When Johnny Comes Marching Home

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When Johnny Comes Marching Home

• Reintegration Problems and Concerns of Military
  Service Members Returning from Combat

Presenters Dr. Edgardo Padin, Ph.D. Dr. John
Schupp, Ph.D. Dr. Roger P. Buck, Ph.D.
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Human Toll of Traumatic Events
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This Presentation will . . .

• Explore the complexities of human responses to,
  and recovery from traumatic experience.
• Characteristics needed in program development
  and support programs to ensure academic and
  vocational success in military veterans

• Be presented in three general topic subsections
• Wars impact on the individual
• How stress reactions impact interpersonal
  relationships of the returning veteran
• College program recommendations to best meet the
  needs of returning veterans

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You may be permanently changed by a traumatizing
experience, but you do not have to be permanently
damaged. Roger P. Buck, Ph.D.
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War and human stress reaction
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The Five Major Trauma Research Topic Areas

• Psycho-Physiological
• Individual/Personal Characteristics
• Trauma Specific Characteristics
• Treatment Modalities/Outcomes
• Social Factors

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Psycho-Physiological

• Studies that provide insight into alteration in
  the brain as well as other physical reactions to
  trauma. Including the impact that Traumatic
  Brain Injury (TBI) has on cognitive processes.
• Individual/Personal Aspects
• Identification of characteristics such as age,
  sex, moral development, and cognitive level and
  how these factors might determine an individuals
  reaction to traumatic experiences.

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Trauma Specific Issues

• These research investigations reveal how
  different aspects such as intensity, duration,
  and type of trauma, impacts human responses.
• Treatment Modalities/Outcomes
• There is a significant amount of literature which
  focuses on treatment outcomes and modalities
  utilizing the knowledge obtained from research.
  Evidence based best practice models are derived
  from this research.

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Social Factors

• The impact social support or lack of support has
  on an individual and their ultimate reactions to
  crisis/traumatic experiences.

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(No Transcript)
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Five Major Topic Areas

1. Psycho-Physiological
2. Individual/Personal aspects
3. Social Aspects
4. Trauma Specific Characteristics
5. Treatment Modalities and Outcomes

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What is Trauma?
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Researchers attempt to develop a clear
understanding of trauma through critique and
description of its characteristics - there is no
single definition of trauma

• Judith Herman reported trauma overwhelms the
  ordinary human adaptations to life . . . and
  trauma events generally involve threats to life,
  or bodily integrity or close personal encounters
  with violence and death . . . And confronts
  people with extremes of helplessness and terror
  and evokes the responses of catastrophe
• R. Cohen said that a traumatic event is an event
  that severely challenges the long-held cherished
  beliefs and expectations of the individual
  exposed to it
• C. Monohan stated Trauma is an extraordinary
  frightening event that overwhelms the victim with
  feelings of terror and helplessness. . . .
  Encounter with defenselessness can create
  memorable emotional pain, confusion, and
  behavioral disruption.

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Diagnostic and Statistical Manual of Mental
Disorders (4th ed.) DSM-IV

• Trauma is referred to as an extreme traumatic
  stress involving direct personal experience of an
  event that involves actual or threatened death or
  serious injury, or other threat to ones physical
  integrity, or witnessing an event that involves
  death, injury, or a threat to the physical
  integrity of another person.
• Symptoms that occur following traumatic events
  fall into many different diagnostic categories
  with anxiety disorders (Post Traumatic Stress
  Disorder, PTSD) being one of the most prominent.

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What factors determine response to potentially
traumatic events
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16 Things We Know About Trauma

• 1. People with childhood trauma are higher risk
  of health problems as adult
• 2. Childhood trauma victims do increased risk
  behaviors (smoking, excessive alcohol use)
• 3. Many people have significant trauma history
  which they dont reveal

• 4. Domestic violence, child abuse, alcoholic and
  neglectful parents cause trauma responses in
  their children
• 5. Suicide rate among trauma survivors is higher
  than nation avg
• 6. Military Reserves have higher suicide rate
  than regular military

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16 Things We Know About Trauma

• 7. Combat veterans of todays war have higher
  suicide rate than at any time in U.S. History
• 8. Military personnel with multiple tours of duty
  in combat are higher risk for PTSD
• 9. Trauma victims often dont seek professional
  help

