Hello Everyone,
Here's my research that I am publishing herewith in my Political Forum Blog, on 9/11 Women and Men Veteran Students, and issues they may face at some Colleges and Universities they are enrolled in across the nation. Referenced Figures 1, 2, and 3 in the article are below, and I have permissions for each.
If you have any questions or comments or would like to know more, contact me at
any one of the following. I hope you will enjoy reading this work.
Angela Oberbauer, M.A. © 2015
Figure 3: Screen Shot of The 2013 Annual Homeless Veterans Assessment Report (AHAR) to Congress,
Part I, U.S. Department of Housing and Urban Development
EXHIBIT 5.4: Estimates of Homeless Veterans by State 2013, p. 44
https://www.onecpd.info/resources/documents/ahar-2013-part1.pdf
Figure 2, Screen Shot of “Costs of War Project” http://costsofwar.org/. With Permissions from The Watson Institute
for International Studies, Brown University.edu at: http://watson.brown.edu, retrieved 7/25/14)
(See Appendix B, p. 34)
(in http://en.wikipedia.org/wiki/File:H.J.Res._114_Iraq_Resolution_Votes_October_2002.png).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 1
Issues 9/11 Veteran Students Face Today: Are U.S. Institutions of Higher Education Facilitating
Effective Academic Programs, Student Services, and Healthcare Readiness to Veteran Students?
Angela Oberbauer
San Diego Mesa Community College
Author Note
Angela Oberbauer, Political Science Program, San Diego Mesa College
Correspondence concerning this article should be addressed to
Angela Oberbauer, M.A. (Ret.), Political Science Program, San Diego Mesa College
7250 Mesa College Drive, San Diego, CA 92111
Contact: angelaoberbauer2013@gmail.com, and at fepan@aol.com
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 2
Issues 9/11 Veteran Students Face Today: Are U.S. Institutions of Higher Education Facilitating
Effective Academic Programs, Student Services, and Healthcare Readiness to Veteran Students?
Abstract
A number of 9/11 Veteran Students enter higher education each year. California Community
Colleges, California Universities, and Universities nation-wide have seen growth in their
enrollments of undergraduate and graduate Veteran Students. The American Council on
Education (ACE) states that the Post-9/11 Veterans Educational Assistance Act of 2008 has
given over 2 million 9/11 Service members and their families access to higher educational
programs and funding (“American Council on Education,” 2014). As faculty it has been
emphatic for me to augment my teaching and interactive skills, and be more sensitive and
responsive to the needs of the female and male 9/11Veteran Students who enroll in my Political
Science courses each semester. This study identifies a number of issues many 9/11 Veteran
Students (VS) face today. It further exams whether U.S. institutions of higher education have
established institutional readiness to support Veterans to successful learning outcomes.
Relevant to attaining successful learning for 9/11 Veterans, is having stable mental and physical
healthcare. This study also examines the institutional readiness of the U.S. Department of
Veterans Affairs (VA), in particular Healthcare processing of 9/11 mental and physical health
issues Veterans cope with each day across our nation.
keywords: Post Traumatic Stress (PTS), Military Sexual Traumatic Stress (MSTS),
restoring civilian identify, readiness, mental illnesses, physical disabilities, suicide rates
ISSUES U.S. 9/11 VETERANS FACE TODAY 3
Issues 9/11 Veteran Students Face Today: Are U.S. Institutions of Higher Education Facilitating
Effective Academic Programs, Student Services, and Healthcare Readiness to Veteran Students?
In order to understand the issues 9/11 Veteran Students face today, it was necessary to look at
and investigate past experiences 9/11 Veterans may have had as active military and in combat
during the Afghanistan and Iraq Wars.
The United States and NATO Naval Operations invaded Afghanistan on October 7, 2001, also
called “Operation Active Endeavor,” and later, in early 2002 known as “Operation Enduring
Freedom.” This was the initial decision by President George W. Bush to eliminate the
designer of the September 11, 2001 attacks against the U.S., Osama bin Laden and his al-Qaeda
terrorists. President Bush believed bin Laden to be operating out of Afghanistan and protected by the
Taliban government of Afghanistan. As of August 2014, U.S. military forces still remained in
Afghanistan ("Bush likens 'war on terror' to WWIII,” in Abc.net.au).
