**#1 - Seattle Central College**

Seattle, WA

P116G200007

Abstract

Seattle Central College (SCC), serving metropolitan Seattle and its surrounding communities, is an open-access learning institution that prepares each student for success in life and work, fostering a diverse, engaged, and dynamic community. SCC is recognized as an exemplary learning institution that transforms lives, promotes equity, and enriches the community. SCC champions efforts to support underrepresented students through affordable and accessible higher education.

SCC serves approximately 400 veteran students annually; the Seattle area is home to 55,000 veterans who are without postsecondary credentials who would benefit from the proposed project. Veteran students have academic and other needs, including low retention and completion, lack of sense of belonging, financial difficulties, and physical and mental health and well-being challenges that impact their success in achieving their academic and career goals. Through the creation of a model Center of Excellence for Veteran Student Success (CEVSS) program and the provision of activities and services that are aligned with the required and authorized activities outlined in the **Absolute Priority**, this proposal seeks to address identified needs, gaps and weaknesses by implementing systemic and institutional improvements and changes.

Goal 1: Improve SCC’s capacity to serve veteran students, Objective 1.1: Develop a coordinated, sustainable model program and the infrastructure to sustain it: a) Develop a one-stop, full-service center staffed by a CEVSS Coordinator, with support from a CEVSS team; b) Professional development for the CEVSS team and campus community; c) Develop partnerships with community-based organizations and other veteran-serving entities; d) Create veteran-centered policies and practices; and e) Create a plan for sustainability and continuous improvement, including data collection and monitoring.

Goal 2: Increase the rate at which veteran students enroll, persist, and complete, Objective 2.1: Provide comprehensive academic and other supports: a) Conduct comprehensive outreach and recruitment on campus and in the community; b) Host veteran student orientation; c) Provide tutoring and academic skill-building instruction assistance; d) Provide academic advising and educational planning; e) Provide career exploration and counseling; and f) Assist veteran students in obtaining financial aid and other financial supports. Objective 2.2: Foster veteran student leadership and belonging: a) Support for veteran student group and cultural events; b) Support veteran student leadership; and c) Provide individualized counseling and coaching.

By implementing evidence-based activities and services, SCC’s CEVSS program will achieve the following three-year outcomes: increase annual enrollment (500 veteran students), increase rate of fall-to-winter retention (83%), increase rate of fall-to-fall retention (50%), reduce rate of being on academic alert (5%), increase rate of three-year completion (30%), and increase veteran student participation in CEVSS (20%-point increase over Year 1). Further, this program addresses: **Competitive Preference Priority 1**and **Competitive Preference Priority 2**through outreach and recruitment aimed at the 10 Qualified Opportunity Zones that surround SCC’s main campus.

**#2 - Bellarmine University**

Louisville, KY

P116G200009

Abstract

Bellarmine University, a private, Catholic, liberal arts institution located in Louisville, Kentucky, is uniquely poised to support veteran students in Kentucky and southern Indiana by establishing a model Center of Excellence for Veteran Student Success (CEVSS). The number of veteran students enrolling in Bellarmine University has been increasing over the past several years, from 37 students in Fall 2017 to 55 students in Fall 2020. This increase is due in large part to a strategic commitment from the University’s leadership to both increase the scope of services for existing student veterans and to recruit more veterans to the student body. Among the current population of 55 student veterans, just over half (56%) are undergraduates.

Bellarmine is distinct as the only private institution in the area with a designated office specifically for veteran and military students. While other private institutions may have a specific staff person in the financial aid or bursar’s office dedicated to supporting veteran and military students, Bellarmine established a dedicated Office of Military and Veteran Services (OMVS) in 2018, a testament to the University’s commitment to identifying and addressing the needs of this population. The OMVS currently includes two staff positions that will form the foundation for the CEVSS staff. The director is a USAF veteran and local advocate for female veterans.

The goal of the proposed project is to establish a model veteran service center that will provide veteran students with tools to achieve their goals in higher education in an environment of respect. The CEVSS will intentionally engage the Bellarmine community in understanding and supporting the needs of its veteran students to create a military-ready campus culture in which all veteran students, faculty, and staff become an integral part of Bellarmine University. The model CEVSS will increase veteran student enrollment, persistence, and degree completion. 

