However, existing literature about student veterans from previous eras provides at best only partial insights into the current generation of returning veterans as well as the institutional implications of their presence. The broadened access to higher education and rapid growth of colleges and universities associated with the post–World War II influx of veterans and the student activism and dissent characterizing the Vietnam era and postwar era inform current understandings of enrolling veterans and the appropriate institutional responses to their presence. However, this represents a mixed legacy. For example, although the Vietnam era may understandably be regarded by many as noteworthy in higher education history for its robust free speech and political activism, that era is also noteworthy for the regrettable treatment experienced by many returning service members and veterans who subsequently enrolled in college. This handbook draws upon prior and current research to inform institutional efforts to meet the needs of contemporary veterans and service members.

Due to the recent conflicts in the Middle East and the military operations elsewhere that increasingly rely on National Guard and Reserve members to augment the active duty military ranks, the numbers of veterans and service members enrolling in higher education have grown rapidly (Sander, 2012). In addition, educational benefits packages for military veterans and service members (for example, Guard and Reserve benefits, Reserve Officers' Training Corps, GI Bill) have become one of the few remaining federal sources of grant funds (irrespective of need) for students pursuing higher education.

With respect to current enrolled service members and veterans, times have changed. For example, service members may experience multiple deployments and returns plus the corresponding withdrawals and reenrollments in college. In addition, higher education costs for students have risen, military educational benefit programs have evolved to include higher levels of benefits, and incentives such as the Yellow Ribbon program have been created. A final complicating circumstance in serving veterans and service members is the generational likelihood that the numbers of current senior administrators and faculty members with recent military experience or experience serving student veterans are few. On the one hand, the campus resources that shared institutional memory can provide may be scant.

On the other hand, significant changes in higher education and in military service and benefits since the Vietnam era suggest that harkening back to past practices or policies may not be sufficient or appropriate to facilitate the enrollment and success of new generations of veterans and service members. The purpose of this handbook is to highlight research, programmatic efforts, and recommendations for serving student veterans that will assist college and university administrators, faculty members, and student affairs professionals in helping contemporary student veterans and service members succeed. This book is intended to be a primary source of updated information and practical resources for meeting the needs of current student veterans.

Academic administrators (for example, provosts, deans, department chairs), faculty members, and student affairs administrators at all levels (such as vice presidents for student affairs, deans of students, and directors of counseling, academic advising, enrollment management, and orientation program offices) will find the information in this book relevant to creating policies or improving services for student veterans. Others who work directly with veterans and service members—including individual faculty members, residence directors, student activities advisers, judicial officers, and transfer student advisers—would benefit from the information and recommendations in this handbook. This handbook principally focuses on college and university settings rather than postsecondary education as a whole, which would include postsecondary certificates or vocational training programs, although readers may find some of the handbook information to be applicable in those settings.

On some campuses, efforts to serve student veterans and service members may be evolving from group discussions—whether by appointed committees or grassroots collectives—of interested and committed individuals. Some of these ad hoc or informal groups seek to garner institutional attention and support, whereas others may be formally charged with designing and recommending an appropriate array of services for which institutional resources have already been reserved. On a large and growing number of campuses, services and programs for veterans are already offered, ranging from designation of an individual contact person to serve essentially as ombudsperson to establishment of a separate office—at times, with its own dedicated facilities—to offer comprehensive services and program contacts for enrolled veterans and service members.

Regardless of the levels and types of services currently offered by a college or university, this handbook will prove useful for enhancing and strengthening these efforts. Particularly in light of resource constraints affecting most colleges and universities, many chapter authors outline strategies for identifying and coordinating the efforts of existing campus-based services and programs with community-based or government-sponsored veterans' programs, services, and affiliated groups. Although the potential savings that may result from these collaborations are attractive, appropriate levels of collaborations with groups such as community veterans' organizations, Veterans Administration staff, and military bases or units can also be key factors in assisting and providing support to returning service members and veterans engaged in negotiating personal and academic transitions.

Higher education scholars—especially (but not only) those who study student subpopulations, demographic trends, policy development and analysis, and student or adult development—will find the handbook chapters useful in introducing or reinforcing many critical issues. These issues include conceptualizing the breadth and heterogeneity among veterans and service members, and the complex, multidimensional needs, experiences, and assets that veterans and service members bring with them to college and university campuses.

