MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of INSTRUCTIONAL SYSTEMS and WORKFORCE DEVELOPMENT COURSE SYLLABUS

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1 MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of INSTRUCTIONAL SYSTEMS and WORKFORCE DEVELOPMENT COURSE SYLLABUS Course Prefix and Number: TKT 4433/6433 Course Title: Credit Hours: Type of Course: Catalogue Description: The Development of Veterans Benefits, Laws, and Policies Three (3) semester hours Lecture This course will examine the origins of and factors that shaped the current Montgomery GI Bill educational assistance program and its implementation. College of Education Conceptual Framework: The faculty in the College of Education at Mississippi State University are committed to assuring the success of students and graduates by providing superior learning opportunities that are continually improved as society, schools, and technology change. The organizing theme for the conceptual framework for the College of Education at Mississippi State University is educational professionals - dedicated to continual improvement of all students educational experiences. The beliefs that guide program development are as follows: 1. KNOWLEDGE - Educational professionals must have a deep understanding of the organizing concepts, processes, and attitudes that comprise their chosen disciplinary knowledge base, the pedagogical knowledge base, and the pedagogical content knowledge base. They must also know how to complement these knowledge bases with the appropriate use of technology. 2. COLLABORATION - Educational professionals must continually seek opportunities to work together, learn from one another, forge partnerships, and assume positions of responsibility. 3. REFLECTION - Educational professionals must be willing to assess their own strengths and weaknesses through reflection. They must also possess the skills, behaviors, and attitudes necessary to learn, change, and grow as life-long learners. 4. PRACTICE - Educational professionals must have a rich repertoire of research-based strategies for instruction, assessment, and the use of technologies. They must be able to focus TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

2 that array of skills on promoting authentic learning by all students or clients, while exhibiting an appreciation and commitment to the value and role of diversity. Course Objectives: Upon completion of this course students will be able to: 1. Explain veteran-related terminology per Title 38 of the US Code, Chapter 1, Section 101.CFPO # 3, 5, 7, Explain the responsibilities/functions of each of the three branches of the federal government as stipulated in Articles 1-7 of the U. S. Constitution. CFPO # 3, 5, 7, Demonstrate an understanding of the federal legislative process (policy making) by working in small groups to trace development of a bill from the time of introduction in the House or Senate until it becomes law (noting committees and subcommittees in the process). CFPO # 2, 3, 5, 7, Evaluate federal laws that provided for the education/training of veterans from the time of the introduction of the first GI Bill following World War II up through the passage of the Montgomery GI Bill in 1987, citing benefits under each law, Congress rationale for each law, and the impact of each law on the country and economy. CFPO #1, 3, 5, 7, 8 5. Explain how and why elimination of conscription (the draft) in this country and the allvolunteer force led Congress to make changes in military personnel benefits. CFPO # 3, 5, 7 6. Trace the development of the Montgomery GI Bill through both chambers of Congress from the time of its conception in 1980 until its passage in CFPO # 3, 5, 7 7. Explain the role/position of several of the major players in the passage of the Montgomery GI Bill in 1987 opponents and supporters of the bill. CFPO # 2, 3, 5, 7 8. Evaluate the economic impact of the Montgomery GI Bill of 1987 on the country. CFPO # 3, 5, 7, 8 9. Analyze and evaluate reactions of veterans to situations in their environments based on instructor assigned readings. CFPO # 2, 13, 14 Topics to Be Covered: 1. Veteran-related terminology per Title 38, US Code, Chapter 1, Section 101. (4 clock hours) a) Veteran b) Surviving spouse c) Child d) Parent e) Spanish American War f) World War I g) World War II h) Korean Conflict i) Vietnam Conflict j) Armed Forces k) Period of War l) Compensation m) Pension TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