Key components of the CEVSS are to: (1) **provide transition support**prior to the fall semester and at the beginning of each semester to help ease veteran students’ transition to campus and begin to build camaraderie and peer support; (2) **promote camaraderie by establishing a Valor Learning Community**for military-affiliated students for their first year at Bellarmine; (3) **create a new, veteran and military-specific “transition-to-college” course**as the first course in the Valor Learning Community; (4) **promote a veteran-friendly culture on campus and ensure that students have a positive experience in the classroom**by training faculty and staff on best practices in working with veterans; (5) **increase veteran students’ engagement in campus resources**such as the Counseling Center, Testing Center, Tutoring Center, Disability Resource Center, and Career Services Office; and (6) **provide customized academic, vocational, social, and financial support**. Part of this work will involve the creation of new policies to support veterans, and therefore Bellarmine will: (7) **establish a comprehensive veteran student support team**, including representatives from all aspects of the University that interact with veterans, from recruitment through post-graduation; and (8) **maintain a designated physical space for veteran students**to provide a comfortable, space to study, socialize, and meet CEVSS staff.

Bellarmine plans to achieve the following quantifiable **objectives**by the end of the three- year grant period: (1) increase the number of applications from veterans by 30%, (2) increase enrollment of veterans by at least 20%, (3) increase veteran student year-to-year retention by at least 15%, (4) increase the veteran student graduation rate by at least 15%, and (5) reduce student veteran incidents to zero.

Bellarmine meets all the absolute priority and competitive preference priorities required for the FY20 CEVSS solicitation.

**#3 - Georgia Southern University**

Statesboro, GA

P116G200013

Abstract

Georgia is home to 750,000 veterans, the 9th largest state for veteran populations in the Nation. In contrast to national trends, the percentage of veterans residing in Georgia is expected to increase through 2040. Veterans students face a unique set of challenges to post-secondary educational success that often result is a common set of pitfalls including: too much, too soon (academic load); isolation (failure to relate); not knowing where available resources are (result of Isolation); not asking for help (embedded military culture); and neglecting self-care (failing to integrate). Georgia Southern University (GS) is uniquely positioned to meet the needs of veteran students by implementing the Centers of Excellence for Veteran Student Success (CEVSS) program model on its three campuses located in the southeastern corner of the state where Georgia's veteran population is most densely concentrated. The proposed project meets both Competitive Priorities. GS is a first time, new applicant to the CEVSS and proposes to provide services in Bulloch and Chatham Counties which include multiple Federal Opportunity Zones.

By addressing policy, capacity and cultural weaknesses at GS, the CEVSS model will achieve two goals: *Goal 1:*eliminate institutional barriers and improve coordination and collaboration across GS to support veteran student success (GPRA measure 1); and *Goal 2:*increase GS veteran enrollment by 3% YR 1, 5% YR 2, and 8% YR3, retention from 65% to 67% YR 1, 69% YR, and 73% YR3, persistence by 5% from TBD baseline, and 4-year graduation rate from 29% to 33% by YR3 (GPRA measure 2). Activities meet the Absolute Priority and include: establishing a CEVSS as single point of contact to coordinate veteran services, expanding the capacity of the Veteran Student Support Team with a full-time project coordinator, monitoring the rates of veteran student enrollment, persistence, and completion, and developing a plan to sustain the CEVSS after the grant period.

**#4 - Clark College**

Vancouver, WA

P116G200015

Abstract

Clark College, a publicly funded community college in Washington State, proposes a comprehensive Center of Excellence for Veterans Student Success (CEVSS) Program to support 600 student-veterans. More specifically, the program will provide student-veterans with individualized support during admissions and matriculation, remain in good academic standing, persist in college, and complete a certificate/degree program.

Recognizing the unique barriers faced by the student-veterans, the Clark CEVSS Program dedicates the space for students to establish a sense of belonging and ownership; overcome student academic and non-academic barriers; and guide individuals to achieve their educational and professional goals. All services will be delivered under the Guided Pathways framework, which provides clear program pathways, with individualized student support. This includes helping Clark’s student-veterans successfully integrate into the college and develop an educational plan (including career, academic, and financial plan) that will guide each student through completion at Clark College.