This handbook brings together the work of leading scholarly and professional experts with knowledge of higher education and military contexts; service members' and veterans' experiences and circumstances; college and university programs for veterans and service members; relevant social, political, and financial contexts surrounding contemporary veterans and service members; and higher education assessment and evaluation models and strategies.

In Chapter One, Dexter Alexander and John R. Thelin trace and analyze multiple features of the long-intertwined history of higher education and the military in the United States. Using the first Morrill Act as their starting point, they discuss key historical aspects, such as educating military officers at civilian colleges and universities, military-sponsored research and development programs, and the evolution of federal benefits programs—particularly educational benefits—for military veterans. They also discuss the profound changes to higher education and society stemming from the first GI Bill. Sally Caspers and Robert Ackerman describe successive GI Bill programs, key provisions, and associated influences on veterans' higher education attendance and educational decision making in Chapter Two. They also outline the range of contemporary educational funding sources available to veterans and service members that fund—and in many cases, enable—pursuit of higher education.

In Chapter Three, which is focused on individual transitions, Wade G. Livingston and Mark C. Bauman describe the progression of multiple, ongoing transitions—including the “deployment cycle”—that characterize military service particularly for, but not limited to, National Guard and Reserve members. College enrollments and withdrawals are part of these successive transitions that must be negotiated successfully, and the authors discuss theoretical understandings and practical strategies that colleges and universities can implement to support transitioning veterans and service members.

Danielle DeSawal provides overview and demographic characteristics of enrolled veterans and service members in Chapter Four, with particular attention to the types of student engagement reported by these students. Levels and types of student engagement have been associated with persistence, learning, and the ultimate goal of degree completion, but there is currently little systematic research on the possible unique patterns and types of engagements that foster success for veterans and service members.

Veterans and service members are an astonishingly diverse group of individuals, and if campus services are to meet the needs of all enrolled veterans and service members, services must reflect and honor this diversity. In Chapter Five, Susan V. Iverson and Rachel Anderson discuss how understandings and expressions of multiple, simultaneous identities related to gender, race, ethnicity, and sexual orientation usefully complicate generalized and possibly stereotypical images and assumptions about military service members. Otherwise, for example, women's military service and the challenges to social and institutionalized gender assumptions that they embody and experience can go unrecognized despite the increasing numbers of women entering the armed forces.

A great deal of media coverage has focused on how contemporary service members are more likely than those in earlier wars to sustain service-related injuries that prove to be nonfatal yet nonetheless have profound implications for their lives and educational success. Amanda Kraus and Nicholas A. Rattray address the experiences, needs, and identity negotiations of veterans with service-related physical, emotional, and learning disabilities as well as the importance of focused counseling and support services. Frameworks and assumptions, along with misperceptions and stereotypes of veterans with disabilities, are presented and discussed in Chapter Six.

In Chapter Seven, John D. Mikelson and Kevin P. Saunders examine the importance of institutional infrastructures and policies related to enrollment, transfer, and degree completion. Over the course of their educational and military careers, service members can earn educational and training credits. The authors discuss the need for judicious evaluation of service members' and veterans' prior credits and experiences for transfer potential, as well as the importance of providing expert advising that ensures timely degree completion and career readiness.

As they describe options and strategies for organizing and staffing services for veterans and service members in Chapter Eight, Stephen G. Abel, Robert J. Bright, and R. M. Cooper stress the importance of creating and implementing models for service delivery that are appropriate to individual campuses. Although the creation of a comprehensive veterans services office is strongly advocated by the authors, initial assessment work on individual campuses will help determine particular needs of enrolled veterans and service members as well as the levels and types of institutional and community resources that can be dedicated to these efforts.

In Chapter Nine, Sarah Minnis, Stephanie Bondi, and Corey B. Rumann discuss how groups of faculty and staff members who frequently, but not always, have previous or current military affiliations have established a variety of focused learning or living-learning environments for enrolled veterans and service members that provide enriched opportunities for support, mentoring, and challenge. The authors describe some of these programs and examine their contributions to the educational experiences and success for participating students.

According to Brian Hawthorne, Mark C. Bauman, and Leah Ewing Ross, one unique and growing opportunity for enrolled veterans and service members is membership in campus-sponsored student veterans organizations, as described in Chapter Ten. Whether the organizations are locally chartered or affiliated with national student veterans' groups, these campus organizations can provide valuable opportunities for accessing and providing peer support; engaging in campuswide, state-level, or national advocacy efforts; providing campus leadership; and actively serving the community.

