This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.

1. 2016
Veterans at SUNY
Buffalo State
HEIDI LYNN OLSEN, SVA BSC VP LIAISON

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Introduction
Never before in today’s American society has there been a demand for better quality
services for United States service members, Veterans, and military families, especially those who
enroll in colleges and universities. In today’s American society the constant fear of terrorism has
become a new sociological reality. There have been two wars in Iraq and Afghanistan which
have lasted for approximately a decade, and will probably still continue. In addition the US
military still maintains a military presence in South Korea, Vietnam, and other places around the
world.
The National Disabled American Veterans issued a summary research document covering
the unique challenges that women face after military service. Burgess, and Augustine (2015)
report that women make up a substantial number of those currently serving in the US military
armed forces. Approximately 20 percent of those recruited are women with 14.5 of the one
million active duty components of the US military armed forces branches, and 18 percent of
850,000 serving in the reserve component. These authors cite that in the year 2020 the male
population is expected to decline and a significant increase in female veterans is expected to
grow dramatically to approximately 11 percent of the US Armed Forces Veteran population.
Burgess and Augustine cite that unlike civilian women, and male Veterans, female
Veterans face more complex issues related to adjustment after a period of time serving in the
United States Armed Services. From mental health to physical health, many of the female
Veterans face complex issues when adjusting to life outside of military service. The authors cite
that the nation has not yet recognized the contributions females have made to military service,
while serving in the military, and after they have left military life. Burgess and Augustine (2105)
cite that the rates of female Veteran homelessness is at least twice as high resulting in a higher

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risk for homelessness than civilian women. Overall, the authors recommend that changes be
made to include female Veterans in the care they now receive in all areas of society.
From the federal mandates such as the “Vow to Hire Heroes’ Act”, “Housing First”
initiatives for Veterans, and other state programs for assisting Veterans, it is becoming a catch
phrase that there is a “Veteran friendly” program and institution.
This paper will seek to provide some insight into some of the current issues social
workers, school and campus officials, and policy and stake holders can utilize when assisting
current Veterans. First, this paper will address current best practices for serving Veterans on a
college campus while addressing issues regarding Veteran services on Buffalo State College.
Second, the paper will address historical perspectives and current information regarding the Post
9/11 GI Bill. Finally, this paper will address perspectives and best practices that academic
institutions can adopt.
Researchand Demographics
Current research studies indicate that student Veterans will become a larger percentage
of the student population attending colleges and universities (Green & Hayden, 2013; Cate,
2014). In response to this demographic research several colleges and universities have
responded to the needs of student Veterans by having an on campus Veteran’s Service center
connected with a student Veteran lounge. The NASPA Research and Policy Institute (2013) that
while monetary resources are dedicated to support military and student Veterans, 25%
understood the root causes of stop-out and dropout among this population. One noteworthy
statistic is that institutions with at least 100 student Veterans or more have a dedicated office as
opposed to a single staff member supporting active duty and student Veterans. Sponsler, Wesaw,

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and Jarrat (2013) in this study also note that 75% of academic institutions which responded to the
survey indicated having a specific staff member, or office focused exclusively on the student
Veteran population.
A 2012 Washington- Huffington Post article, highlighted the dropout rate among
Veterans stated that at least 88 percent of those Iraq and Afghanistan Veterans who enroll in
colleges and universities will drop out and are seven more times likely to commit suicide than
civilian counterparts. Frustration and feeling of isolation in an academic culture. The article also
highlights that many of the Veterans enrolled in colleges and universities approximately one
third had received diagnoses of severe anxiety, one third received severe depression diagnoses
and approximately 45 percent experienced significant symptoms of PTSD, post-traumatic stress
disorder.
Vacchi (2012), points out that student Veterans have different experiences in the military.
In addition family members of military families also attend colleges and universities who may be
utilizing a family members GI Bill benefits for part, or all of their tuition fees. He points out that
while the term veteran is applied to the broad possibilities of people with association with the
military is a legal term which is used to determine eligibility for federal benefits (2012). Vacchi
defines in the following manner “A student veteran is any student who is a current or former
member of the active duty military, the National Guard, or Reserves regardless of deployment
status, combat experience, legal veteran status, or GI Bill use (17, 2012).” It is important to
recognize that this broader and more inclusive definition of student Veteran integrates the
broader generalist perspective and implies concepts of interdisciplinary practice. This definition
also recognizes the many different varieties and situations in which Veterans may attend and
bring with them to an education. When needs of this population are addressed on college and