Throughout the academic year, student-veterans will develop student success plans with the Student Success Coach to identify academic, personal and financial barriers, and supports to mitigate/remove the barriers. The success plans will outline referrals to resources that can ensure student success in their program, with monitoring student progress and follow-through with service utilization by the Success Coach. With this individualized approach, students are empowered to take ownership of their learning experience, with wraparound resources and support to navigate college systems – all customized and offered for each students’ individual needs.

Clark College is pursuing both Competitive Preference Priorities. Under Competitive Preference Priority #1, Clark College has never received a grant, including through membership in a group application submitted under the CEVSS program. Clark is excited to submit this application to build capacity to serve our student-veterans. To address Competitive Preference Priority #2, the CEVSS Program will serve 12 Qualified Opportunity Zones within the Clark College Service Area, including urban, suburban, and rural areas. Student outreach and recruitment will include partnership with WorkSource to support dislocated workers.

Additionally, with the Portland Veterans Health Administration Vancouver Campus located in central downtown Vancouver, this partnership will increase veteran awareness and utilization of veteran benefits, including both educational benefits and health and community resources.

The program design will ensure that student-veterans receive the customized support needed to be successful, with project objectives to increase capacity to serve student-veterans, as well as increased student-veteran success – as demonstrated by student persistence rates to 60%; increase successful credit completion to 80%; and increase in completion rates to 30%.

With the institutional commitment to continuous improvement of all programs and services, and institutional transformation to become student-ready, Clark College is committed to fully support student-veterans through the Clark CEVSS Program.

**#5 - Ocean County College**

Toms River, NJ

P116G200036

Abstract

Ocean County College (OCC) proposes to create the Ocean County Center of Excellence (OCCEVS) to streamline the veteran student experience, centralize veteran access to student support opportunities, and increase faculty and staff competency in how to best serve veterans. Through this work, the College will accomplish the following student objectives by 2024:

1) 80% of veteran students will use the OCCEVS as their primary point of contact for services and support at OCC;

2) 90% of all student veterans will interact with OCCEVS in some way;

3) 80% of veteran students will persist (fall to fall);

4) 60% of veteran students will complete their degrees within 3 years;

5) 8 departments will have a representative trained to join the Support Team, an institution- wide team that streamlines and improves services for veterans;

6) 4 faculty and staff trainings on veteran services best practices will be offered;

7) 50 workshops and events for veterans will be planned, coordinated and executed; and

8) Veteran student enrollment will increase from 281 to 600.

All costs of the project will be absorbed by the institutional budget, sustaining the project activities will include:

· Hire a full-time coordinator to oversee the project, and have this position transition into institutionally funded at the end of the grant term;

· Launch a Support Team to coordinate veteran services across OCC departments;

· Increase direct student support offered to veterans inside the Veteran and Military Resource Center to include mentorship and tutoring;

· Coordinate all veteran student needs into a one-stop shop system within the Veteran and Military Resource Center;

· Perform concentrated outreach and marketing in opportunity zones; and

· Increase visual recognition of veterans and veteran mentors on campus

This project will address the absolute priority, including all five required actions. It will also address both competitive preference priorities. OCC has never received funds from this grant program and will provide targeted marketing, events, and outreach to four opportunity zones that cross 11 census tracts demarcated as opportunity zones.

**#6 - Fullerton College**

Fullerton, CA

P116G200038

Abstract

Fullerton College was ranked number one in the state of California in student transfers to the California State University system and has one of the highest numbers of enrolled veteran students in Southern California. Our institution is home to over 1,360 veteran and military- connected students, spans over 83 acres, and offers 122 Associate Degrees, 110 Career Technical Education Certificates, and 25 transfer Associate Degrees.

Fullerton College is applying for a three-year Center of Excellence for Veteran Student Success grant and meets the Absolute Priority, as well as Competitive Priority 1. This project titled, ***Center of Excellence for Veterans***, focuses on four goals to: 1) create a veteran student support team with a dedicated liaison for the Veterans Resource Center (VRC) in various departments across the campus; 2) establish and strengthen partnerships with government agencies and community-based organizations to serve the needs of veteran and military- connected students; 3) implement programs and activities to foster a support network for veteran and military-connected students, including peer support and student connections with faculty and staff; and 4) strengthen the VRC’s basic needs services to address financial hardships, food and housing insecurities, employment, and mental health needs.