On December 8, 2014, Azam Ahmed reported for the New York Times, that under the new
mission, called “Operation Resolute Support,” only 10,800 military will remain as advisors
in Afghanistan beginning 2015 (http://www.nytimes.com/2014/12/09/world/asia/).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 4
The Iraq War Resolution in October 2002, provided President Bush further power to send
U.S. military troops into Iraq on March 20, 2003 (Pub.L. 107–243, 116 Stat. 1498, H.J.Res. 114)
passed by the United States Congress in October 2002 as Public Law No: 107-243 in (“Iraq War
Resolution,” 2002). [See Figure 1 on page 4]. Brent Jones reported that U.S. troops left Iraq on
December 17, 2011 (“Last U.S. Troops Leave Iraq,” 2011).
http://usatoday30.usatoday.com/news/world/story/2011-12-17/iraq-ustroops/52032854/1?csp=ip).
File: H.J.Res.114 Iraq Resolution Votes October 2002.png
Figure 1: Screen Shot of Iraq Resolution Votes October 2002, retrieved from Wikimedia Commons, 7/25/14
(in http://en.wikipedia.org/wiki/File:H.J.Res._114_Iraq_Resolution_Votes_October_2002.png).
(Refer to Figure 1 at the top of this article)
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 5
A look at the “Costs of War Project”
A look at the “Costs of War Project”
Researchers at Brown University’s Watson Institute for International Studies began
publishing research in 2011 in their “Costs of War Project” (http://costsofwar.org/ ). The Project
is led by Catherine Lutz, the Thomas J. Watson, Jr. Family Professor of Anthropology &
International Studies at the Watson Institute for International Studies at Brown University, and
Dr. Neta C. Crawford, Professor of Political Science at Boston University. Further participants
include experts in Political Science and International Relations from across the country at
Harvard University, Boston University, The Brookings Institute, The Pew
Research Center’s “Global Attitudes Project,” the Congressional Research Service, and data
from the U.S. Departments of Defense and State (“Costs of War Project,” 2011-present).
The Costs of War research is updated continuously reflecting the findings in human,
economic, social, and political costs resulting from these two wars; which, according to the
Project Researchers, must also include the “Costs of War” in Pakistan as well (ibid). U.S.
financial costs to-date and growing, are at 4.4 Trillion Dollars Spent and Obligated, with over
350,000 individuals killed by violence in Afghanistan, Iraq and Pakistan as noted in the
“Summary of Costs of War,” (ibid).
See Figure 2, Screen Shot of “Costs of War Project” http://costsofwar.org/. With Permissions from The Watson Institute
for International Studies, Brown University.edu at: http://watson.brown.edu, retrieved 7/25/14)
(Refer to Figure 2 at the top of this article)
ISSUES U.S. 9/11 VETERAN STUDENTS FACE TODAY 6
Deaths caused: Military and Civilians are at 220,000, Opposition Forces at 88,024,
Humanitarian Workers 438, Journalists 344, U.S. Military 6,802, Allied Military and Police at
30,499, U.S. Contractors 6,787, and Allied Troops at 1,432 deaths (“Summary of Costs of War,”
2014. See Table 3, p.9 in http://costsofwar.org/article/who-we-are ).
The Study also covers Environmental & Health Costs from severe injuries to U.S. military
and non-military (in Summary p.13). The researchers further point out that as of March 31,
2014, the Veterans Administration had 970,000 new disability claims registered by 9/11
Veterans. In the update of April 2014 there is mention “[that]…the human and economic costs
of these wars will continue until mid-century” (ibid).