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university campuses, student Veterans thrive and may outperform their civilian peers in
classroom performance and graduation rates (Green & Hayden, 2013).
One of the most significant and important research studies conducted was done at the
federal level by the Student Veterans of America (Cate, 2014). This studied utilized statistical
analysis of One Million Records of people who were identified by the Veterans Administration
as utilizing GI Bill benefits between 2002 and 2010 as well as data from the National Student
Clearinghouse which records data from participating colleges and universities. This allowed for
accurate recording of data of the records. The purpose of this research is to enable policy
holders, institutions, researchers, and other personnel to identify and develop policies and
services which would benefit student Veterans (2014). While the research was macro in nature it
excluded certain student Veteran populations from the study. It excluded student veterans who
have service connected disabilities, family members utilizing veteran benefits, and military
reservists and national guard utilizing national guard and reserve education benefits (2014).
However, there is room for future research on possible state and local levels replicating the
research methodology of the Million Records Project which can include these populations of
student veterans.
The research found that approximately 1 in 5 individuals in the sample was female (Cate,
2014) which is current with the current demographics of current Veterans receiving services. The
research found that student Veterans who utilize the GI Bill from 2009 to 2014 completed their
degrees within 5 to 6 years for associates and bachelor’s degrees. Other significant results which
the research states was that student Veterans complete their post-secondary degrees at public
colleges and universities where a majority of the population enroll in professional degrees in

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both the bachelors and associates levels (Cate, 2014). These professional degrees are business,
criminal justice, health professions, and science and engineering degrees (2014).
In dealing with the issue of the Post 9/11 GI Bill, Burgess and Augustine from the
National Disabled American Veterans, (2015) cite that in the period of 2000 to 2009 16.3 percent
of male Veterans obtained a completed college degree with a civilian comparison of 18.1
percent. In respect to the female Veterans 21 percent had obtained a college degree, which is a
higher rate than the overall male population and civilian women. Women also cite that education
benefits are one of the top reasons for serving in the US Armed Forces. While schools have made
serving the Veteran and US Military Service member a top priority, these authors cite that many
US Colleges and Universities are ill prepared, and unprepared to deal with the broad range of
issues this particular population of students. Some may feel stigmatized by utilizing campus
services, including disability services which are often provided free of charge. The authors also
state that these students are respectively older, have families and other obligations including
employment.
Changes recommended for colleges and universities to assist the female student Veteran
population is for colleges and universities to provide pilot programs such as virtual peer support,
child care, and comprehensive guidelines which schools can utilize to assess and improve
services on campus. The authors also recommend that the Veterans Administration should
enhance it’s reporting on colleges and universities which receive VA education Chapter funds,
including the Post 9/11 GI Bill funding.

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Current Practices for Addressing Student Veterans
The Buffalo State Student Veterans of America conducted a panel discussion on Tuesday
April 29, 2014. The panel discussed current issues with Buffalo State representatives in which
student Veterans felt were important issues. In the Spring semester of 2014, Military and Veteran
students attending SUNY Buffalo State were given priority registration for classes which had
just been enacted by the SUNY Buffalo State. This is a recognized evidenced based practice for
US Colleges and Universities. One of the issues presented was a designated space for student
Veterans to carry out business with the VA and for the chapter to carry out business with the
school community and the military and Veteran community. This space was provided in the Fall
of 2015 as initiated by President of SUNY Buffalo State, Conway-Turner.
In examining the current issues at Buffalo State it is important to consider best practices
from other locations. Lohken et. al. (2009) discuss how a state can approach assisting Veterans
on a state level. Saint Cloud State University in Minnesota developed a support center where
student Veterans were aware of campus and community resources and information learned from
fellow student Veterans. The college also networked with the Veteran community to provide
comprehensive services to student Veterans in the school (Creating a Veteran-friendly Campus,
2009).
Abel, Bright, and Cooper, in Called to Serve (2013) discuss best practices for college
campuses to develop when providing services to student Veterans. They recommend college
campuses and universities form an Office of Veterans and Military Services committee with
authority to make recommendations for policy changes and services to promote easier access to
campus services. A centralized space or area for the development of services for student
Veterans. The space should have an adequate reception area, at least one private office space,