This project will hire a full-time Coordinator to liaise between the offices of Admissions and Records, Financial Aid, Behavioral Health Services, Disabled Student Services, and the Food Bank, as well as external partners to meet the needs of veteran students. This will result in: (a) an increase of 25% of student referrals; (b) a 50% decrease of students at-risk of financial insecurities; (c)  ≥50 staff trained each semester through the VET NET Ally Program;  (d) ≥50 staff to participate in annual suicide awareness workshops; (e) ≥50% of students provided mental health services; and (f) yearly career education workshops with at least 30 local employers.

**#**7**- Southern Wesleyan University**

Central, SC

P116G200043

Abstract

Southern Wesleyan University (SWU) is a four-year, private, liberal arts institution nestled in the foothills of upstate South Carolina. Currently, SWU serves 1,085 undergraduate students and 260 graduate and doctoral students (Fall 2020). Military and veterans make up four percent of the undergraduate population, and seven percent of the military and veterans enrolled in graduate (online) programs. The University is known for its solid academic offerings, including 30 undergraduate majors, eight graduate degree options, and two online doctorate programs. SWU’s traditional undergraduate student veterans appreciate the flexibility afforded by access to online and hybrid academic options previously only offered through SWU’s graduate programs or accelerated online degree programs. With the apparent demand for hybrid, online, and accelerated programming among our students, SWU is seeking to invest in innovations in pedagogical models for advising, to solve accommodation issues, and to foster greater access to academic programs and centralized services for its student veterans.

SWU has designed a Warriors C.A.R.E. (Courage, Academic Excellence, Respect, and Empowerment) Project, that will address voids and unmet opportunities that hinder the University from meeting its military and veteran students’ needs. SWU’s proposed activities include the following areas of focus:

***Focus 1: Centralize Veterans Resource and Support Services Center***—Patterned after other institutions’ success, SWU will develop strategies to support prospective students’ experiences as they matriculate and progress to ultimate graduation and career readiness for employment. SWU will develop a Veterans Center or Excellence to facilitate student orientation, mentoring, academic planning, advising with embedded coaches, and mobile and virtual services. ***Focus 2: New Military and Veteran Student Specific Orientation —***Design a new student orientation for on-campus and online military and veteran students containing information specific to benefits and requirements and the resources and support provided to military and veteran students. ***Focus 3: Supports Groups for Military and Veteran Students.***Identify members of the institution to serve as a support and planning group for military and veteran students. This group will seek partnerships with national associations to further support the well-being and engagement of Southern Wesleyan University’s military and veteran student population, which is also supported by ***Focus 4: Networking Opportunities Among Veterans and the Community.***Provide opportunities to network for military and veteran students on-campus, online, and within the community by encouraging graduates/alums to work with/mentor current military and veteran students and inviting military and veteran members within the community to various military and veteran student events. ***Focus Five: Dedicated On-Campus Veteran Represented.***Hire a Coordinator to oversee the Warriors Care Center. This role will be pivotal in impacting military and veteran students’ success by auditing existing policies, identifying gaps, and recommending new policies as appropriate. Additionally, the representative will help ensure these policies’ transparency and military and veteran student data for all interested parties. **Focus Six: Establish and Train a Student Veterans Support Team**: Dedicating and training support teams headed by the Warriors Care Center Coordinator, providing professional development for faculty, and securing tutoring services for academic success.

**#8 - Grand Rapids Community College**

Grand Rapids, MI

P116G200044

Abstract

Grand Rapids Community College (GRCC), a public, two-year, non-residential institution located in Grand Rapids, Michigan, proposes to carry out a Centers of Excellence for Veteran Student Success project. The project will serve veteran college students with high academic need. ***The goal of the proposed project is***to establish a GRCC Veterans Success Center with a dedicated coordinator to serve a central hub for planning and delivering all veteran-related services and activities at GRCC. ***The objectives to be accomplished by the end of the project are to:***1) Build capacity by streamlining and improving existing services delivered in the Center through a comprehensive evaluation conducted by the project coordinator in partnership with Veteran Success Team, student advisory committee, and the Institutional Research & Planning Department; 2) Expand services and resources using feedback from the project’s evaluation (student surveys, focus group, outcome monitoring), incorporating best practices from premier veteran’s centers, and leveraging community relationships and collaborations with veteran- serving organizations; 3) Develop a sustainability plan that is informed by outcome data to ensure the Center is institutionalized as a permanent part of the college’s infrastructure for serving veteran students. 