• 10. Many military men and women do not seek
  professional help
• 11. Much of the public and even many mental
  health professionals are uninformed of lifelong
  impact of trauma
• 12. Some trauma victims become perpetrators

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16 Things We Know About Trauma

• 13. Divorce rates and failed relationships are
  higher among people with trauma history
• 14. There are predictable and normal responses to
  abnormal events that appear extreme but subside
  over time

• 15. The whole person is affected by traumatic
  events Physical, Cognitive, Emotional,
  Behavioral, Spiritual
• 16. Population exposure model indicates the
  closer a person is in proximity to an event the
  more severe the response

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Complex PTSD

• Chronic Trauma results in more complex symptoms
• Concentration Camps
• Prisoner of War
• Prostitution Brothels
• Repeated Child Abuse
• Repeated tours of Combat in war zone

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Complex PTSD

• Difficulties experienced by those who have
  history of chronic trauma
• Avoid talking and thinking about trauma
  experience due to overwhelming nature
• Alcohol and substance abuse to avoid and to numb
  feelings
• Self mutilation and other forms of self harm
• Suicide

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Complex PTSD Contd

• Additional issues
• Person repeatedly abused is often mistaken as
  someone who has a weak character when they
  dont leave a perpetrator
• Survivors of chronic trauma are often
  misdiagnosed as having Borderline, Dependent, or
  Masochistic personality disorder
• Survivors who are faulted for the symptoms they
  experience as a result of victimization are
  unjustly blamed
• A new diagnosis may prevent clinicians, the
  public and those who suffer from trauma from
  mistakenly blaming survivors for their symptoms

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Healing and Recovery
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7 Things Trauma Victims Seek to Recover

• 1. Sense of Personal competency
• 2. Personal autonomy (understand self and how to
  relate to the world)
• 3.Understand personal impact how to integrate
  the objective experience and their subjective
  responses
• 4. Intimacy Trust

• 5. Trust in self and capacity to build trusting
  relationships
• 6. Develop an understanding about the traumas
  impact on sense of connection with the world and
  others
• 7. Personal identity, personality, self-image

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Values/Spirituality

• The importance of the spiritual component cannot
  be understated when traumatic experiences
  occur.
• Those who have some belief in a power greater
  than themselves tend to develop an understanding
  of the event through meaning they assign.
• Understanding and meaning are the first steps
  toward recovery and resilience.

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5 Major Aspects of Recovery and Resilience

• Trauma focused Cognitive Behavioral Therapy
  Treatment as needed
• Four Central Dimensions of Recovery
• Grief and Bereavement
• Anniversaries
• Memorials, Ceremonies and Rituals

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Foci of TreatmentCRAFTS

• Cognitive problems
• Relationship problems
• Affective problems
• Family problems
• Traumatic behavior problems
• Somatic problems
• (From Judith A Cohen, M.D., Medical Director,
  Center for Traumatic Stress in Children
  Adolescents, Allegheny General Hospital,
  Pittsburgh, PA)

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(No Transcript)
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Grief and Bereavement

• Grief Process we go through in adjusting to loss
  of close relationship
• Grief inevitable companion to love and
  attachment
• Death evokes realization of ones own mortality
  causes fear of death or conversely desire for
  death (Join a fallen comrade)

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Grief and Bereavement Contd

• Survivor guilt often exists
• Guilt due to fact they are still living
• Guilt for not saving the person
• Guilt for not making the dying process easier for
  the person that died

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Grief and Bereavement Contd

• Complications of bereavement
• Prolonged grief or traumatic grief
• Onset or recurrence of Major Depressive disorder
• Onset or recurrence of Panic Attacks
• Increased vulnerability to PTSD
• Alcohol and other substance abuse
• Poor nutrition, low levels of exercise
• Suicidal ideation
• Onset or worsening of health problems

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Anniversaries

• Symptoms of anniversary reactions include
• Re-experiencing symptoms of PTSD
• Reactivate feelings, physiological responses and
  thoughts that occurred at the time of the event
• Avoidance symptoms as in PTSD
• Avoid situations, places, or people that are
  connected to the event
• Arousal symptoms as in PTSD
• Nervous and on edge, unable to sleep or
  concentrate, increased irritability, and are more
  on guard

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Memorials, Ceremonies and Rituals

• Ritual can be defined as an expressive, symbolic
  act that creates a special time and space in
  which the participants experience themselves as a
  unique group
• Rituals may be performed repetitively or once,
  public or private
• Rituals may be sacred or secular, traditional or
  created
• A created ritual may be appropriate for a
  specific individual or set of circumstances
• For example At the Oklahoma City Bombing during
  the ceremony all participants were given roses
  there was a spontaneous act where many rescue
  workers threw their roses into the pit in honor
  of those killed on the site.