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and a meeting area where student veterans, veteran organizations, and the community can
provide comprehensive support to student veterans on a college campus.
The author participated in an on-line, Face Book, forum during the Summer of 2015
obtaining research from other SVA Chapters, after attending the annual SVA National
Conference for the first time. From this process the author obtained current research from Purdue
University’s Military Family Research Institute. Three significant artilces were obtained during
this process.
From the article Rallying The Troops, (2015), it is essential that critical review of
existing program assists in developing awareness of what existing holes may exist in current
funding, programing, staffing needs to further develop a climate friendly to “student Veterans”.
Those with service-connected disabilities need various types of support (Honoring Those Who
Serve, 2015). Currently the Veterans Administration serves on a case by case, combined with
service interaction basis. On this front, SUNY Buffalo State has both the Silent March annually
held every Fall semester, but could utilize the other Western New York, and New York State
Colleges and Universities for support systems only.
Recognition of female Veteran success is something the current SUNY Buffalo State
College and University can utilize and be able to provide the correct amount of support for both
graduates of the university and college levels who were honorably discharges from the US
Military. Those enrolled in undergraduate programs have different environmental factors which
affect different aspects of their education, creating even more barriers for the “student Veteran”
(Appreciating Military Service Realities, 2015). Purdue University utilized methods similar to
“secret shopper” approaches to improving services provided to “student Veterans”. The “secret

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shopper” instances may be more beneficial in the long run, and will assist both the faculty and
staff in the improvement of services.
Historical Perspectives
In considering the evidence base of providing services to student Veterans, it is important
to note that comprehensive services to student Veterans as a special population of students is a
relatively new development which many colleges and universities have recognized the increased
needs of this population of non-traditional students. There are historical roots to colleges and
universities being affiliated with military training, and the military and Veteran community.
Alexander, and Thelin (2013), in the book Called to Serve, discuss the fact that one of the federal
government policies was the 1862 Morrill Act giving land grants to states for the purposes of
developing colleges and universities to enroll students in higher education. The schools were
developed for the purpose of teaching agriculture and mechanics including the promotion of
liberal and professional education to industrial classes. This included military education and
training as part of the education.
Another significant historical development between colleges and military training is the
development of ROTC programs. In 1916 the U.S government established a Reserve Officers’
Training Corps for Army Reserve males to receive officer commissions who completed military
courses and training at various universities and colleges (Alexander, Thelin, 2013). The United
States Navy developed its ROTC in 1926, and the US Marines Corps developed ROTC programs
in 1932. These programs further developed the relationship between colleges and universities
and the US government for military training of qualified officers. In response to the national
draft created in World War I, Congress established War department training units on colleges
and universities in 1917.

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Throughout the 19th century, U.S colleges and universities collaborated with the national
government to solve national problems. Subjects such as science, math, engineering provided
military personnel with professional skills which can be utilized during redeployment phases of
the military as well as provide civilian jobs to retired, and reserve officers. It also allowed for
the development of sophisticated military weapons such as chemical warfare, bombs, and other
information. It also allowed the military to match academic training with military specialized
positions. This collaboration effort between the government and institutions of higher education
allowed for ongoing peacetime support in areas of academic research opening the avenues that
scholarly research had the potential to solve domestically, and social issues in addition to
military preparedness (Alexander, Thelin, 2013).
The GI Bill and Current US Federal Policies
One of the most significant impacts on American society and the military is the
establishment and the development of the GI Bill. This law changed how the federal government
gave compensation for its citizen soldiers during times of military service. After World War I,
bonuses were provided to soldiers through the World War Adjusted Compensation Act of 1924
which could not be redeemed until the year 1945 (Alexander, Thelin, 2013).
Originally known as the Serviceman’s Readjustment Act of 1944, education payments
were given to veterans to attend colleges and universities which was predicted would delay the
veteran’s return to the workforce which would reduce a predicted labor surplus (Alexander,
Thelin, 2013). A year after the war had ended, one million World War II veterans had enrolled in
colleges and universities which was paid for by the GI Bill. These service members permanently
transformed education in colleges and universities where these individuals would become the
most economically successful. The social values of a college education, and improved standard

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of living was passed onto the next generation creating a middle class of educated individuals
(Alexander, Thelin, 2013).
The original GI Bill had several revisions made to it. These changes gave Veterans the
money directly for college tuition payments, and did not leave enough money for veterans to
sustain a living. Veterans worked part time jobs to support their living expenses (Caspers,
Ackerman, 2013). Many Veterans would enroll in low tuition schools, or schools which provided
no tuitions. This resulted in veterans enrolling in two year programs instead of four year
programs. The program was changed in 1966 to encourage military service. Since active duty
military members did not need second jobs to obtain a college degree (Caspers, Ackerman,
2013).
It is important to note that currently there are different GI Bill programs which
student Veterans utilize. Student Veterans utilize the different GI Bill programs based on their
eligibility requirements (Caspers, Ackerman, 2013). Currently 20 states offer in state tuition rates
for Post 9/11 GI Bill recipients. In February 2014, George Altman reports that Congressional
Bill H. R 357 which was titled the GI Bill Tuition Fairness Act would have required all colleges
and universities to offer in state tuition for Veterans receiving Post 9/11 GI Bill benefits in which
a school by the year 2016 would be prohibited from accepting any GI Bill benefits.
In response to Veterans nationwide not receiving the care and support that they need,
Congress passed the “Veterans Access, Choice, and Accountability Act of 2014. This law
provides national guidelines for the Veterans Administration, and other agencies related to the
care of US Veterans. Overall, this law provides funding for health professionals, and other
helping professional’s quality training, and increase in professionals to work with Service