**Outcome 1: Veteran Student Enrollment.**Using the 2018-19 veteran enrollment of 414 students as a baseline, GRCC will increase the number of veteran students enrolled at the institution each year of the project; By the end of project year 1, GRCC will increase the number of veteran students enrolled at the institution by 5%; By the end of project year 2, GRCC will increase the number of veteran students enrolled at the institution by an additional 8%; and By the end of project year 3, GRCC will increase the number of veteran students enrolled at the institution by an additional 10%. **Outcome 2: Veteran Student Persistence.**78% of veteran students enrolled at GRCC during the project year will remain enrolled for consecutive terms, or complete their educational program of study or transfer by the end of the project year. **Outcome 3: Veteran Student Completion.**48% of veteran students will complete a program of study and earn a certificate or degree within 150% of time or less.

**GRCC will address the Absolute Priority**by: 1) Establishing a Center of Excellence for Veteran Student Success to provide a single point of contact to coordinate comprehensive support services for veteran students; 2) Strengthening its established veteran success team that includes representatives from the offices of GRCC responsible for admissions, registration, financial aid, veterans benefits, academic advising, student health, counseling and career advising, and disability services; 3) Providing a full-time coordinator (director) to coordinate the model program; 4) Monitoring the rates of veteran student enrollment, persistence, and completion; and 5) Developing a plan to sustain the Center after the grant period.

GRCC will address **Competitive Preference Priority 1 – Applications from Potential New Grantees,**it has never received a grant, including through membership in a group application.

GRCC will address **Competitive Preference Priority 2 – Spurring Investments in Qualified Opportunity Zones**by conducting outreach and providing services in counties that overlap with the following Qualified Opportunity Zones: ***Kent County***(26081002600, 26081002800, 26081003000, 26081003200, 26081003500, 26081003600, 26081003600, 26081003800,26081013500, 26081014200); ***Ottawa County***(26139024900); ***Allegan County***(26005032401);***Barry County***(26015011300); ***Ionia County***(26067031700); ***Newaygo County***(26123971200).

**#9 - Kean University**

Union, NJ

P116G200045

Abstract

Kean University (Kean) in Union, New Jersey will transform the Office of Veterans Student Services into the Center for Veterans Success at Kean University (CFVS@Kean). The CFVS@Kean will provide a seamless transition from soldier to student and civilian. The CFVS@Kean will be a single service model that will allow for in person and virtual veteran student support.

CFVS@Kean will launch a robust recruitment plan with a focused outreach to veterans residing in Opportunity Zones in Union County, New Jersey. Kean is steadfast in its dedication to maintaining a student-centered, diverse educational environment, which is reflected in the makeup of its veteran student enrollment.

With the creation of the CFVS@Kean systems and protocols will be in place to evaluate the efforts to ensure veteran student enrollment, persistence, and completion rates meet yearly goals as set. CFVS@Kean will focus on constant communication with veteran students throughout their academic career. The services will include admissions counseling, financial aid/student account counseling through advisers and registrar support. Additional services will include Kean Wellness Center, career services, and representation from VA organizations. All veteran students will have access to a State certified Veterans Service Office to assist with compensation, pension, and benefit claims. Unique innovative services will include Adaptive Sports, Access to Rehabilitation Services, Digital Fabrication Lab, and Veterans Entrepreneurship. The CFVS@Kean and with the Office of Computer Information Services will launch Kean Virtual Educational Transition Services, (Kean VETS) portal to allow veterans remote access to the aforementioned services. It is our goal to develop a model that will sustain services beyond the grant period inspiring the development of other Centers of Excellence for Veteran Student Success in our country.

Competitive Priority 1: Applications from New Potential Grantees 

Competitive Priority 2: Spurring Investments in Qualified Opportunity Zones

**#10 - Moreno Valley College**

Moreno Valley, CA

P116G200047

Abstract

Moreno Valley College (MVC) is a two-year community college in Riverside County, California. Riverside is located approximately 65 miles east of Los Angeles in the City of Moreno Valley, the second largest city in Riverside County. During the 2018-19 academic year, the college enrolled 15,197 students, of which 791 are veterans. Veteran student demographics include students from diverse ethnic backgrounds, with 63% Hispanic and 12% African American.