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What is Trauma Informed

• All supports and interventions
• Are based on the knowledge that symptoms
  exhibited by survivors are directly related to
  the traumatic event.
• These experiences are the cause of mental health,
  substance abuse and behavioral problems.
• Must address survivor needs with an awareness of
  the link between trauma event and predictable
  human responses which are normal responses to
  abnormal life events.

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Resource Listing

• National Center for Post Traumatic Stress
  Disorder (NCPTSD) (www.ncptsd.va.gov)
• National Child Traumatic Stress Network (NCTSN)
  (www.nctsn.org)
• National Center for Trauma Informed Care (NCTIC)
  (www.mentalhealth.samhsa.gov/nctic/)
• Sidran Institute (www.sidran.org)

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What the Soldier Brings Home Combat Stress,
Trauma Readjustment
Edgardo Padin-Rivera, Ph.D. VA Medical
Center Cleveland, Ohio
No one comes back unchanged COL (Dr.) Tom
Burke,Department of Defense,Director of Mental
Health Policy
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Life on the Front
To understand what the soldier brings home, one
needs to look at how the environment of war gets
inside the mind.
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Life on the FrontHow Combat Shapes Minds,
Emotions, Behaviors

• Prolonged exposure to combat stress
• Soldiers are under constant stress over long
  period of time
• Are exposed to multiple types of terrorism and
  life threatening events.
• May witness or participate in multiple
  atrocities
• Develop a mindset ofact immediately, debate
  later.
• Habituated to rigid, highly structured
  military concrete thinking.
• Being on constant alert, orhyper-aroused
  becomes a way of life.

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Life on the FrontHow Combat Shapes Minds,
Emotions, Behaviors

• 86 received artillery fire.
• 93 were shot at with small arms.
• 77 fired at the enemy.
• 95 saw dead bodies or remains.
• 89 were attacked or ambushed.
• 86 know a troop injured or killed.
• 65 saw dead or injured American.
• 69 saw injured women/children and were
  unable to help.
• -- These numbers correspond in part to a study in
  the New England Journal of Medicine and pertain
  to service members in Iraq.

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Life on the FrontHow Combat Shapes Minds,
Emotions, Behaviors
In Iraq Afghanistan, there is no true safe
zone or rear, there is a sense ofdanger in
all areas and occupations all the time. The
stresses and demandson cognitive and
emotionalcapacities are many andalmost constant.
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Life on the FrontHow Combat Shapes Minds,
Emotions, Behaviors
Exhaustion is constant. The soldier does not
have energy or time to process events until after
leaving the battlefield. The violence is
scary, but also exhilarating and immediately
rewarding. Many returning soldiers say combat
wasthe most exciting and importantthing they
have ever done. Many are bored when they come
home.
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Life on the FrontHow Combat Shapes Minds,
Emotions, Behaviors
Many face loss of comrades that can be
emotionallydevastating. Nothing is
moreimportant to a soldier than his
warbrothers. For many service members,a
comrades death is an overwhelmingexperience,
often leadingto prolonged unresolvedmourning
and anger.
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What the Soldier Brings Home

• The PTS Syndrome
• Intrusive thoughts/memories
• Nightmares
• Avoidance/isolation
• Anger/angry outbursts
• Hyper-startle response
• Flashbacks
• Hyper vigilance
• Feelings of grief, guilt, loss

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What the Soldier Brings Home

• Its not just about PTSD
• Disillusionment with civilian life
  activities.
• Challenging of ones identity core beliefs.
• Irritability anger toward non-military.
• Profound feeling of alienationfrom others.
• Social isolation.
• Memories of events that can bedifficult to
  integrate.
• Self-blame or guilt for acts of war.
• Despair or hopelessness about future.
• Physical health problems
• Alcohol and drug abuse

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What the Soldier Brings Home

• Post-Combat Battlemind
• Heightened sensory awareness of sights, sounds
  smells.
• Action oriented ways of coping with new
  experiences.
• Identification and closeness with their military
  unit and comrades who have shared similar
  experiences.
• Regimentation into highly structured and
  efficient routines.
• Profoundly realigned ideals, values identity
  shaped by war.
• Habituation to intensity and extreme emotions of
  combat life.