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members, Veterans, and Military families. This law also gave the Veterans Administration
oversight of services to third party agencies for billable services.
In July, 2015, the Veterans Administration was given oversight of the different
educational funds utilized by student Veterans. It gave the Veterans Administration approval of
course work from colleges and universities regardless of a student Veteran’s state of residence.
Specifically, course work can be denied if the college or university charges a student Veteran out
of state tuition for public colleges and universities. The student Veteran is required to enroll in a
college or university within a period of three years of discharge from active military service of at
least ninety days or more. A spouse or child utilizing transferred benefits from a military
member who enrolls in a college or university within three years of the transferred member’s
discharge from a period of active duty service of at least 90 days or more is also charged in state
tuitions rates. A third qualification for education in state tuition benefits are spouses or children
using Marine Gunnery Sergeant John David Fry Scholarship funds who lives in the state in
which they enroll. These spouses and children must enroll in the school within three years of the
death of the service member in the line of duty which follows a period of active duty service of
90 days or more.
In addition, President Barack Obama issued an Executive Order requiring colleges and
universities to establish “Principles of Excellence”. The Executive Order required that a
standardized form for enrollment in colleges and universities be developed by the Secretaries of
the Departments of Education, Veteran Affairs and the Department of Defense. The form will
cover the total costs of the education, which financial aid benefits they are entitled to, and
comparison of the costs of other institutions in the area. It also requires academic institutions to
minimize the administrative procedures and requirements needed to report to respective federal

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departments. Generally, for student Veterans utilizing the Post 9/11 GI Bills and respective
benefits, colleges and universities are to institute uniform procedures for reporting to respective
agencies, and establish procedures to review targeted programs at risk to ensure compliance with
the Principles of Excellence.

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References
Ackerman, Robert; DiRamio, David. (2009). Creating a Veteran-Friendly
Campus: Strategies for Transition and Success. Hoboken, NJ: Wiley Periodicals, Inc.
Barrack Obama. (---). Executive Order: Establishing Principles of Excellence for
Educational Institutions Serving Service Members, Veterans, Spouses, and Other
Family Members. Washington DC.
Cate, C.A. (2014). Million Records Project: Research from Student Veterans of
America. Student Veterans of America, Washington, DC.
Coy, Curtis L. (2014, Nov. 3). Choice Act- Section 702, In-State Tuition for GI
Bill. Retrieved from: www.Veteransbenefits@public.gov/delivery.com
Disabled American Veterans. (2015). Women Veterans: The Long Journey Home.
Retrieved from: www.dav.org
Green, Leigh, & Hayden, Seth. (2013). Supporting Student Veterans: Current
Landscape and Future Directions. Journal of Military and Government Counseling, 1
(2), 89 -100.
Hamrick, Florence A.; Rumann, Corey B. (2013). Called To Serve: A Handbook
on Student Veterans and Higher Education. Hoboken, NJ: Wiley Periodicals, Inc.
Olsen, Heidi L., Volmer, Kimberly A., Pennell, Paul D., Battison, Jon L. &,
Stearn, Doug B. (2014, April, 29). Buffalo State Student Veterans of America.
Daniel C. Velez, PhD. (Faculty Advisor). 2nd Annual Conversation with SUNY
Buffalo State Veterans. SUNY Buffalo State College.

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Purdue University. (2015). Military Family Research Institute. Rallying The Troops;
Honoring Those Who Serve; Appreciating Military Service Realities. Retrieved from the
National SVA Facebook Leadership Forum, on-line.
Sponsler, Brian A., Wesaw, Alexis J., Jarrat, Dave. (2013). Measuring the Success of
Student Veterans and Active Duty Military Students. Retrieved from: www.naspa.org
Vacchi, David T. (2012). Considering Student Veterans on the Twenty-First
Century College Campus. American College Personnel Association. Advance on-line
publication. doi: 10.1002/abc.21075
Veterans Access, Choice and Accountability Act of 2014. H.R 3230. Washington
D.C.
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