3 n) Service connected o) Non service connected p) Discharged or release q) Active duty r) Reserve s) Vietnam era t) Prisoner of war u) Persian Gulf War v) GI w) Conscription (draft) 2. Responsibilities of each of the three branches of the federal government as stipulated in Articles 1-7 of the US Constitution. (3 clock hours) a) Legislative Branch: Congress (House of Representatives and Senate) b) Executive Branch: The President c) Judicial Branch: Federal Court System 3. The federal legislative process (how a law is made). (9 clock hours) a) Selection of members of the House of Representatives b) Selection of members of the Senate c) Selection of Speaker of the House d) Responsibilities of Speaker of the House of Representatives e) Selection of Senate President Pro Tempore f) Responsibilities of Senate s President Pro Tempore g) Responsibilities of US Vice President h) Names and responsibilities of House of Representatives Standing Committees i) Names and responsibilities of Senate Standing Committees j) How Standing Committee chairs are selected k) How a bill is introduced l) Purpose of a conference committee m) How a bill is passed n) President s responsibility as it relates to passage of a bill o) President s veto p) Congress passage of a bill over the president s veto 4. Federal laws that provided for education/training for veterans from the World War II GI Bill through the passage of the Montgomery GI Bill in (9 clock hours) a) World War II GI Bill (Servicemen s Readjustment Act of 1944) b) 1952 GI Bill for veterans of the Korean Conflict c) 1966 GI Bill for veterans of the Vietnam Conflict (contributory); ended in 1975 for new enlistees d) Post-Vietnam Era Educational Assistance Program (VEAP) of 1977; Public Law (non-contributory); scheduled to end on 31 December 1981 e) New GI Bill of 1984 (Citizen-Soldier Education Program, part of the DoD Authorization Act of FY 1985); a three-year test program; Public Law effective 1 July 1985 for three years TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

4 f) Montgomery GI Bill of How and why elimination of conscription affected military forces and veterans educational benefits. (5 clock hours) a) Elimination of conscription in 1973 b) All volunteer force c) Changes in veterans educational benefits 6. Trace the Montgomery GI Bill through both chambers of Congress from FY 1980 until its passage in (9 clock hours) a) Introduction of Bill in House of Representatives and Senate Committees in 1981 (FY 1980) b) Committees involved and their roles (House and Senate) c) Conference Committee d) Role of Secretaries of Navy, Air Force, and Army Role of Veteran Affairs e) Role of Armed Services Committee f) Introduction of Bill on Senate Floor g) Role of Senate President Pro Tempore and/ or US Vice President h) Senate votes i) Introduction of Bill on House of Representatives Floor j) Role of Speaker of the House k) House votes l) Role of University and College Presidents and other school officials m) Role played by the media n) President s role 7. The role/position of several of the major players in the passage of the Montgomery GI Bill of (2 clock hours) a) Representative G. V. Sonny Montgomery b) Senator John Glenn c) Senator Bill Cohen d) Senator Bill Armstrong e) Senator Alan Cranston f) Senator Alan Simpson g) Senator Sam Nunn 8. The economic impact of the Montgomery GI Bill on the country. (4 clock hours) a) Federal budget b) Enrollment at institutions of higher learning c) Gross National Product d) Military status in the world Textbooks: Montgomery, G. V., Kehrer, D., & McGrevey, M. (2010). Across the aisle. Jackson, MS: University Press of Mississippi. TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