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Coming Home Life, Work, Learning

• Greatest need after traumaticexperiences is for
  activeengagement, affiliation, andcomfort
  available throughsupportive relationships.
• Greatest (unrealized) fear
• of most returning soldiers
• is engagement, affiliation,
• and intimacy.

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Coming Home Life, Work, Learning

• What They Say Are Problems (from Focus Groups)
• Wanting to be left alone - Social
  avoidance/isolation
• Sensitivity to loud noises and jumpiness
  hyper-arousal
• Anger, lack of patience - irritability
• Chronic joint pain, generally ankle, knee and
  back pain
• Memory problems or "lapses - trouble
  concentrating
• Drinking or smoking too much
• Personality changes, emotionally distressed
• Body image issues scars, weight changes, etc.

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Coming Home Life, Work, Learning

• Obstacles to Restoring Previous Ties
• Homecoming feelings of joy and euphoria are short
  lived (Eventually not reinforcing).
• Attempts to restart old ways of interacting, old
  roles fail.
• Difficulties arise in trying to generate a new
  normal (rigidity, fears, isolative struggles
  get in the way).
• Civilian life at home may not have the edge and
  adrenaline and life or death purpose associated
  with wartime duty.
• Problems of internal chaos impinge on
  relationships.

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Coming Home Life, Work, Learning

• Problems Reconnecting with Friends Community
• Difficult for soldier to feel at ease with
  previous friends.
• Soldier may find self unable to share
  experiences with non-combat acquaintances.
• Problems Reconnecting in Family
• Military is seeing highest divorcerate and
  domestic violenceincidents in 30 years.
• Stress, distrust, fear of intimacy, readjustment
  to new relationship.

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Coming Home Life, Work, Learning

• Difficulties with Public Interactions
• Tension about the politics of war
• Public has mixed views of the war.
• Awkwardness on both sides
• Public may not always know what to do or say.
• Veteran too often becomes a community media
  event.
• Veteran unsure who he/she can talk to.
• Questions can arise about What will they want
  me to talk about? What can I talk
  about? How will they react to a story or event?

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Coming Home Life, Work, Learning

• Learning Environment Problems
• Veteran learning capacity vs instructor
  expectations.
• May not be able to focus on single subject for
  long periods of time.
• Has difficulty with vague subject matter or
  mixed conclusions. Need for concrete outcomes.
• mTBI issues may create short term memory
  deficits (difficulty with details, memorization,
  etc)

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Coming Home Life, Work, Learning

• Learning Environment Problems
• Internal chaos (intrusive combat images and
  memories) may intrude on ability to concentrate,
  pay attention.
• Hyper-arousal (on guard), in crowds, among new
  persons, changing environments (new classroom
  each course), may create tension, irritability,
  anxiety.
• May feel others expect things he/she may not be
  able to do or meet.
• Other students may behave differently toward
  him/her.
• Social isolation leads to difficulty seeking help
  for studies, working with other students.
• Subject Matter or Presentation may arouse anger,
  irritation, isolating response (politics,
  history, social sciences are especially red
  flags).

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Coming Home Life, Work, Learning

• The perception of positive community
  supportwhether or not it is used is one of the
  best known antidotes to chronic mental health
  problems after a traumatic event. So

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If you see a returning service member this month,
just say thank you.
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Contact Information

• Edgardo Padin-Rivera, Ph.D.
• Chief, Psychology Services
• Cleveland DVA Medical Center Cleveland, Ohio
• Email edgardo.padin_at_va.gov
• Phone [phone] x6900

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Contact Information

• Roger P. Buck, Ph.D.
• Director, Counseling Services
• Hocking College
• 3301 Hocking Parkway
• Nelsonville, OH 45764
• Phone [phone]
• Buck_r_at_hocking.edu

