Jenny Pickett, Interim Director Adult Learner and Veteran Services

Any student who self identifies as someone who does not fit the typical post high school profile with regard to age, educational break, work status, marital status, parental status, military status, etc. Examples:  One or more dependents (children or adults)  Stopped out of school for an extended period of time  Married, partnered, single, divorced or widowed  Military background – veteran, reservist, active duty, national guard  Homeless or on the brink of becoming homeless  May or may not be over the age of a typical college student (18-22 yrs)  Experiencing a career change – job loss or retooling skills

 1,983 UG; age 25+ yrs; 30+ transfer credits  700+ students using GI Bill benefits ◦ 450+ veterans ◦ 260 dependents of veterans  500+ student parents  508 transfer students (SP12)  nd Bachelor (SP12)  3,732 Graduate students 23 yrs+

 Motivated, goal-oriented, and self-directed  Respectful of faculty and staff  Richer life experience  Often from diverse backgrounds  Coping with transitions  Feelings of marginalization; invisible Bottom Line: they believe they are different than the “majority” of undergrads

 Multiple commitments  Financial concerns  Family and child-care concerns  Frustration with institutional culture  Lack of information on opportunities  Fear of failure and self-doubt  Lack of age cohort

 A subset of, and similar to adult learners  Many are ◦ First generation ◦ Had less than stellar high school careers ◦ Are academically rusty  Other characteristics ◦ Are vocal, but usually respectful ◦ Are in transition from structure to ambiguity ◦ May feel socially isolated ◦ Want to avoid being identified as disabled

Probably nothing new…  Listen  Be compassionate and understanding  Be supportive in finding solutions  Be flexible – may need to deliver services in a different manner  Treat them as individuals, even student vets  Provide help with the juggling act  Connect them with peer networking opportunities  Refer to outside resources

 Peer Networking ◦ OWLLS – Older, Wiser, Life Loving Students ◦ Student Parent Community ◦ Student Veteran Organization ◦ Women Back in School TrIG ◦ Lounge area with free coffee, microwave, etc  On- and off-campus resources ◦ Veteran Employment Representative ◦ Liaison with Hartshorn Counseling Center ◦ Liaison with Career Center ◦ Textbook awards and Scholarships

 Programs and Services ◦ Rams Kidz Village ◦ Student Parent Success Program and Coach ◦ Veteran Success Program and Coach ◦ Math On Track in collaboration w/PACe ◦ Graphing calculator and iClicker loan programs ◦ Study Group Initiative ◦ Math and Writing workbooks ◦ Adult Learner/Veteran Track during Next Step

“ALVS gave me the opportunity to bond with all servicemen and women of all branches of the military, active, veteran, or reserve, on campus and off campus. I think it gives veterans the opportunity to be active in student and community life while adhering to a military style of service and camaraderie.” Teddy R., Veteran

 Definitions ◦ PTSD – Post Traumatic Stress Disorder  Can occur after someone goes through, sees, or learns about ◦ TBI – Traumatic Brain Injury  Occurs from a sudden blow or jolt to the head (think concussion)  TBI is the injury, not the symptoms  Prevalence ◦ American Population  60% of men and 50% of women experience at least 1 traumatic event  Of those who have, about 8% of men and 20% of women develop PTSD ◦ Iraq and Afghanistan Veterans – estimates as high as 40% of those who have served in Iraq and/or Afghanistan  However… ◦ Less than ½ of 1% of Americans have served in the military ◦ Chances are we have more non-vets with PTSD than vets

 Very individual in nature  Stress reaction can be provoked when exposed to triggering cues (extremely wide variety of cues)  Student has to self-identify – either by saying something or through their actions ◦ There is no ‘look in the eyes’  Four types of PTSD symptoms ◦ Reliving the event (re-experiencing) ◦ Avoiding situations that remind the individual of the event ◦ Feeling numb ◦ Feeling keyed up (hyper-arousal)  Other problems ◦ May feel hopeless, shame, or despair ◦ Depression, anxiety, alcohol/drug use often occur at the same time as PTSD

 Cognitive difficulties ◦ Paying attention or concentrating ◦ Information processing ◦ Learning and memory deficits ◦ Sluggish abstract reasoning ◦ Slowed executive functions  Other issues ◦ Individual may not know they have PTSD ◦ Psychological process of adapting to disability will take time  Stoic response learned/valued in military does not help vets ◦ Adapting to disability adds to stress of adapting/ succeeding in school

 Connect as much as possible with your students  Create positive and welcoming environment as you would with any obvious disability  Permit flexible seating arrangements – student may not want to sit with back to door/window  Consider flexibility in attendance schedules to accommodate avoidance of known triggers (e.g. anniversary of traumatic event)  Don’t try to figure out potential triggers  Permit in-class use of computers, tape recorders, audio recording devices

 Cumulative GPA ◦ Adult Learners Overall  Fall 2011 – 3.02  Spring 2011 – 3.01 ◦ Veterans (using GI Bill Benefits)  Fall 2011 – 2.60  Spring 2011 – 3.00 Overall undergrads – 2.85 Fall 2010

 American Council on Education Military Programs at ◦ “Accommodating Student Veterans with Traumatic Brain Injury and Post Traumatic Stress Disorder”  National Center for PTSD at  Disability Access Services  Fort Collins Vet Center  Counseling and Mental Health Services