Despite MVC’s philosophy and the willingness of faculty and staff to provide services to student veterans, resources are limited. The college has only one staff member assigned to work with veterans, but the sole responsibility of that position is to certify veterans’ eligibility for VA educational benefits. With a student/counselor ratio of 1:2,963, students are forced to endure long waiting periods before they can meet with a counselor to get general guidance or to develop a Student Education Plan. These factors, along with feelings of isolation and inadequacy, lack of familial support, and poor study skills, among many others, are barriers to student success and diminish our efforts to retain them through graduation and transfer.

Through the Center of Excellence for Veteran Students CEVSS, MVC scale service in veteran student access, equity, and success that have shown promising results in pilot cohorts. The primary focus of CEVSS is to provide critical services to veteran students to help them transition to civilian and college life, and to provide them with the academic and personal support they need to successfully complete their education. CEVSS will work towards reducing the number of obstacles that prevent veteran students from succeeding and connect the with college, Veterans Affairs, and community resources they require to thrive in college and career. MVC’s model project will create a culture of respect and caring while providing intensive and intrusive support and interventions to project participants during the entirety of their time at the college and facilitate smooth transitions to four-year degree programs.

New participants will have an intensive structured experience that begins with structured assessment of academic and personal needs, intensive academic intervention, peer connections, regular advising, referral to college and community resources, financial aid/GI benefits education, financial literacy, and career/college exploration. Each participant will complete a career assessment and a Student Education Plan upon acceptance to the program and will learn how access campus academic resources and maneuver through college successfully utilizing MVC’s Guided Pathways. Activities such as career exploration, cultural events and tours to 4- year universities will help students stay connected to the program. Participants will receive exclusive services such as early registration, supplemental instruction, 24/7 one-on-one tutorial services, writing lab, math lab, reading lab, and other personalized services. Participants will have opportunities to explore a four-year university environment. The program will have a dedicated Counselor who will provide timely academic advising and monitor participants’ academic performance each semester. CEVSS personnel will provide participants with assistance to complete financial aid, scholarship, and 4-year university applications. Students who successfully transfer will be directly introduced to similar veteran’s support programs that are available at 4-year institutions. Finally, MVC’s CEVSS will serve as a model project in the support of veteran students.

MVC will document project results and disseminate implementation of best practices for other community college and universities throughout California, the western region, and nationally. MVC will serve as a resource to other institutions of higher education seeking to improve access, equity, and success among veterans across the United States.

**#11 - Independence Community College**

Independence, KS

P116G200050

Abstract

Independence Community College located in Independence, Kansas, proposes Veterans Center: promoting Veteran achievement in southeast Kansas.  Rural areas are often underserved in numerous ways; unfortunately, this is true in regard to aiding Veterans to achieve their educational goals.

The project focuses on the absolutely priority by establishing a Veteran Center, staffed with professional personnel with customized knowledge of how to aid Veterans seeking educational support. Such a center has never been previously available in the Project Region.

Furthermore, this project fulfills Competitive Preference Priorities 1 and 2. The project will address Competitive Preference Priority 1 as ICC has never received such an award. The project addresses Competitive Preference Priority 2 by outreach to an Economic Opportunity Zone within the Project Area.

The collaborative work of this grant will result in expanded postsecondary educational opportunities to Veterans who live in this rural area (as well as an opportunity zone), leading to greater economic opportunity for Veterans as well as foster and promote a productive citizenry in a community where access to and help in graduation from an higher educational degree is not often easily available.

**#12 - Kern Community College District obo Bakersfield College**

Bakersfield, CA

P116G200083

Abstract

Bakersfield College (BC) is applying for a Center of Excellence Veteran Student Success (CEVSS) grant. CEVSS will serve a minimum of 150 students who are military veteran students at BC. The BC CEVSS objectives will meet the GPRA performance measures of (1) institutionalizing BC veteran services implemented through the CEVSS grant beyond the 3-year Federal funding period; and (2) increasing veteran enrollments, persistence (retention), and degree completion. Services will include outreach/recruitment, onboarding, supportive/instructional services, academic/career advising, cultivating academic and social skills, financial and physical wellness, financial aid and scholarships assistance, priority registration, multiple resources, and multiple intensive and deliberate follow up services. The program design logic model methodology and diverse partnerships in the community and BC departments will ensure a holistic approach to serving successful veteran students. The BC CEVSS has identified 100% institutionalization of veteran services and annual increases in enrollments, persistence (retention), degree or certificate completion and/or transfer to a four- year university. The program design and evaluation methods are focused to ensure veterans students are equipped and prepared to compete in the civilian job market.

