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Effective Campus-wide Communication Channels for Student Veterans
HigherEdMilitary
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As Staff Sergeant John Quill put pen to paper, while he was signing his reenlistment papers, he also knew that he had to decide: would he make the military his career, or would he return to the private sector, and find a new career? After his re-enlistment ended, Staff Sergeant John Quill told himself that he would enroll in college and get a degree, before he began to search for a civilian career.
Two years later he was enrolled in college. But now, Staff Sergeant John Quill was no longer, and a civilian John Quill had suddenly emerged in his place.
Today was orientation, and Quill wanted to make sure he got all the classes he wanted, so he had arrived early at the financial aid office, with a list of questions in hand. But this environment was like nothing he had seen in the military. Groups of young millennials and Gen Zs walking back and forth in front and behind him, with an occasional baby boomer included in the mix.
Quill's main concern was to verify that his GI Bill® benefits would pay for his courses and housing. A buddy of his had told him that he would have to take out loans, or qualify for financial aid, because the Post-9/11 GI Bill® would not cover all of his expenses.
So, how does an institution effectively communicate campus-wide with the Staff Sergeant turned civilian?
Effective Communication Channels for Leadership
James Davenport, director of the University of North Texas Student Affairs department within Student Veteran Services, provides support and resources to meet military students' specific needs. Davenport had remained on active service for 21 years, before he transitioned out of the military at age 39. He earned an undergraduate degree in criminal justice, a second in arts and science, and then, a graduate degree in history.
But his true passion in life is helping other military learners overcome some of the obstacles he faced when returning to school.
"When I became a civilian; and then a traditional college student, I didn't know where to start," Davenport said. "I walked around campus all day, not knowing what to do."
That frustration factor of confronting such unfamiliar surroundings can be overwhelming, he added, and must be directly addressed by the institution's leadership.
"When you don't know what to do, and you can't figure it out with no help; a lot of veterans just go out and get a job," he said. But, if the decision comes from the top down to have a veterans center on campus, military students will feel like they are getting the support they need.
"Every school should be driven from the top of the leadership to have a veterans center on campus. That's where the experts are who are experienced in higher education, have military backgrounds, and are knowledgeable about veterans' benefits."
Effective Communication Channels for Financial Aid Offices
"This is where it gets tricky," said James Davenport Jr.
"Their mindset is: 'I got the GI Bill®; I don't want to take financial aid, because I don't want loans.' But, Pell Grants and VA benefits are like 'apples and oranges.'" Yet, a lot of financial aid offices don't have that information to give their military students. Consequently, if the student fills out their financial aid package and then gets turned down; they can simply abandon their dreams of going to college.
That is why the student has to know they can go to their academic advisors, veterans representatives, or professors, and ask questions about what other alternatives are available to them, Davenport said. "A lot of veterans don't know even who they need to talk to. My hope is that every school has a veterans center that understands financial aid."
Effective Communication Channels for Instructors
People get wrapped up in their own world. But if you are working on a college campus and you play an integral role in helping a military learner pursue their education, then you have already become part of a team effort. For instance, say a veteran student walks up to their instructor and says, "I've got a problem and I've got to drop your class." What should the instructor do?
According to Davenport, if the campus has a veterans center, the instructor should refer the student there right away. Or, on some campuses, the instructor can refer the student to a tutor, who can help them. Either of these options is a better solution than simply allowing the student to leave the classroom. Why? Because once a veteran drops that class; they're going to owe the VA and school a lot of money, he said. In addition, chances are if they feel like they couldn't get help when they needed it; they will probably also decide that education is not for them.
Davenport hopes to bring awareness to the fact that some college campuses don't have an organized effort to serve their military learners. Or, if they do have a veterans center, it is "the size of a closet." Moreover, he cautions that even if certified officials are available on campus to discuss loan options; unless they are well versed in veterans' benefits, they really cannot be of much help.
Once you put the term, "veteran" in there; that adds another layer of bureaucracy, he said.
No Two Experiences are Alike
After working for the University of North Texas for over eight years, James Davenport said his ability to provide quality assistance to military learners comes from studying the different educational programs and financial aid options that apply to active duty, reservists, transitioning service members, and veterans.
"No two experiences are the same and things are always changing for us, both in the civilian world and military."
But, he admits, over the years his motivation for the work he does has remained the same.
"I sat right where you sat," he said. "It took me 10 years to find my dream job, because no one would help me."
Article Topics
Military Educational Benefits
Military Friendly Institutions
Research on Student Veterans
Serving Military in HigherEd
Veterans Academic Success
Working as a Veteran in HigherEd