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• Helping Americas Best, Brightest and Bravest get
  their degree
• By Dr. John Schupp- SERV National Director

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To create a Successful First year veteran program

• First day they walk onto the campus-
• What works, What doesnt.
• How to impact retention
• What works, what doesnt
• How to make it self-sustaining
• Dont cancel the program when the grant runs out

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Guidance Counselors/High School experience

• Decision to join the military
• Usually happens in 7-8th grade
• They do not fall into the College prep category
• Not exposed to College process
• Grades tend to drop after the decide
• Classes wont apply to the military
• Good enough to just pass
• Focus is on their military life
• Preparing their family/friends for when the enlist

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The first day they walk onto the campus

• Show/Tell them where to park
• E-mail them a map if possible
• No uniforms- they dont know who is in charge
• Campus is mass chaos compared to the military
• Provide a personal walk through
• All the important areas (with a fellow vet if
  possible)
• Veteran lounge (if you have one)
• Student Veteran Association/group official
• Certifying official
• Cashiers/Financial Aid
• Registrars

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The first day they walk onto the campus contd

• Provide them what they need to know-
• Nothing frivolous
• They dont need to know all the other
  organizations on the 1st day
• Introduce them to faculty/staff that are veterans
• Get this list ahead of time
• They will make sure that they look out for the
  new student vet
• Give them a list of what is needed from them
• Transcripts, placement exam dates, etc
• They will follow these directions very closely

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Veteran Orientation

• Try to have a group veteran orientation
• Most student orientations are for 18yr olds
• Most veterans cannot tolerate them
• Bring reps from the community to the event
• Dept of Veteran Affairs-
• Health and Benefits if possible
• Local Vet Center
• Community Based Outpatient Clinics
• County services
• Veteran Service Commission
• Community Veteran Organizations
• AMVETS, VFW, Local Service Officers
• Important people for filing claims
• They will do this for free

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Veteran Orientation contd

• Certifying official
• Important to meet with them
• This paperwork is of the utmost importance
• Student Veteran Advisor
• Very important position
• Someone adept at military transcripts and MOS
• Must understand time constraints of GI Bill
• They cannot waste semesters on non-important
  classes

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The 1st day of class- the 1st semester

• 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 days/wk or 3 days/wk
• Allows them to schedule VA appts on other off
  days
• Allows them to get a part-time job if needed
• Show classroom locations before school starts
• Warn them of the cost of books
• Book stipend wont kick in until after 1st month

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The 1st day of class- the 1st semester contd

• Encourage tutors on first day of school
• They wont want to at first
• Sign of weakness
• Try to find student veteran tutors
• Warn them of the cost of living allowance delays
• Wont get first check until 6-8 weeks after 1st
  day

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1st semester- Their Class Experience- professor

• The Lecture
• They are used to briefing
• This is what you need to know, now go do it
• It is difficult to determine what they need to
  know
• Many lectures are full of all kinds of
  information
• Professor does not tell them what they need to
  know
• Up to the student to figure it out
• The professor
• Some do not agree with their decision to serve
• Daily subject matter may drift to volatile topics
• Many veterans are trained to diffuse conflicts
• Some have a more difficult time than others
• If it gets to bad, try to have them change
  classes

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1st semester- Their Class Experience- students

• Briefings
• 100 concentration
• Arrive 15 minutes early- and prepared
• If late, do push-ups
• Information given can be life and death
• Absolutely no talking
• Questions afterward

• Lecture
• Not 100 concentration
• Students arrive late
• No push ups
• Students leave early
• Texting
• Talking
• Face-booking
• All of this causes distractions to the student
  veteran

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1st semester- Their Class Experience- Classroom

• Military
• Environment can cause harm
• 20-30 members in squad
• People/houses are checked
• Weapons
• IEDs
• Insurgents
• When room is cleaned
• Squad can occupy it safely
• Risk has been reduced

• Classroom
• Room is not cleaned
• Have to occupy it anyways
• Students are not checked
• Backpacks can cause alarm
• Environment not cleared
• Environment can cause harm
• Focus is on the environment
• Not the lecture/assignment
• Grades drop

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Degree Completion Variables-

• Credits earned after 1st and 2nd year
• Overall GPA after 1st and 2nd year
• Summer credits
• Full or Part Time