BC CEVSS addressed both Absolute Priority and Competitive Preference Priorities within this application. Bakersfield, California is situated in the southern end of the Central Valley, a Hispanic-serving institution (over 64%) and serves approximately 5,000 square miles, offering over 70 associate’s degrees, more than 30 certificate programs, and a baccalaureate degree to a rapidly growing population. The area is home to Edwards Air Force Base, China Lake Navy Base, Naval Air Station Lemoore, and within a short drive to numerous other bases and training sites, making BC a college destination for military veterans.

**#13 – Indian River State College**

Fort Pierce, FL

P116G200085

Abstract

The IRSC Center of Excellence for Veteran Student Success (CEVSS) will serve the veteran students who reside in the College’s service district of St. Lucie, Indian River, Martin, and Okeechobee Counties. IRSC has assessed the needs of both our student veteran population and our faculty and staff in order to better serve their needs and have identified five major areas that will impact veteran student attrition rates: 1) lack of dedicated space and assigned single point of contact for student veterans; 2) veteran students’ awareness of military-related financial aid programs; 3) need for veterans-only academic support services; 4) need for faculty and staff professional development about veterans’ transitional challenges; 5) awareness of veteran- serving community organizations.

**Project Objectives:**IRSC has identified the following objectives to ensure the success and establishment of this program: 1) By June 30, 2024, IRSC will increase veteran student enrollment by 5% over the current baseline of veteran students; 2) By June 30, 2024 IRSC will increase the fall-to-fall retention rate of veteran students by 10% from the current baseline of 53% to close the gap existing between the fall-to-fall retention rate for all other IRSC students: and 3) By June 30, 2024, IRSC will increase the completion rate for veteran students by 10% from the current baseline of 41% to close the gap existing between the current completion rate for veteran students and all other students.

**Project Activities/Intended Outcomes:**Project activities will include: 1) Establish the IRSC Veterans Center of Excellence (VCE) physical space; 2) Increase enrollment, retention and completion rates; 3) Increase IRSC faculty and staff awareness and sensitivity regarding student veterans; 4) Connect student veterans with additional IRSC support services and existing community organizations that address physical, psychological, and financial needs.

IRSC has addressed the Absolute Priority and the two Competitive Preference Priorities in this application.

**#14 - Florida International University**

Miami, FL

P116G200019

Abstract

This proposal seeks to address the absolute priority of: (1) Establishing a Center of Excellence for Veteran Student Success (CEVSS); (2) Establishing a Veteran Student Support Team; (3) Providing a coordinator whose primary responsibility is to coordinate the model program; (4) Monitoring the rates of Veteran student enrollment, persistence, and completion at Florida International University (FIU); and (5) Developing a plan to sustain the Center of Excellence for Veteran Student Success after the grant period. 

This proposal is intended to achieve the following outcomes:

· To increase persistence rates of student Veterans at FIU to meet or exceed the rates of non-military enrolled students by the completion of this grant;

· To increase retention rates of student Veterans at FIU to meet or exceed the rates of non- military enrolled students by completion of this grant;

· To increase graduation rates of student Veterans at FIU to meet or exceed the rates of non-military enrolled students by the completion of this grant; and

· To track employment rates of student Veterans at FIU in partnership with the Office of Career & Talent Development.

This project will involve hiring a Program Manager and Academic Coordination to oversee the outcomes of the Center of Excellence for Veteran Student Success. Additionally, this project will develop a model program to support veteran student success in postsecondary education by coordinating services to address the academic, financial, physical, and social needs of veteran students.

Evidence that outcomes are achieved during the grant period will offer a basis for institutional support in order to sustain the program upon completion of the grant.

**#15 - Brandman University**

Irvine, CA

P116G200033

Abstract

Brandman University’s proposed Center of Excellence for Veteran Student Success (CEVSS) Program, OUR VETS, will recruit, enroll, support and graduate increased numbers of student veterans living throughout the United States, with significantly expanded and targeted resources, both on-ground at the Irvine, CA campus, and online, to ensure holistic success for all veteran students. OUR VETS will increase veteran retention and completion rates by 20%, an initial program target that will likely be exceeded as OUR VETS enters its long-term sustainability phase.