Resulting 9/11 Veteran Issues from Military Duty and Combat
Primary issues 9/11 Veterans Face Today are Post Traumatic Stress (PTS), Military Sexual
Traumatic Stress (MSTS), serious physical and mental injuries through wartime experiences and
injuries (“Costs of War,” 2014). In addition, issues arise when trying to restore a civilian
identity; high suicide rates; dealing with health and economic issues; female/male Veterans
struggling with family issues after release from military duty; facing possible unemployment,
homelessness. Many Veterans are often unprepared for entry into higher education---dealing
with student loans, grants, and scholarships, and insufficient health support systems within the
U.S. Department of Veterans Affairs (VA) in many states across the nation (“Office of the
Actuary, Department of Veteran Affairs,” 2013; “U.S. Benefits,” 2010; “U.S. Census,” 2010;
“U.S. Census/Newsroom,” 2012; “U.S. Department of Defense,” 2012; “U.S. Department of
State/careers/intern,” 2012; “California Veterans Administration,” 2014; “U.S. Department of
Labor/military college benefits,” 2014; “U.S. Department of Labor,” 2014).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 7
Questions:
Are 9/11 Veterans, or all U.S. Veterans aware of the State and Federal Legislation available
to support them through higher education, career-building skills, and how best to begin their new
career direction once released?
Are these resources easily accessible? Who guides Veterans to
these resources? Also, many Veterans are married and have children and extended families,
Are these resources easily accessible? Who guides Veterans to
these resources? Also, many Veterans are married and have children and extended families,
again a huge responsibility for them to deal with once released into civilian life.
Can faculty in higher education across the nation identify serious issues 9/11 Veteran
Students may have in their classes, and how best to approach these students and possibly guide
him or her to student services within the institution they are teaching in?
Does your institution
Does your institution
have professional workshops to help your faculty and staff readiness, or how to possibly modify
curriculum in order to meet the needs of Veteran Students in your classes? Does the institution
you teach at have sufficient student services that really support Veteran Students enough to
achieve successful learning outcomes?
Further Questions:
If a number of our Community Colleges and Universities across the nation are still
not ready with solid academic programs and student services that focus on and support Veteran
Students on their campuses, why is that, and how can this disparity in readiness be improved
upon?
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 8
U.S. Veteran Statistics:
21.2 Million Veterans in US, in 2012
185,000 Women have been deployed since 2001
Women Military Today:
24% are Active Duty All Branches
15% are in the Reserves
17% are in the National Guard
20% of all deployed and new Recruits
One Young Woman Veteran out of five who served in Iraq
and Afghanistan was unemployed in 2009
Similar rates for Male Veterans who served in Iraq and
Afghanistan were unemployed in 2009
168,000 Women Veterans reside in California out of
2.1 Million Veterans overall in California
(“Office of the Actuary, Department of Veteran Affairs,” 2013; Holder, Dr. Kelly Ann, Housing
& Household Economic Statistics Division, U.S. Census, 2010; “U.S. Department of Labor,
2014; “California Commission on the Status of Women,” 2011/12; “U.S. Department of Veterans
Affairs,” 2012; “Ms0//siadapp.dmdc.osd.mil/personnel/MILITARY/ms0.pdf,” 2012;
“U.S. Census Bureau,” 2012).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 9
The U.S. Armed Forces Strength figures from January 31, 2011 were 1,433,174 active
military from the Army, Navy, Marine Corps, and Air Force (“U.S. Armed Forces Strength,”
2011).
Roles Women have had in Today’s Modern Military
In Iraq and Afghanistan – Active Duty: 26,000 Women Military, 195,000 have served since
the wars began. Women military fill 90% of military roles, including: as Service Pilots and
targeted convoys and military police. They have acted as gunners on High Mobility
Multipurpose Wheeled Vehicles (HMMWV) in Iraq. Women military have been in direct line of
fire, often finding themselves in combat situations. Women military have had to react as an
infantryman (not allowed by law), but still it has been done (“Rand National Defense Research
Institute,” 2007; Smit, Melissa, 2008; Murray, Senator Patty, 2009).
Before resigning in 2011, Secretary of Defense Robert Gates noted, “…that our rules as to
who can participate in combat, need to be modified to match the realities that take place in Iraq
and Afghanistan,” when referring to Women military in combat (http://news.dod.gov/2011/).
More Challenges facing Women and Men 9/11 Veterans
Challenges for some 9/11 Veterans are overwhelming. For instance, lack of recognition and
respect for their military service once they re-enter civilian life. Opportunities for female
veterans to interact with other women veterans are lacking to share their experiences and provide
and receive the support they feel they need. Support services for themselves and for their
families to help the Veterans re-establish family roles and relationships. Also finding the
childcare options available and affordable for them (ibid).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 10
Also serious head and body injuries: as of March 31, 2014, the Veterans Administration had
970,000 new disability claims registered by 9/11 Veterans (http://costsofwar.org).