69
Graduation variables- Credits Earned/GPA

• Earned 4yr degree
• 1st yr
• 20 or more Credits earned
• 2.75 GPA Univ
• 2.39 GPA Comm College
• 2nd yr-
• 58 or more credits earned
• 2.91 GPA

• Attended-no degree
• 1st yr
• Less than 20 credits
• Less than 2.50 Univ
• Less than 2.32 Comm College
• 2nd yr-
• 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
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Retention/GPA data after cohort completion-
student vets in civilian classes
  Avg Avg      Avg Avg 
Students grade level Cr hrs GPA   Students grade level Cr hrs GPA
2 senior 110 2.65   0 senior 110 N/A
1 junior 90 2.55   3 junior 90 3.47
3 sophomore 64 2.84   8 sophomore 64 2.86
4 freshmen 32 2.48   12 freshmen 32 2.38
10 Total AVG 2.63   23 2.69
SERV Proprietary and Confidential
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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 awhile
• 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

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Credits earned/GPAs veterans-

• 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
• Communication-
• 5 students 3 cr. Hrs- 3.60 GPA
• Math. Elementary Algebraic models
• 6 students1.14 GPA
• 26 total different students in these 4 classes

73
Graduation variables- Summer courses

• 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

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Veteran Variables- Summer classes

• Many veterans will take summer courses
• 65 take them on 3 univ campuses sampled
• They are on a tight schedule
• Its a mission to complete
• They continue their BAH
• Are used to the monthly expense check
• They continue enrollment
• Less chance for VA to mess it up
• Summer courses Increase graduation chances

75
Graduation Variables-Full or Part Time

• Degree attainment after 6 years
• Part Time students
• 14.9 obtained degrees or certificates
• 2.2 associates degrees
• 12.7 certificates
• 0 Bachelors degrees
• 73.4 were no longer enrolled after 6 years
• Full time students
• 64.4 obtained degrees or certificates
• 8.3 associates
• 12.4 certificates
• 43.7 Bachelors degrees
• 28.2 were no longer enrolled after 6 years

76
Veteran Variables- Full/Part time

• Most Veterans will go full time
• Latest data shows 82 are full time
• They get full time BAH
• Like the monthly expense check
• 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
• They feel that they are behind everyone else
• Full time increases chances for graduation

77
What type of campuses are they at?
  at Univ
Total on Univ campus 6,964 61.1

    at CC
Total on CC campus 4,432 38.9
Total on OH campuses 11,396
Universities have 4yr of veterans CCs only have
2yrs of veterans
SERV Proprietary and Confidential
78
Was there a shift to Univs?
  Fall 08 of total Fall 09 of total Spring 2010 of total
Universities 5,132 59.3 6,708 60.6 6,964 61.1
Community Colleges 3,522 40.7 4,356 39.4 4,432 38.9
Totals 8,654   11,064   11,396  
New GI Bill makes Universities more attractive
than Community Colleges
79
What the trends show

• Universities are gaining enrollment
• No longer limited by 1,300/month Montgomery
• Older age group at Universities
• Student veterans avg age 24
• Community Colleges are losing enrollment
• 1st version GI Bill makes the Univs more
  attractive
• New GI Bill version 2.0
• Allows for OJT/certificates-
• May create an increased demand for CCs

80
Other variables affecting enrollment

• Veteran dept/person
• Certifying official
• Full time job, or other responsibilities
• Veteran Lounge/center on campus
• Providing a gathering place for the veterans
• Total student veteran population
• Is there a critical mass that is needed

