Veteran Services

Expand page menu
Skip to page menu

Veterans on Campus banner

The process of transitioning from the military to civilian life can pose challenges for all service members, veterans and their families. In order for advisers, faculty, staff, and peers to better serve this population of students, they all need to be aware of the potential challenges a service member, student veteran and their families might face when attending college.

Due to the unique needs of student veterans, UWL will be establishing a Green Zone designation program, where faculty and staff receive training about issues potentially facing active service members, student veterans, and their families. Through this cross-cultural learning opportunity, the Green Zone program will provide faculty and staff with an understanding of the military experience of military connected students and families as they transition from the military to campus life. This training opportunity will also bring awareness of community resources available to military connected students and families on and off our campus.

UWL's Green Zone training is earned by completing the virtual Kognito training.  Those who complete the training will get a Green Zone sticker to place in their office or workspace to show their commitment to helping student veterans transition to the college classroom.  These individuals are not expected to be experts in veterans services, but they can lend an ear to students in need and identify and connect the student with appropriate resources within the campus or in the community.

        Green zone 1


Green Zone Participants

Academic Advising
Sharie Brunk
Damien Parks
Shari Schoohs

Academic Affairs
Sandy Grunwald
Betsy Morgan

Accountancy
Sergey Komissarov

Admissions
Scott Johns
Robert Packard
Corey Sjoquist
Kristin Lettner
Samuel Pierce
Brandon Schaller
Diane Jette
Caroline Thao
Kim Berg
Grace Davison
Megan Bain
Luke Thimmesch
Jennifer Weber

Affirmative Action
Nizam Arain

Art
Deborah-Eve Lombard

Athletics
Ken Koelbl

Biology
Meredith Thomsen
Elisabeth Paluch
Faye Ellis
Bradley Seebach
Anne Galbraith
Mike Abler

Business Services
Mindy Braun
Sandy Chapman

Campus Climate & Diversity
Karmin Van Domelen
Amanda Goodenough

Campus Stores
William Grinde

Career Services
Brenda Leahy
Karolyn Bald
Joshua Bench
Rebecca Lee
Karen Durnin
Aiyana Dettmann


Center for Advancing Teaching & Learning
Brian Udermann

Chemistry & Biochemistry
Yevgeniya Turov
Aaron Monte
Adrienne Loh
Nicholas McGrath
Janet Kirsch
Basudeb Bhattacharyya

College of Liberal Studies
Peter Stoval
Charles Martin-Stanley
Katherine Elgin

College of Science and Health
Christopher Stindt

Communication Studies
Ronda Leahy

Continuing Education
Annette Valeo

Counseling & Testing
Charlene Holler
Francie Biesanz
Kristen Marin
Crystal Champion
Randy Kahn
Gretchen Reinders
Elizabeth Stine

Economics
Donna Anderson
Laurie Miller
Lisa Giddings

Educational Studies
Joshua Miller
Dawn Rouse
Alyssa Boardman
Heidi Masters

English
Rebekah Fowler

Environmental Studies
Alysa Remsburg

Ethnic & Racial Studies

Audrey Elegbede

Exercise & Sport Science

Matthew Andre

Finance

Diana Tempski
Adam Stivers

Financial Aid Office
Terry Micks
Karen DeSchepper
Leah Gedstad
Ben Chenault
Louise Janke
Christina Hayes

Geography & Earth Science

Steve Fulton

Health Education & Health Promotion
Robert Jecklin

History

John Grider
Deborah Buffton
James Longhurst
Kenneth Shonk

Human Resources

Beth Hill
Megan Stauffacher

Information Technology Services
Matthew Haas
Terry Wirkus

Institutional Research
Natalie Solverson
Michelle Sturm

Institution for Professional Studies in Education
Pat Markos

International Education

Miranda Panzer
Bridget Reedy

Management
Nicole Gullekson
Justin Kraemer
Kelly Nowicki

Mathematics and Statistics

Melissa Bingham
Whitney George
Heather Hulett

Multicultural Student Services

Thomas Harris

Murphy Library
Ingrid Iverson
Marc Manke
Laura Godden
Michael Current
Teri Holford
Catherine Lavallee-Welch

Music
Christopher Frye

Parking & Transportation
Amy McDonald
Victor Hill

Philosophy

Mary Krizan

Physics

Shelly Lesher
Shauna Sallmen
Steven Verrall

Psychology
Tesia Marshik
Sheri Craig
Ryan McKelley
Eric Hiris

Psychology cont.
Tracie Blumentritt
Jessica Sim
Jonathan Marin
Katherine Kortenkamp
Melanie Cary
Robert Dixon
Casey Tobin
Teresa Znidarsich
Daniel Hyson
Alessandro Quartiroli
Ellen Rozek
Niwako Sugimura
Jocelyn Newton
Grace Deason
Bianca Basten
Betty Deboer
Mark Bertelsen
Mary Jo Snow

