Higher Education and the Call-Up of Reserve Armed Forces

By Padilla, Max; Shapiro, Marcy | College and University, Fall 2003 | Go to article overview

Higher Education and the Call-Up of Reserve Armed Forces


Padilla, Max, Shapiro, Marcy, College and University


During the last two years, many members of the National Guard and Reserves have been activated to support Operation Enduring Freedom, Operation Iraqi Freedom, and other missions at home and abroad. Today, one-third of our armed forces serving in the Persian Gulf and Central Asia are members of the National Guard and Reserves. At its peak in April of 2003, almost 250,000 part-time members of our armed forces were called to active duty. The Department of Defense (DoD) estimates that as many as 25 percent of those reserve component servicemembers are either full- or part-time college students. Being called to duty potentially disrupts the students' lives by affecting their careers and academic pursuits, but for many, it may also cause undue financial hardship. Along with students, colleges and universities feel the impact; postsecondary schools face the loss of students, full-time equivalent (FTE) enrollments, and may also suffer the loss of employees who are serving in the Reserves or National Guard. Despite these challenges, the higher education community has responded well to support our nation's Guard and Reserve students who have been called to serve.

Higher Education Community Rises to Support the Called-up

As it did during Operation Desert Shield/Desert Storm, the higher education community rose swiftly to the occasion to support our Guard and Reserve servicemembers who had been called to active duty. Immediately following the events of September 11, 2001, the U.S. Department of Education directed lenders, and colleges and universities to provide relief from student loan obligations by postponing student loan payments for borrowers while mobilized. Furthermore, it asked schools to provide full refund of tuition and institutional fees and encouraged flexible re-enrollment options for affected students. The American Council on Education (ACE) followed suit by issuing a letter endorsed by sixteen higher education associations (AACRAO included) to support the Department of Education's guidance and request. Also, the American Association of State Colleges and Universities (AASCU) issued a letter asking colleges to honor the Department of Education request and to review their policies to assure fairness to students who were called to serve their country at a critical time. Most colleges and universities adhered to the Department of Education's and ACE'S requests to support our Reserve servicemembcrs.

Servicemembers Opportunity Colleges (SOC)

Servicemembers Opportunity Colleges (SOC) was created in 1972 to provide educational opportunities to Servicemembers, who, because they frequently moved from place to place, had trouble completing college degrees. Today soc is a consortium of approximately 1,700 colleges and universities, fifteen higher education associations, the Military Services, the National Guard, and the Coast Guard. Funding is provided by DoD through a contract with AASCU.

SOC has taken the lead to assist both the higher education community and the Department of Defense by maintaining a "troubleshooting" helpline for servicemembcrs requiring assistance, as well as serving as a resource for colleges and universities. Since 9/11, SOC has processed over 300 calls from activated or deployed servicemembers to help in resolving a problem with their college or university.

SOC's counselors overwhelmingly found that in all but a few cases, the institutions went out of their way to respond to inquiries and to resolve the issue favorably on behalf of the servicemember. Many of the issues were rooted in a lack of communication either on the student's or institution's part, and were easily resolved. Sometimes this was exacerbated by the short notice of the deployment and inability of the servicemember to contact the institution and make them cognizant of the deployment. Other times the problem was with interoffice communication and involved the sharing of student information at the institution. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Higher Education and the Call-Up of Reserve Armed Forces
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.