Brandman University is a fully accredited, private, nonprofit university designed for working adults seeking to improve their careers through education. With 25 campuses, Brandman is a leader in online learning and excels at creating community for students— especially veterans—despite an extensive geographic service area. The **OUR VETS Program Coordinator**, *a veteran new- hire*, will reorganize and oversee a full range of services to be delivered at the Irvine Campus, and virtually, via innovative, scalable and transferrable electronic platforms. Brandman’s OUR VETS program addresses CEVSS absolute priorities and both competitive preference priorities.

**GIS-Targeted Resources:**More than 820,000 veterans live within 25 miles of a Brandman campus. Brandman will use spatial data to geographically locate veterans, empowering OUR VETS participants with precisely-matched services from recruitment to completion. Outcomes for all CEVSS absolute priorities will be tracked and reported using a customized OUR VETS Dashboard that allows the Coordinator to track program-level progress, and student veterans to monitor their individual achievements. 

**Enhanced Veteran Recruitment/Outreach**: Additional resources will support Brandman’s Pathways program with community colleges, where many veterans begin their education. We will train and employ current veteran students and veteran members of the Brandman Alumni Network to attend outside veteran events.  

**Integrated, Veteran-Focused Advisors: “**Expanded and targeted for success” means that existing University resources will be refreshed and reoriented to assist veteran students in effective and streamlined programs, with easier access, highly-trained advisors and more immediate, thorough and accurate responses. 

A **Veterans Benefits Counselor**, a student-facing ombudsman with military experience and benefits expertise, available virtually, by telephone, and at Irvine, will provide accurate information and assist with all aspects of benefits management, and coordinate with designated Brandman OUR VET **Enrollment, Admissions, Registration,**and **Financial Aid**officers to ensure veterans have all resources needed for degree completion. 

A **One Stop Veterans Specialist**will reduce cold handoffs for veteran needs; proactive **Academic Advisors**will step in with hands-on comprehensive interventions at the sign of academic trouble; **Career Advisors**will begin with recruitment, admissions and registration. Informative and engaging academic, financial, health lifestyle webinars will be hosted on a new **Webinar Library.**

**Graduating Healthy Veterans:**Enhanced **Disabilities Services**and a new **Veterans Counseling Service**facilitated by licensed faculty and supported by Brandman students fulfilling practicum requirements for advanced degrees will improve student health.

**#16 - Samuel Merritt University**

Oakland, CA

P116G200025

Abstract

Samuel Merritt University’s (SMU) proposal for an Office of Military and Veteran Student Success Center (VSC) is responsive to the requirements of the CEVSS program, and to both the Absolute Priority and Competitive Preference Priority #1: new grantees.

The objectives of the proposed VSC are to provide a single point of contact, wrap-around support, and social connection for veteran students at SMU through a full-time Director and cross-functional veteran success team to:

1) provide training each year for SMU faculty and staff to leverage the strengths veteran students bring to: their post-secondary studies; through increased outreach to military bases and ROTC chapters in California (five MOUs per year), 

2) increase the numbers of veteran students recruited to, supported at, and graduating from SMU from the baseline of 72 by 20% each year, for 104 in year three of the grant period and 180 three years after that; 

3) increase retention of veteran students at SMU from 92% to 99%, and graduation from 43% to 72%; 

4) add veteran-specific modules to orientation; 

5) sustain a chapter of the Student Veterans of America at SMU; 

6) increase the post-secondary achievement of America’s veterans; and 

7) develop a replicable model for health sciences universities seeking to support veterans in the attainment of health sciences degrees (disseminated through conferences and the SMU website). 

The VSC will further help SMU achieve its mission of graduating “highly-skilled and compassionate health care professionals who positively transform the experience of care in diverse communities,” and will help address a projected shortage of healthcare providers in California. Effectiveness of the VSC will be assessed through a Rapid Cycle Quality Improvement evaluation. Data about recruitment, retention, and graduation will be collected every semester and analyzed by the Director of Institutional Research. Sustainability is built into the program design, including commitment of operating funds after the grant period.