Access to quality gender-specific healthcare, with separate spaces to receive care and
treatment, and staff that are trained to understand and meet their needs.
Access to high-quality
Access to high-quality
mental and behavioral health treatment and services targeted to their specific issues and
experiences. Separate spaces for men and women to ensure privacy, safety, and run by staff that
are trained to understand and meet their needs.
High suicide rates of Veterans: in 2012, 22 Veterans were found to have committed suicide
each day, or one Veteran every 65 minutes (Stewart, Phil. 2013. Reuters; Kemp, Janet RN PhD
& Bossarte, Robert PhD, Suicide Data Report-2012).
Further, Military sexual trauma (MST) and Post Traumatic Stress Disorder (PTSD) care for
severe injuries caused by Improvised Explosive Devices (IEDs). A number of Veterans are not
aware of outreach to 9/11 Veterans who are dealing with MST and PTSD issues, nor do they
know where to look for these services or their locations (Oberbauer, 2010, 2014, 2014).
Foster and Scott (2009) reported on the many challenges facing Veterans regarding education
and accessing employment training opportunities targeted to meet Veterans needs. The Business
& Professional Women’s Foundation Research Project (2009) emphasized the importance to
support female Veterans needs entering civilian life and the business world.
Another issue is finding suitable and affordable housing for those veterans who are homeless,
or at risk of homelessness. Veterans need gender-appropriate services, such as private and safe
shelters and transitional housing that should also have health, mental, and behavioral health
services available. Also needed: rehabilitation services for drug abuse (Oberbauer, 2014).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 11
According to the U.S. Department of Housing & Urban Development (HUD), there are
approximately 21.2 million Veterans in the U.S. Each day in 2012, 633,782 persons were
homeless; of this, 13 percent were Veterans at 62,619 (http://www.hud.gov.homeless ).
HUD Estimates of Homeless Veterans per State in 2013
See Figure 3 at the top of this article: Screen Shot of The 2013 Annual Homeless Veterans Assessment Report (AHAR) to Congress,
Part I, U.S. Department of Housing and Urban Development
EXHIBIT 5.4: Estimates of Homeless Veterans by State 2013, p. 44
https://www.onecpd.info/resources/documents/ahar-2013-part1.pdf (See Figure 3 at the top of this article)
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 12
Unemployment Rates of Veterans
The unemployment rate for veterans who served in the military since 9/11 was 10.2% in
2009. In 2013, the unemployment rate declined to 7.5%.
The unemployment rate for all veterans was at 8.1% in 2009, but declined in 2013 to 7.5%.
In 2009, 1.9 million of the nation’s veterans had served during the Gulf War era II. About 18%
of these veterans were women, compared to 3% of women who had served in WWII, the Korean
and Vietnam Wars (“U.S. Department of Labor,” 2013. http://www.dol.laborstatistics.gov ).
Federal Legislation to Support 9/11 Veterans
The Post-9/11 Veterans Educational Assistance Act of 2008 took effect in August 2009. The
law provides Post-9/11 Veterans educational assistance funding, monthly housing allowance,
yearly book stipend – [only] for active duty military after 9/11, and increases in unemployment
benefits. It also provides funds for family housing construction and funds for military child care
centers (http://www.gibill.va.gov/ ).
In addition, the Health Care and Education Reconciliation Act signed into law by President
Barack Obama in March of 2010, makes higher education more affordable for students. As of
June 2010, students work through and receive loans in their respective educational institution’s
Financial Aid Department directly, or through the Federal Government website
(http://studentaid.ed.gov). The Federal Government assumes to have saved 68 Billion dollars
now with these changes, and will reinvest this money into community colleges, increase Pell
Grants, and historically Black Colleges and minority servicing institutions.