Once decisions are reached on a campus to explore or strengthen services for enrolled veterans and service members, leadership from senior administrators is necessary to make these efforts a top institutional priority. In Chapter Eleven, Tom Jackson Jr., Charles J. Fey, and Leah Ewing Ross identify senior college and university administrators as leaders who are best positioned to drive these efforts forward. Institutional leaders can allocate monetary resources and staff time, ensure that strategic planning reflects the priority of serving veterans and service members, and initiate communication channels—and perhaps partnerships—with government officials, community resource administrators, and other campus leaders and potential benefactors.

The ultimate aim of creating a campus that is “veteran-friendly” goes beyond establishing service offices or programs and instead seeks to transform the larger campus climate into one that is welcoming and attentive to the needs of enrolled service members, veterans, and family members. With reference to a formal advocacy model, in Chapter Twelve Jan Arminio and Tomoko Kudo Grabosky illustrate best practices in initiating broadbased networks and efforts that offer support to students and family members. They also identify strategies for navigating potential barriers and constraints to creating such supportive networks and relationships.

In recognition of the increased calls for accountability in higher education and demonstrations of responsible stewardship of resources, chapter authors also discuss assessment and evaluation frameworks and models relevant to the topic at hand. These strategies encompass conducting initial and ongoing needs assessments as well as designing formative and summative program evaluations. These strategies, plus concrete suggestions for collecting or obtaining relevant data, will help campuses focus on efforts tailored to students' needs on the particular campus and ensure that continuing efforts to serve veterans and service members are systematically reviewed and improved.

Chapter authors have also created lists of resources that are relevant to the chapter's topic. In addition to the reference sources that have informed the content of each chapter, these resource lists are intended to assist readers who seek additional information about relevant topics and issues. The web sites, reports, organizations, networks, government agencies, not-for-profit groups, and other offices and programs will assist administrators and faculty with broadening their expertise and making informational contacts that will be helpful in their efforts to establish or improve services for veterans and service members.

To maintain focus on student veterans and service members and the campus professionals with whom they work, the handbook also incorporates brief personal stories that invite readers to pause and consider the experiences and perspectives of individuals “on the ground.” Although the collection of vignettes assuredly does not capture the entire range of individuals' experiences, the stories provide small glimpses into their successes and supports as well as frustrations and barriers that must be overcome.

Campus-based counseling and clinical professionals can access a rich and growing set of resources on diagnosing and treating physiological and psychological conditions such as TBI and PTSD that can affect contemporary veterans and service members. Although these topics are addressed briefly in some chapters, and within Chapter Six in particular, the topics are not covered in great depth. Readers are advised to consult specialized sources for more information.

As colleges and universities are “called to serve” growing numbers of veterans and military service members, this handbook is a key resource to ensure high-quality programs and outreach that maximize students' opportunities for success.

Reference

Sander, L. (2012, March 11). Out of uniform: At half a million and counting, veterans cash in on Post-9/11 GI Bill. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Out-of-Uniform/131112/

About the Editors

Florence A. Hamrick is professor and director of the college student affairs program at Rutgers University. Her research agenda emphasizes higher education equity, access, and success—particularly among members of traditionally underrepresented or nondominant populations. She is author or editor of two books; over seventy articles, chapters, and invited publications; and over one hundred scholarly or professional presentations, invited lectures, and conference addresses. Hamrick is active in scholarly and professional organizations, and she is currently a Senior Scholar of ACPA—College Student Educators International and a Faculty Fellow of the National Association of Student Personnel Administrators (NASPA).

Corey B. Rumann is assistant professor of practice in the department of educational administration at the University of Nebraska–Lincoln. Rumann has studied and written extensively about the transition experiences of student veterans in higher education. He has presented his research findings at numerous regional and national conferences and has been invited to speak at meetings and symposia focusing on student veterans' experiences at colleges and universities. Rumann received his bachelor's in psychology and master's in counselor education from the University of Wyoming, and his doctorate in educational leadership from Iowa State University.

About the Contributors

Stephen G. Abel was appointed the Rutgers University director for the office of Veteran and Military Programs and Services in 2010. He is responsible for the development and coordination of a comprehensive program of support services for student veterans at all three campuses of the university. He serves as the principal advocate for student veterans; ensures the quality of policies, programs, activities, and services designed to enhance their educational experiences; and also serves as the university's liaison with outside agencies and offices whose work affects the lives of student veterans. Prior, Abel was the New Jersey deputy commissioner for veterans affairs. In this capacity, Abel was responsible for administering all of New Jersey's veterans programs. Abel's 27-year military career with the U.S. Army took him across the country and around the world from Fort Riley, Kansas, to Korea, Hawaii, and back home again to the United States. He has a bachelor's in education from Indiana University of Pennsylvania and a master's in national security strategy from the National Defense University/National War College in Washington, DC.