81
Veterans Dept or Person?
Comm College
  Department Person
change 1.36 4.28
total 3,658 779
of total 82.44 17.56
University
  Department Person
change 3.42 5.14
total 5,654 1,247
of total 81.93 18.07
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Other Variables
Comm College
Location Of Veteran office Web Page
Variable Student union Administration   yes no
Change -2.49 11.23   1.19 5.17
enrollment 65.40 34.60   82.58 17.42
Universities
Location Of Veteran office Web Page
Variable Student union Administration   yes no
Change 2.67 5.41   3.13 7.56
enrollment 37.25 62.75   85.99 14.01
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Certifying Official Duties
Comm Colleges
Sole responsibility one of many
Change 4.43 -6.34
enrollment 74.57 25.43
Universities
Sole responsibility one of many
Change 6.90 -4.60
enrollment 74.57 25.43
84
Impact of a veteran lounge
Comm Colleges
yes no
Change 3.90 1.20
enrollment 25.24 74.46
Universities
yes no
Change 5.60 2.70
enrollment 36.75 63.25
85
Total campus veteran population
Comm Colleges
over 300 under 300
Change 2.7 0.27
enrollment 66.58 33.42
Universities
Over 400 Under 400
Change 4.90 -2.86
enrollment 88.19 11.81
If the vet population is high enough, the
veterans find each other, support each other and
enrollment increases. This shows that Veteran
Resource Centers are needed
86
Student Veteran organization
Comm Colleges
Yes No
Change -3.10 2.70
enrollment 13.41 86.59
Universities
Yes No
Change 5.10 3.20
enrollment 30.52 69.48
87
Dedicated Web Page Impact- 11,000 veterans total

• Community Colleges

• Universities

  Have Dont Have
  3.13 7.56
  85.99 14.01
  Have Dont Have
  1.19 5.17
  82.58 17.42
Veterans will not make their decision based on a
web site. They did not decide to defend their
country based on a website
88
The Reality

• 2,142,719 Deployed since 9/11- as of June 2010
• 260,610 Currently Deployed
• 1,532,980 Active Duty, 609,739 Guard/Reserve
• The vast majority of them are already home!

CTS Deployment File June 10
SERV Proprietary and Confidential
89
Total Deployed by State- Active Duty Guard/
Reserve since June 2010
SERV Proprietary and Confidential
CTS deployment File Jan 2010
90
States with most Deployed
State Deployed of state population
1.Texas 267,720 0.99
2.Florida 206,699 1.01
3.California 184,721 0.46
4.New York 83,027 0.39
5.Pennsylvania 81,898 0.60
6.Illinois 76,846 0.54
7.Ohio 65,740 0.51
8.Washington 65,497 0.90
9. Tennessee 63,192 0.88
10. Michigan 59,985 0.54
Texas, Florida and California make up 31 of the
total deployed
91
Total Deployed Branch Of Service-Nation
ARMY NAVY MARINE CORPS AIR FORCE COAST GUARD TOTAL ACTIVE DUTY
657,801 345,240 228,345 297,615 3,979 1,532,980
30.48 16.43 10.58 13.95 0.19 71.63

ARMY GUARD RESERVE NAVY RESERVE MARINE CORPS RESERVE AIR GUARD AIR FORCE RESERVE COAST GUARD RESERVE TOTAL RESERVE FORCES
416,578 38,861 39,725 113,687 888 609,739
19.31 1.78 1.91 5.34 0.03 28.37
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What the data shows

• If given the right environment
• Student veterans will succeed in greater numbers
  than civilians
• Happened in 1948-1956, 78 graduation rate
• Right environment
• Veteran only classes
• Veteran Resource Centers on campus
• Veteran professors
• Veteran Advocates

93
What the campuses need

• Funding- start up costs
• Centers of Excellence for Veterans Student
  Success (FIPSE act) Grant July 2010
• 16 campuses received 6M in grants
• Schupp needs your help for 2nd round of funding
  for 2011
• Veteran Resource Center Act 2011
• Schupp needs your help for this to be
  enacted/funded
• 1/3 from campus, 1/3 from community
  matching federal
• Alternative methods of funding (non-govt, non
  grant)
• Start up costs can be covered
• Stay tuned for more details in future webinars
• Let Schupp/Innovative Educators know if this
  interests you

94
Campus Responsibility

• Once program is started-must be self-sustained
• Cannot cancel program due to grant money ending
• This is not your typical freshmen demographic
• Once faith/trust is given by veterans to campus
• Campus must return the faith/trust
• Cancelling successful program will cause major
  problems
• Veterans leave, and never come back
• Veterans feel misled, betrayed
• Can cause re-enlistments, major Psychological
  challenges
• Campus must have a sound business plan
• Tuition dollars from veteran enrollment can
  support program

95
With Their Military Experience and Their
College Degree

• WE can make this generation
• The Next Great Generation

John Schupp j.schupp_at_servprogram.com (440)
488 6416