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 13
The changes to the Post-9/11 Veterans Educational Assistance Act of 2008 also make it
easier for responsible students to pay off loans in the future through the “Income-Based
Repayment Plan” (http://studentaid.ed.gov; http://whitehouse.gov/studentaid;
http://house.gov/legislation/studentaid; http://senate.gov/legislation/studentaid ).
The VA Yellow Ribbon GI Education Enhancement Program provides matching funds from
the Department of Veterans Affairs as a supplement to the Post-9/11 GI Bill [which pays up to
the highest public in-state undergraduate tuition]. This Program is also available for
undergraduate and graduate programs at private universities not previously available, and since
March 18, 2014, this supplement is available for approved programs up to 36 months benefits
(http://vaGIBill.gov/ ). California is one of 29 states that requires Veterans to establish
residency and qualify for lower tuition costs. This restriction can, however, be waved and
covered by the VA Yellow Ribbon Program (“Voice of San Diego,” 2013). Additional Laws to
support Veterans residing in California are at CAL VET California Department of Veterans
Affairs (https://www.calvet.ca.gov/ ).
The Post 9/11 GI Bill gives 5.66 Billion in benefit payment to 384,726 Veterans or eligible
family members pursuing higher education, including 61,000 Women Veterans and more than
40,000 children of Veterans. Also, the Department of Veterans Affairs has up-to-date
information and can guide Veterans to the right departments responsible for Veteran Issues
(“Explore VA Programs,” 2014).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 14
President Obama signed Executive Order 13540 on April 26, 2010. This Order is titled, “The
Interagency Task Force on Veterans Small Business Development,” and was attached to the
“Military Reservist and Veteran Small Business Reauthorization and Opportunity Act” signed by
President George W. Bush in 2008. Executive Order 13540 “…coordinate[s] the efforts of the
Federal agencies to improve capital, business development opportunities, and pre-establish
Federal contracting goals for small business concerns owned and controlled by veterans and
service-disabled veterans” (“Executive Order 13540,” 2010).
Additional Legislation to Support Veterans
The Women Veterans Health Care Improvement Act, June 23, 2009, known as (HR 1211/S
597) by Rep. Stephanie Herseth Sandlin (D-SD), and (S 597) by Senator Patty Murray (D-WA)
on November 19, 2009, required numerous improvements the Veterans Administration would be
required to make for Women Veterans Health Care (see “Library of Congress Summary,” 2009,
H.R. 1211--111th Congress).
In addition, the Women Veterans Health Care Improvement Act (2009) also amends Title 38,
U.S. Code 1720D to expand and improve health care services for women [and men] Veterans. The
Law mandates the VA to study barriers to Women Veterans seeking health care. It suggests
assessment of women’s health care programs, and requires medical care for newborn children of
women veterans. It also enhances VA Sexual Trauma Programs and VA PTSD treatment for
women. It further establishes a pilot program for childcare services. The Law recommends that
recently separated women veterans serve on advisory committees in the VA. It also provides
improved care for critically wounded veterans, and improves Veterans access to health care in rural
areas. The Law provides support and outreach for homeless veterans, and offers further vital
assistance to caregivers of most severely wounded veterans (ibid).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 15
The Military Domestic & Sexual Violence Response Act (HR 840) by Rep. Louise M.
Slaughter (D-NY) May 8, 2013, established an Office of Victims Advocate within the
Department of Defense. This law also creates comprehensive confidentiality protocols to protect
the rights of victims within the military, and further codifies policies for preventing, responding
to, locating, and processing cases of family violence (http://louise.house.gov/press/ ).
In 2012, 26,000 individuals in the armed forces were sexually assaulted. Steinhouer (2013)
reported that Secretary of Defense Chuck Hagel commented: “…I want military victims of
sexual assault to know that I’ve got their backs” (“Sexual Assaults in Military,” 2013. In
TheNewYorkTimes).
Student Veterans Fitting into Higher Education: Institutional Readiness
Most importantly, institutions of higher education must have well-educated and well-trained
Veteran Counselors, who can effectively advise veterans when choosing courses to begin each
semester.
Workshops can be designed for Veterans to attend before semester or quarter begin, to assist
them in their transition into new processes, available services, and administrative and academic
structures they will need to know about, which support all students, but in particular Veteran
Students.