Robert Ackerman is professor emeritus of higher education and vice president emeritus of student services at the University of Nevada, Las Vegas. He coedited Creating a Veteran-Friendly Campus: Strategies for Transition and Success (Jossey-Bass, 2009) and published research on the transitions combat veterans make when they become college students. He served in the U.S. Navy and is a member of the board of directors of Student Veterans of America.

Dexter Alexander is an adjunct lecturer in the School of Public Affairs at Morehead State University where he teaches “Ideology and Policy Development in Appalachia.” Alexander is emeritus faculty and retired dean of institutional effectiveness and research at Somerset Community College (Kentucky). Formerly, he was a banker and a soldier.

Rachel Anderson is the director of the Center for Adult and Veteran Services at Kent State University. She has worked with adult students and veterans for over twenty years at public and private colleges and universities. She is currently a doctoral candidate in cultural foundations of education at Kent State.

Jan Arminio is professor and director of the Higher Education Program at George Mason University. Previously, she served as chair in the Department of Counseling and College Student Personnel at Shippensburg University. She received her doctorate in College Student Personnel Program at the University of Maryland, College Park. From 2004 to 2008, Dr. Arminio served as president of the Council for the Advancement of Standards in Higher Education (CAS). She also was appointed to and later chaired the Faculty Fellows of the National Association of Student Personnel Administrators and the Senior Scholars of the American College Personnel Association. Dr. Arminio's scholarship focuses on multicultural issues, qualitative research, assessment, and campus programs and leadership. Her most recent book is Why Aren't We There Yet: Taking Personal Responsibility for Creating an Inclusive Campus. She is the 2011 recipient of the Robert H. Shaffer award for excellence in graduate teaching.

Mark C. Bauman worked at Bloomsburg University for 16 years in a variety of student affairs positions before accepting his current role as assistant professor of counseling and college student affairs. In addition to researching and writing about student veterans, Bauman advises the Bloomsburg University student veterans organization, which was formed in 2009. Since 2003, he has served in the U.S. Coast Guard Reserve. Bauman earned his doctorate in higher education administration from Pennsylvania State University.

Stephanie Bondi is a lecturer at the University of Nebraska–Lincoln. She has studied student development and social justice in higher education for over 10 years. Bondi received her bachelor's in accounting from Butler University, master's in higher education and student affairs from Indiana University, and her doctorate in educational leadership from Iowa State University.

Robert J. Bright is a U.S. Navy Veteran of more than 10 years, having spent much of that time as an intelligence specialist with various units including the Naval Special Warfare Community. As a KPMG and Goldman Sachs alumnus, Bright has more than seven years of experience in corporate America and on Wall Street following his military service. Bright is currently the assistant director for the office of Veteran and Military Programs and Services at Rutgers University.

Sally Caspers is the Rebel Veteran Education and Transition Support (VETS) program coordinator at the University of Nevada, Las Vegas (UNLV). A five-year U.S. Air Force veteran and intelligence officer, she now serves proudly as a military spouse. She has a bachelor's degree in Russian/area studies from American University and a master's in higher education leadership from UNLV. Caspers' educational and research interests include the ways in which higher education can better serve and support today's student veterans and military families.

R. M. Cooper is assistant professor and doctoral program director for the School of Education at Drake University. Cooper's research interests include the impact of the campus environment on students' well-being; underrepresented populations in science, technology, engineering, and mathematics (STEM); and research methodologies.

Danielle DeSewal is the master's program coordinator and clinical assistant professor for higher education and student affairs at Indiana University. Prior to joining the faculty, DeSewal worked on a federally funded grant investigating Latino/a college students' collegiate experiences and served as the educational program coordinator for the Association of College Unions International (ACUI). She teaches courses in higher education administration, student development, professional development in student affairs, student organization advising, and leadership development. DeSewal holds her bachelor's in consumer and family studies education from Colorado State University, her master's in higher education administration from the University of Arkansas, Fayetteville, and her doctorate from Indiana University.