Records & Registration
Stephanie Speer
Victoria Rahn
Linda Ghelf
Leslie Fell
Deb Petersen
Sue Knudson
Kevin LeQue
Alex Wasechek

Recreational Management & Therapeutic Recreation
Lisa Savarese

Residence Life
Colin Burns-Gilbert
Theresa Luensmann

Small Business Development Center
Marie Rieber

Sociology
Nicholas Bakken
Julia McReynolds-Perez
Dawn Norris
Carol Miller
Debra Holtschlag
Enilda Delgado
Lisa Kruse
Laurie Cooper Stoll
Kimberly Vogt
Adam Driscoll
Tim Gongaware

Sponsored Research
Chandra Hawkins

Student Affairs Administration
Tori Svoboda

Student Life Office
Angie Lee
Kate Ebert

Student Support Services
Lynette Lo
Luke Fannin
Michele Nauman
Barbara Chandler

University Advancement
Florence Aliesch
Claudette Bode
James Bushman
Sanja Dojčinović
Kjerstin Lang
Brad Quarberg
Greg Reichert
Jacob Speer
Maren Walz
Sandra Sieber

University Centers
Heather Holm
Larry Ringgenberg
Willem Van Roosenbeek
Kasie Von Haden

University Police 
Melanie Korish

Women, Gender & Sexuality Studies
Deborah Hoskins
Kathy Thoen
Mahruq Khan
Jodi Vandenberg-Daves
Terry Lilley

Top Ten Green Zone tips

  1. Realize veterans are nontraditional students, a special population of financially independent adults often juggling family, work, and studies. 
  2. Be aware that not all the veterans in your classroom are male. More women are serving, and are almost as likely as their male counterparts to have experienced firsthand traumas of war.  One in four veteran students are women. (Newbold & Balmer, 2012)
  3. Veterans generally possess discipline, structure, and a strong work ethic. Remember that the military teaches team connection and completion skills. 
  4. With some awareness and sensitivity on the instructor’s part, veteran life experiences become assets, adding to the diversity of perspectives represented in classrooms.  These life experiences can help both veterans and nonveterans gain a broader, more nuanced perspective on the world or class subject. (Kreuter, 2012)
  5. A secured classroom can provide veterans with feelings of safety.  Veterans may be sensitive to triggers such as surprises, loud noises, and chaos. Be cautious about images of injury, dismemberment and death, and provide advanced warning before displaying such images. (Newbold & Balmer, 2012)
  6. Veterans view the instructor as the leader of the classroom and typically respect decisiveness. Treat veterans as adults, as this is what they expect. Instructors should have effective classroom management policies in place. (Newbold & Balmer, 2012)
  7. Veterans may be reluctant to talk about their military experiences. Conversely, some may inadvertently dominate class discussions, in which cases boundaries for the nature and quantity of class participation need to be set, preferably in private, without calling the student out in front of the class.  Don’t try to relate to experiences that you don’t share – if you haven’t been in combat, don’t pretend that you understand what it or its aftermath is like. (Kreuter, 2012)
  8. Keep the syllabus (mission) clear with specific tasks and dates.  Be available for assistance and added support or referral.  Veterans may not easily admit when they are struggling. (Grasgreen, 2013)
  9. Understand that not everything in these Top Ten tips applies to every veteran.  They are all unique individuals with unique needs, and we do not want to engage in false assumptions about veterans.
  10. One example of how you can help is to use the resources provided on this page to refer veteran student to services on campus.  It is helpful to confirm that you are referring correctly by making a phone call before sending the student to the referral source.

 

References:

A New Generation of Leaders. (n.d.). The Mission Continues.

Balmer, T. D., (2012, November 30). Military Pride. Presentation at the Statewide Conference on Serving Student Veterans, Edmond, OK.

Boodman, S.G. (2011, November 28). Veterans find that their transition from combat to college can be difficultThe Washington Post: Health & Science.

Beuter, S. (2012, April 10). Vets Help Others Move From Combat to CollegeNational Public Radio.

Grasgreen, A. (2013, January 10). If You Build It, Will They Come? Inside Higher Ed. 

Griffin, K., & Gilbert C. (2012, April). Easing the Transition from Combat to Classroom: Preserving America’s Investment in Higher Education for Military Veterans Through Institutional Assessment (PDF). Center for American Progress. 

Kreuter, N. (2012, November 12). Veterans in the ClassroomInside Higher Ed, Tyro Tracts.

Newbold, L., & Balmer, T.D. (2012, November 30). Combat to College. Presentation at the Statewide Conference on Serving Student Veterans, Edmond, OK.

Sander, L. (2012, April 1). Veterans Journey From ‘Combat to College’ on a Maryland CampusThe Chronicle of Higher Education.

What It Is Like to Go to War, by Karl Marlantes. Atlantic Monthly Press, September 2012.