Remedial programs and tutoring should be available that will prepare Veterans for
undergraduate courses, and help strengthen the Veteran’s confidence.
Development of effective Student Services on campus with protocols. Sufficient Veteran
Student Services on each campus of higher education across the nation, whether it be a
Community College or University campus [public or private].
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 16
A “place” for female Veterans and a “place” for male Veterans to hang out, organization,
clubs, having faculty or staff mentors guiding them into their new environment.
Also, Veterans would like to receive academic recognition of their military experience.
Does your campus have sufficient Disabilities Programs and support for Special Learning
Needs? Does your institution have Health Centers with competent physical and mental
counseling available on campus?
Problems: There is often a lack of Federal and State funding to colleges and universities across
the nation to facilitate all the above suggestions to achieve institutional effectiveness (“Veterans
in Your Classrooms,” 2014; Oberbauer, Angela, 2014).
A study by Griffin and Gilbert (2012) titled, “Easing the Transition from Combat to
Classroom Tools for assessing Veterans successful outcomes in Higher Ed,” suggested three
paradigms institutions of higher education need to follow:
1. Have Professional Personnel and Student Services
2. Have a sold institutional structure to engage, service, and educate 9/11 Veterans
3. Make sure your institution has social and cultural support systems to engage and welcome
Veterans (Retrieved from http://www.americanprogress.org January, 2014).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 17
Faculty Readiness
Faculty need to be well prepared to teach 9/11 Veteran Students.
Create a welcoming environment to Veterans in your classrooms, lectures, seminars and
projects.
Grow your understanding about your Veteran student experiences as active military before
coming into your classrooms.
Observe behavior of isolation from other students, and awareness of possible learning issues
when test results are low, or unusual behavioral issues become evident.
Dave Cass (2014) suggests, “Incorporate more group learning, more team assignments in
your curriculum…veterans have rusty academic skills, and culture shock…[are]…major
issues…on campuses nationwide” (“New battles for student veterans require fresh strategies
from colleges,” 2014).
Alison Lichtall (2014) also pointed out that there are three things better not said to veterans
about their combat or military experiences:
These wars were atrocities and a waste of human life.
I don’t get why you’re having so much trouble---you volunteered, right?
[and worst of all]…Did you kill anyone? (p. 4)
Ask administrators to incorporate development of professional programs that inform and
assist faculty and staff readiness to interact with 9/11 or all Veteran Students, so they can guide
the veterans in your institution to available student services and programs on campus (ibid).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 18
What Veterans Fear Most
Leaving school with huge debt and no degrees.
Veterans are mostly older than average college freshmen therefore, they often may isolate
themselves from all the younger students with whom they may perceive to have little in common
with.
Many Veterans have little experience in navigating campus resources.
Veterans fear their classes will be cancelled because of low enrollment, so now, what does the
Veteran student fresh in higher education do, or where to go for assistance and advice?
For-profit institutions work hard to get Veterans: Over 23 percent of Veterans enroll in forprofit
institutions, mostly online classes; again isolation, possibly poor preparedness for courses.
Over 50 percent of Veterans drop out before the semester is over (Lichthall, 2014; Griffin &
Gilbert, 2012).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 19
The U.S. VA System: Mismanagement and Alleged Cover up of Veteran Complaints
Early in 2012, Dr. Katherine Mitchell [one of the First “whistle blowers”], a Veterans Affairs
emergency-room physician, warns Sharon Helman, incoming director of the Phoenix VA Health
Care System that the Phoenix ER is overwhelmed and dangerous. Mitchell alleges later she was
removed out of the ER because of her warning (Timeline. May 21, 2014. USAToday).
In March of 2013, the Government Accounting Office lead administrator, Debra Draper, tells
a Congressional sub-committee that long waiting times for Veterans to get appointments and see
physicians are persistent problems (www.USAToday.com/story/politics/2014/05/21 ).
In July, 2013, employees at the Carl T. Hayden VA Medical Center in Phoenix, exchange
emails questioning administrators “touting” their “Wildly Important Goals Program” as
successful if they can show documents that their VA Medical Center is caring for Veterans
properly and at proper timelines. Employees further claim Veterans are waiting on an electronic
list six weeks after they have called the VA facility the first time before staff even get back to the
Veterans to make an appointment, which then could be months later (ibid).
