“Graduate, graduate, graduate,” the secretary of veterans affairs, Eric K. Shinseki, recently implored the audience at a conference of the Student Veterans of America. But what, exactly, will it take to ensure that veterans succeed in college?
Since the post-9/11 G.I. Bill took effect in 2009, about 877,000 people, mainly veterans and their dependents, have received tuition and other college benefits costing the government $23.7 billion. More than $10 billion is expected to be spent this year alone on veterans, plus about $560 million on tuition assistance for active-duty troops.
Yet just how those thousands of veterans in college are faring remains a bit of a mystery. Many colleges do not break out graduation and retention numbers for veterans, and the federal government has not tracked the numbers. Only last month, the Department of Veterans Affairs announced a partnership with the National Student Clearinghouse and the Student Veterans of America to collect and analyze data on veterans in school, with an eye to determining if they are succeeding — or failing — and why.
In the latest Education Life, The Times’s education supplement, two articles focus on programs intended to help veterans graduate.
One of them, “A Million Strong,” describes the panoply of programs that colleges have created to support veterans, including opening veterans centers, hiring specially trained counselors and creating veterans-only courses, orientation programs and even housing.
For traditional colleges like San Diego State University or the University of Alabama, creating brick-and-mortar centers where veterans can socialize, receive tutoring or meet counselors is one thing. But for online programs, both nonprofit and for profit, the challenge of assisting veterans and making them feel comfortable can be greater, as colleges like University of Maryland University College are finding.
The key for both traditional and online schools, says Travis L. Martin, a driving force behind a veterans studies program at Eastern Kentucky University and a veteran himself, is introducing students both to other veterans and to those who never served in the armed forces.
“I’ve learned that creating community was key for the veterans,” he said. “Those relationships will keep them in school.”
The second article, “Warrior Voices,” describes how writing workshops are providing many veterans with an alternative means of healing the psychological and spiritual wounds of war.
In writing about war, writing teachers explain, veterans must organize and analyze difficult memories, possibly gaining some control over their traumas along the way. Such was the case with Micah Owen, who served with Travis Martin in Iraq and later became his student at Eastern Kentucky.
Though Mr. Owen, who has post-traumatic stress disorder, says he has trouble talking about his war experiences, he has had no trouble writing about it. “Once the words started coming, I couldn’t stop them,” he said.
The Education Life supplement includes essays and poems from several veterans, including Mr. Martin and Mr. Owen.
Now it’s your turn.
If you are a veteran, send us your memories – about war, deployment, training or the transition to civilian life. The subject areas are wide open; we just ask that you keep your submissions under 700 words. We’ll then select some of the pieces to be published at nytimes.com.
To submit a piece, go to this site and fill out the form.