Charles J. Fey is the vice president for student engagement and success at The University of Akron. He has held board positions with ACPA—College Student Educators International, the National Association for Student Personnel Administrators (NASPA), and the Association of Public and Lang-Grant Universities (APLU, formerly NASULGC). Fey was the founding president of the Massachusetts College Personnel Association and was president of the Texas Association of College and University Personnel Association. He has received numerous national awards, including the ACPA Esther Lloyd Jones award. Fey earned his bachelor's in liberal arts and his master's in education from The Pennsylvania State University, and holds a doctorate in higher education administration from Texas A&M University. Fey's prior positions include vice president for student affairs at University of Maryland, Baltimore County, dean of students at the University of Texas at El Paso, vice president and dean of student life at Our Lady of the Lake University (Texas), dean of students at St. Mary's University (Texas), associate dean of student affairs at Keene State College, director of housing/resident life at Catholic University of America, and associate dean of students at Newbury College.

Tomoko Kudo Grabosky is associate professor/psychological counselor at Shippensburg University. As a counselor who practices from the multicultural counseling perspective, Grabosky strongly believes in the importance of counselors taking on roles as advocates, especially when working with marginalized groups of students whose problems are magnified by the function of their environments. Grabosky is a strong advocate for developing a veteran-supportive campus and works closely with student veterans as well as families and significant others of military service members.

Brian Hawthorne has served in the U.S. Army Reserves since 2003, with two tours in Iraq. He currently serves as a jumpmaster and civil affairs team sergeant out of College Park, Maryland. Hawthorne has been deeply involved in veterans advocacy, becoming the first Legislative Director and now Board Member for Student Veterans of America. He cofounded the GW Veterans Organization at The George Washington University, where he earned his bachelor's in 2010. At graduation, he was presented with the George Washington Award, the university's highest honor, for his work helping veterans. Hawthorne completed his master's at GW in 2012. He has testified before Congressional Committees regarding GI Bill Benefits and the transition from the military to civilian life. Hawthorne was recognized with the President's Lifetime Volunteer Achievement Award in 2010 for his volunteer work.

Susan V. Iverson is associate professor of higher education administration and student personnel at Kent State University, where she is also an affiliated faculty member with the women's studies and LGBT studies programs. Iverson earned her doctorate in higher educational leadership, with a concentration in women's studies, from the University of Maine, where she also served as an instructor in higher educational leadership and women's studies. Prior to becoming a faculty member, Iverson worked in student affairs administration for more than ten years. Iverson's scholarly interests include women and equity, multicultural competence, civic engagement, critical pedagogy, and the use of feminist poststructural research.

Tom Jackson Jr. has served as vice president for student affairs and adjunct professor in the college of education at the University of Louisville since 2007. Previous positions include assistant director of residence life at St. Mary's University (Texas); area coordinator at the University of Southern California; academic development specialist in residence life at Cal Poly-San Luis Obispo; director of the student activities center at the University of Texas at El Paso; dean of students at McMurry University (Texas); and vice president for student affairs at Texas A&M University-Kingsville. He earned his doctorate in educational management from the University of La Verne in California, master's in counseling from Shippensburg University, bachelor's in business from Southwest Minnesota State University, and associate's from Highline Community College in his native home of Seattle. Jackson is an instrument-rated private pilot and has served in the U.S. Coast Guard Reserve, Army National Guard, and Texas State Guard. He currently serves as an officer in the Indiana Guard Reserve.

Amanda Kraus received her doctorate from the University of Arizona (UA) in higher education. Kraus currently works at UA's Disability Resource Center and is also adjunct faculty in the Center for the Study of Higher Education at the UA. Her research interests include student development, disability identity, and disability dynamics in the student veteran community. Kraus has presented her research at numerous regional and national conferences and symposia.

Wade G. Livingston is assistant professor of higher education/student affairs at Clemson University in Clemson, South Carolina. His primary research agenda is founded on the student veteran experience in college, and he has published refereed articles and facilitated national conference presentations on this topic. Dr. Livingston's other research interests include law and policy in higher education, the student-institution relationship, the history of higher education, and intercollegiate athletics. He also enjoys following U.S. foreign policy developments and studying military history. Dr. Livingston can be reached at [email protected] or [phone].

John D. Mikelson returned to school after retiring in 2004 from a 25-year career with the Army, Sergeant First Class, Iowa Army National Guard (Active Guard and Reserve) to earn a bachelor's in history and a master's in education policy and leadership studies from the University of Iowa. He now works in the University of Iowa's Veterans Center. He is a cofounder of the Student Veterans of America, chair of the National Association of Student Personnel Administrators (NASPA) Veteran Knowledge Community, and vice chair of the Iowa Advisory Council on Military Education. Mikelson has presented at numerous national conferences on the integration and transition of student veterans from reintegration to graduation and beyond.