Another dissatisfied employee over the following year into June 2014 complained in
confidence to the Department of Veterans Affairs [another “whistle blower”] about misconduct
and mismanagement of their administrators handling of hundreds, if not thousands of Veterans
having to wait for appointments, receiving no return calls, or contact at all for appointments.
This same staff member claimed that Veterans were neglected with severe illnesses and need for
emergency care, and also that Veterans died because they never received any care whatsoever
(ibid).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 20
After months of repeated accusations of mismanagement, the Director of the VA, Army
retired General Eric Ken Shinseki resigned (www.USAToday.com/story/politics/1014/5/21).
Bronstein, Griffin, and Carter (2014) wrote that a special investigation was ordered by
President Obama, who put the Inspector General’s Office at the head of the investigation
(Bronstein et al., 2014).
The Inspector General’s “Interim Report, Review of Patient Wait Times, Scheduling
Practices, and alleged Patient Deaths at the Phoenix Healthcare System,” Document
ID 14-02603-178, was released on May 28, 2014, which reported continuous mismanagement
findings, even covering or destroying of documents regarding delays in getting back to and
taking care of Veterans in a timely and ethical manner (VA Office of Inspector General,
www.va.gov/oig/pubs/VAOIG-14-02603-178.pdf ).
Since the report’s release, a number of other VA facilities across the nation have been found
to be equally mismanaged as was the Phoenix VA Healthcare Center, and many administrators
were relieved of their positions (VA Office of Inspector General, www.va.gov/oig ).
Equally important, more Congressional oversight and corrections are being demanded for,
including reform integrated into the VA facilities who have issues, and all the other VA facilities
in each state across the nation are under strictest oversight from Washington D.C. (ibid).
In fact, on July 28, 2014, U.S. Senator Bernie Sanders and U.S. House Representative Jeff
Miller negotiated a bill most parties in both Congressional Houses agreed with and hoped to
have votes in both Houses and signed into law by President Obama before the summer break that
should take place at the beginning of August 2014 (breakingnews@politico.com ).
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 21
On July 29, 2014, French & Everett reported that the proposed bill to reform the VA is for
$17 Billion, and it will give the new VA Secretary broad authority to fire and demote officials
(in www.POLITICO.COM.pdf ).
The proposal will create a system in which Veterans can seek private care at a private clinic
or hospital if VA doctors do not see them within 14 days of appointment. Furthermore,
$5 Billion will be allocated to hire more nurses and doctors and reform the antiquated VA
records management system. The proposed bill prohibits bonuses for administrators through
2016, and provides expansion of 27 new facility leases. In addition, the bill directs the VA and
the Department of Defense to assess how the military responds to sexual assault in their specific
ranks, and checks how these agencies are treating victims and helping them transition from
military to civilian life after an assault. The bill would also allow active military to use VA
Sexual Assault Centers for counseling (ibid).
In addition, the U.S. Senate voted a 97-0 confirmation for President Obama’s appointee, Bob
McDonald, as new Director to Head the Department of Veterans Affairs. McDonald was former
CEO of Proctor & Gamble, and a West Point Graduate who served five years in the U.S. Army
(ibid; Weber, Amanda. 2014).
Austin Wright reported on August 7, 2014, that President Barack Obama signed the new
$16.3 Billion Bill, “Veterans’ Access to Care Through Choice, Accountability and Transparency
Act into law (in PoliticoPro, POLITICO.com). The President noted he was confident that Bob
McDonald was the kind of leader that will move the VA toward improved and effective
outcomes (Griffin et al., 2014; and at http://www.whitehouse.gov/blog/2014/08/07/presidentobama-
signs-bill-give-va-resources-it-needs.
