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• Called to Serve
• Contents
• Preface: Setting the Context
• About the Editors
• About the Contributors
• Chapter 1 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
• Reserve Officers’ Training Corps
• Monuments and Memorials
• Military-Sponsored Research and Development
• GI Bill Programs
• Conclusion
• References
• Chapter 2 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
• The Post-9/11 GI Bill
• Other VA Education Benefit Programs
• Other Sources of Student Veteran Education Funding
• Conclusion
• Resources
• References
• Vignette
• Chapter 3 Activations, Deployments, and Returns
• Military Processes and Student Service Members in Transition
• The Deployment Cycle
• Activation
• Deployment
• Return
• The Nature of the Transition
• The Dual Nature of the Transition: Environmental and Personal
• Research Findings: Thematic Overview
• Implications for Student Service Members and Institutions
• Implications for Student Service Members
• Implications for Institutions
• Recommended Practices for Assisting Student Service Members in Transition
• Identify and Track Student Service Members
• Formulate Dedicated Service Member Orientation Sessions
• Create Student Service Member ‘‘University Seminar’’ Course Section(s)
• Establish Military Safe Zones
• Create Pre- and Postdeployment Checklists
• Maintain Connections During Deployment
• Conclusion
• Resources
• References
• Vignette
• Chapter 4 Contemporary Student Veterans and Service Members: Enrollment Patterns and Student Engagem
• Assessing the Campus Environment for Veterans and Service Members
• Characteristics of Student Veterans and Service Members
• Terms Related to the Student Population
• Socialization and Military Culture
• College Choice
• Creating Conditions for Success
• Conclusion
• References
• Vignette
• Chapter 5 The Complexity of Veteran Identity: Understanding the Role of Gender, Race and Sexuality
• Expanding Our Awareness of Veterans
• Women
• Racial and Ethnic Minorities
• Lesbian, Gay, Bisexual, and Transgender Persons
• Structural Inequalities
• Implications for Practice
• Campus and Community Collaborations
• Child Care
• Career Services
• Health and Counseling
• Social Support and Networking
• Addressing Structural Inequalities
• Measuring Success
• Conclusion
• Resources
• References
• Vignette
• Chapter 6 Understanding Disability in the Student Veteran Community
• Disability Experiences Among Student Veterans
• Concepts of Disability
• Best Practices
• Building Relationships with Student Veterans
• Language in Outreach
• Partnerships and Collaboration
• Accommodations
• Mental Health
• Sports and Recreation
• Tracking and Assessment Practices
• Conclusion
• Resources
• References
• Vignette
• Chapter 7 Enrollment, Transfers, and Degree Completion for Veterans
• Enrollment
• Transfer
• Completion
• Strategies
• Enrollment
• Transfer
• Assessment
• Conclusion
• Resources
• References
• Vignette
• Chapter 8 Offices of Veterans and Military Services
• The Mission of the OVMS on College Campuses
• How Can Institutions Identify Student Veterans on Their Campuses?
• How Can OVMSs Assist Institutions Seeking to Increase Enrollments of Student Veterans?
• How Can OVMSs Facilitate Campus Awareness?
• Essential Services, Programs, and Campus Relationships
• School Certifying Official
• Fees, Tuition, and Grants and Scholarships
• Campus Housing for Student Veterans
• Mentoring for Student Veterans
• Veteran Service Support Team
• Centralized ‘‘In-House’’ or ‘‘In-Office’’ Services
• OVMS as a Campus Resource
• Developing an Office of Veterans and Military Services
• Veteran Services Office Staff
• OVMS Staff Professional Development
• Facility Size and Location
• Organizational Placement of the OVMS
• Assessment and Evaluation of the OVMS
• Needs Assessment
• Types of Data Collected in a Needs Assessment
• Evaluation
• Process Evaluation
• Outcome Evaluation
• Organizing and Planning for Evaluation
• Conclusion
• Resources
• References
• Vignette
• Chapter 9 Focused Learning Environments for Student Veterans
• Adult Learning Theories
• Social Learning Theory
• Orientation Programs for Veterans
• Example of an Orientation Program
• Learning Communities for Student Veterans
• Examples of Learning Communities
• Other Focused Learning Environments
• Assessment
• Conducting the Assessment
• Implications and Recommendations
• Conclusion
• Resources
• References
• Vignette
• Chapter 10 Student Veterans Organizations and Student Self-Advocacy
• Brief History of Student Veterans Organizations
• Campus Climates
• Contemporary Student Veterans Organizations
• Types of Student Veterans Organizations
• Residential Campuses
• Community College or Commuter School Chapters
• Online Chapters
• Advantages of Organizing
• Institutional Perspective
• Types of Advocacy Efforts on Campus
• The Advisory Role
• Learn What Is Known About Student Veterans
• Do Not Reflexively Accept ‘‘What Is Known’’
• Avoid Basic Errors
• Be Prepared
• Consider Specialized Programs
• Focus on the Relationship
• Avoid Assumptions
• From Advisor to Advocate
• Suggested Outcomes of Advocacy by and for Student Veterans
• Policy Revisions
• Priority or Privileged Registration
• Veterans’ Memorials
• Veterans’ Lounge
• Commitment
• Collaboration with On- and Off-Campus Organizations
• Other Student Organizations
• External Organizations
• Broader Involvement
• Assessing Student Veterans Organizations
• Assessment of Student Learning
• Assessment of the Organization
• Conclusion
• Resources
• References
• Vignette
• Chapter 11 Institutional Leadership on Serving Student Veterans and Service Members
• Developing Services and Support
• Role of Institutional Leaders in Policy and Organizational Development
• Securing Resources
• Staffing
• Campus Committees and Task Forces
• Determining the ‘‘Feeling’’ of the Campus Environment
• Campus Structures and Coordination of Services
• Institutional Leaders as Advocates for Veterans and Service members
• Becoming Knowledgeable and Effective Spokespersons
• Key Strategic Outreach and Collaborative Efforts
• Conclusion
• Resources
• References
• Vignette
• Chapter 12 Promoting Organizational Change to Create a Veteran-Friendly Campus: A Case Study
• ACA Advocacy Competencies
• Student Advocacy
• School/Community Advocacy
• Public Arena Advocacy
• Case Study
• Community Collaboration Competencies
• Systems Advocacy
• Case Analysis
• Assessing Change
• Conclusion
• References
• Conclusion: Looking Back, Moving Forward
• Reference
• Glossary
• References
• Appendix: Military Ranks—Enlisted
• Name Index
• Subject Index