Sarah Minnis is the manager of the campus services program for Wounded Warrior Project. Her experience working with diverse populations, including veterans, in student affairs and employee development has given her the opportunity to provide advising to institutions of higher learning and wounded warriors in higher education on a variety of academic and life concerns. Her experiences helping veterans have given her the passion to serve student veterans and help their institutions build holistic service programs to meet their unique needs on campus. She has a bachelor's degree in psychology from Central Washington University and a master's degree in education and student affairs from Western Kentucky University. Minnis is currently pursuing a doctorate in human resource development with specific research interests in veterans' career development.

Nicholas A. Rattray earned his doctorate in sociocultural anthropology at the University of Arizona, and currently conducts qualitative research with student veterans through the Disabled Veterans Reintegration and Education Project. Funded by a Fulbright grant from the Institute of International Education, his dissertation draws on ethnographic fieldwork among Ecuadorians with physical and visual disabilities to investigate the cultural meanings of disability, spatial exclusion, and social identity in the Andes. He is a graduate of University of California-Berkeley and holds a master's degree in urban planning from Rutgers University.

Leah Ewing Ross is a freelance writer, editor, and consultant based in Davis, California. Previously she worked for MGT of America, Inc. and the National Association of Student Personnel Administrators (NASPA). Ross also served as managing editor of the Journal of College Student Development and held campus positions at Randolph-Macon Woman's College (now Randolph College), Vanderbilt University, Agnes Scott College, and Tallahassee Community College. She is a graduate of Mount Holyoke College, Florida State University, and Iowa State University.

Kevin P. Saunders is the director of Institutional Research and Assessment at Drake University. He is currently participating in the Teagle Assessment Scholars Program through the Center of Inquiry at Wabash College. Previously he served as the coordinator of continuous academic program improvement and chaired the learning communities assessment committee at Iowa State University. Saunders received his bachelor's in psychology and sociology and master's in higher education from Drake University, and his doctorate in educational leadership from Iowa State University.

John R. Thelin is university research professor of the history of higher education and public policy at the University of Kentucky. He is author of A History of American Higher Education (2nd edition, 2011). In 2011 he received the Research Achievement Award from the Association for the Study of Higher Education (ASHE). Thelin is an alumnus of Brown University and received his master's and doctorate from the University of California-Berkeley.

Chapter One

The Military and Higher Education in the United States

Dexter Alexander and John R. Thelin

This chapter traces the principal evolving relationships between the U.S. military and U.S. higher education, beginning with the Morrill Act of 1862. The impact of military-sponsored research and development on U.S. higher education is discussed, with particular attention to the World War II and post–World War II eras. The chapter also explores the impact of consecutive GI Bill programs on individuals and society, as well as the influence of student veterans on colleges and universities and on higher education as a social institution.

The First Morrill Act and Military Training

Government land grants for U.S. higher education did not begin with the first Morrill Act; however, the 1862 Morrill Act provided impetus to agricultural and technical education. The “M” in the “A&M” colleges founded with funds derived from 1862 Morrill Land-Grant Act land and warrant sales provided needed education in mechanics, mining, and military education, while the “A” provided the opportunity for scientific instruction in agriculture.

Higher education in the United States, including provision for military education, was a beneficiary as a secondary consideration in major national legislation involving the sale and settlement plans for large expanses of western lands as part of the Morrill Land-Grant Act of 1862 (Key, 1996). The U.S. government devised a sophisticated formula for a partnership with each state in the sale of lands, with proceeds designated for each state to teach “agriculture and the mechanic arts … in order to promote the liberal and professional education of the industrial classes” (Williams, 1991, p. 12). Although this was a significant event for higher education, the foremost concern of the first Morrill Land-Grant was orderly sale and settlement of land. The educational provisions were incorporated in deference to Senator Justin Morrill's long and persuasive advocacy. A further irony of the landmark legislation was that it had been stalled in Congress and by two presidents between 1850 and 1861, in large part due to strong objections by senators and congressmen from states in the South. The secession of these states from the Union negated the congressional voting power of this Southern bloc and thus allowed the Land-Grant Act finally to gain Congressional approval. At the same time, this turn of events in combination with the outbreak of the Civil War meant that the educational provisions were obscured by the national war effort and hence were essentially dormant until the end of the war in 1865.