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 22
Discussion
A number of higher education institutions across the country either lack the funding to grow
the Veteran Students Services on their campuses, or there is absence of information, or they do
not have the leadership required to initiate more academic and student services to support 9/11
Veteran Students learning success. This was especially evident at the APSA Conference in
Philadelphia this past February 7-9, 2014 when I gave two workshops on all these issues
(https://www.apsanet.or/mtgs/tlc/track.cfm?s1=TLC12018 ). Some faculty who attended the
workshops admitted they knew very little about the Student Services available for Veterans at
their institutions, nor about the issues many 9/11 Veterans face, nor how to guide Veteran
Students to services on their campuses that were in their classes. None of the attendees emailed
their answers on the Questionnaire I handed out back to me (see Figure 4, Appendix D).
I also coordinated, chaired, and presented a Panel and Discussion with three experts in March
2014 at San Diego Mesa College, titled: “Current Issues Facing 9/11 Women and Men
Veteran Students Attending California Community Colleges.”
Numerous issues were covered by the panel. Students, faculty, and administrators asked
important questions. The panel consisted of Captain Jennifer Town, MSN, RN, the Program
Director of the Comprehensive Combat & Complex Casualty Care (CS), Naval Medical Center
San Diego, CA, along with a campus counselor, and a faculty member who is a Veteran and the
Veterans Union Organization’s Faculty mentor and advisor at Mesa College.
An immediate outcome from this event was the San Diego Mesa College President’s
designating specific rooms on campus as the “meeting place” for all Veteran Students to call
“their own” at Mesa.
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 23
Conclusion
There are many colleges and universities in the state of California and across the United
States that have well structured and established academic programs and student services for all
their students, including for all Veteran Students as well. However, I hope this information can
be helpful to those institutions of higher education that are still deliberating, planning, or trying
to find enough funding to begin more discussion and development of solid near-future support
systems for the Veteran Students who are enrolled in or will be enrolling into their schools,
undergraduate or graduate.
And why is the VA “reformation” now so important and relevant to Veteran Students
achieving successful student learning outcomes? If many of our Veterans today already have
issues to cope with such as mental, physical, or learning disabilities after leaving military service
and combat situations they may have experienced, yet want to acquire skills and degrees needed
for today’s marketplace, then Veterans can best achieve these goals more effectively by being
healthy through receiving quality mental and physical healthcare support through well-managed
and efficient Veterans Affairs facilities in the states they may live in. Each Veteran acquires
more confidence through improved and stable health, and can better focus on his or her studies in
order to accomplish skills and degrees required for future employment.
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 24
Further Studies are needed to compare, estimate, and assess whether effective curriculum and
essential Veteran Student Services are being improved upon and developed across the country.
As well, Veterans Healthcare facilities need to be continually monitored, to assess in fact how
well the VA facilities in each state care for Veterans health.
And finally, we need to continue surveying Student Veterans and academics across the nation
to measure whether their colleges and universities have established workshops for their faculty
and staff to assist and support Student Veterans dealing with issues today. And which best
practices have been established so that Veterans at colleges and universities could achieve
successful learning outcomes. This persistence of supportive information will benefit everyone.
Therefore, I am hoping many of you who read this article, will take the time to copy or fill out the
Questionnaire in below, or bring it to the attention of your colleagues and administrators to
contemplate and discuss possible ways to improve your institution’s commitment to
institutionalizing successful Veteran Students Services.
ISSUES 9/11 VETERAN STUDENTS FACE
TODAY
Oberbauer Workshop Questionnaire on Institutional Readiness
in Higher Education for 9/11 Student Veterans
•What have you done
to make your curriculum more engaging to 9/11 Veterans?
•How well
structured is the Institution you teach at to service Veterans efficiently?
•Have you as
faculty modified your teaching approaches to accommodate 9/11 Veteran Students
more effectively to successful learning outcomes?
•How do you assess
that a Veteran in your class may be having difficulty with course assignments,
the classroom environment, his/her normally younger classmate’s attitude?
•Have faculty at
your Institution requested professional training for faculty and staff to deal
with traumatic experiences Veterans in your classes may have had in combat?
•What suggestions
do you have as faculty, as veteran students, and administrators to support
Veteran Students to successful learning outcomes?
Thank you so much. Your answers are so helpful to my continued
studies on 9/11 and all Veteran Students Issues attending our colleges and
universities.
Angela Oberbauer, M.A. ©
ISSUES 9/11 VETERAN STUDENTS FACE TODAY 25
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