5 Oleszek, W. J. (8 th ed.) (2010). Congressional procedures and the policy process. Washington DC: CQ Press. Methods of Instruction: The class will be taught through instructor-guided online discussions, small group work, independent study, and PowerPoint presentations. Suggested Student Activities: Each student will: 1. Demonstrate knowledge of veteran related terminology and the responsibilities/functions of the three branches of the federal government through a written assignment (essay questions provided by the instructor based on readings from Section 101 of Title 38 of the US Code, Articles 1-7 of the US Constitution, and assigned readings from the textbook, Congressional Procedures and the Policy Process). Students will also be given a comprehensive midterm examination on materials (Objectives # 1 and 2). 2. Demonstrate an understanding of the federal legislative process by development of a flow chart. Students will work in groups, using scenarios provided by the instructor, to introduce a bill; send the bill through appropriate committees and subcommittees, as well as both chambers of Congress; explain what happens at each stage of the process until it gets to the President s desk for signature. A comprehensive midterm examination will also access students understanding (Objective # 3). 3. Be responsible for explaining how and why elimination of conscription affected our military forces and veterans benefits by reading chapters 1 through 5 of the textbook, Across the Aisle, and submitting a written two-page, double-spaced paper on the subject. A comprehensive midterm examination will also access students comprehension (Objective # 5). 4. Demonstrate an understanding of the various GI Bills and their impact on the economy by explaining each GI Bill (five page, double-spaced written paper) after reading chapters 1-5 and of the textbook, Across the Aisle). A comprehensive final examination will also be administered to access students comprehension (Objectives # 4 and 8). 5. Be responsible for developing a PowerPoint presentation (after reading chapters 5-10 and of the textbook, Across the Aisle) tracking the Montgomery GI Bill of 1987 through various committees and subcommittees, as well as both chambers of Congress and explaining the impact that several major players had on the bill. A comprehensive final examination will also access students knowledge (Objectives # 6 and 7). Honor Code: TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

6 Mississippi State University has an approved Honor Code that applies to all students. The code is as follows: As a Mississippi State University student I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do. Upon accepting admission to Mississippi State University, a student immediately assumes a commitment to uphold the Student Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Student Honor Code. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the MSU community from the requirements or the processes of the Student Honor Code. For additional information please visit Academic Misconduct: Cheating on assignments and examinations will not be tolerated. Students are expected to read assignments and do their own work, maintaining integrity on all assignments, course work, and examinations. The instructor will read and grade each assignment; giving close attention to work that may indicate cheating. Academic misconduct will be dealt with in accordance with the policy and procedures delineated in the Academic Misconduct Policy. See Academic Misconduct Policy and Procedures at The following statement will be printed on each assignment and examination, On my honor, as a Mississippi State University student, I have neither given nor received unauthorized assistance on this academic work. A signature line will underneath the statement for the student s signature. Students will sign on the line attesting to their honesty. Technology: Students work will require them to use various software programs word processing, PowerPoint, Internet, and to properly upload and download online assignments. Students will also be required to interact with the instructor and other students via online discussions on a discussion board. Diversity: Inherent in being a veteran are experiences and a language that are not shared or understood by persons who have had no exposure to the military. Students will acquire an understanding of veterans that will allow them to more effectively communicate professionally with veterans from diverse backgrounds. Students with Disabilities: As provided in OP : Students with Disabilities - Mississippi State University is committed to providing equal educational opportunities to all students and assisting students in making their college experiences successful and positive. Recognizing that at times generalized student TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

7 services are inadequate for meeting the unique needs of students with disabilities, and to comply with federal and state laws, regulations, and guidelines, the university has established Student Support Services to provide supportive services for its students with disabilities. Moreover, in AOP Academic Accommodation for Students with Disabilities it states: Students with disabilities requesting academic accommodations must identify themselves to the office of Student Support Services. Current documentation, verifying the disability must be submitted. Specific guidelines for this documentation occur at Disability Support Services within the office of Student Support Services generates Notification of Disability letters for the student. Students may visit the office to receive their letters. Distribution of the letters to their individual faculty/instructors occurs once the semester has begun. The student identifies himself/herself to the instructor as needing accommodation by delivering the corresponding Notification of Disability letter to them. The instructor, as a representative of the university, is obligated to provide reasonable accommodation. Prior to the academic advisement period, students may request a Notification of Disability letter for their advisor. Students with disabilities are encouraged to discuss their needs with the instructor during registration and no later than the first week of the semester. Reasonable efforts will be made to accommodate students and ensure that disabilities do not restrict a student s opportunity to learn. Students may also receive help from Student Support Services. ( or contact them at 01 Montgomery Hall, ). Field Component: There is no field component in this course. Evaluation of Students Progress: Students final grade will be determined based on a combination of written assignments, comprehensive midterm and final examinations, and participation in scheduled discussions. Graduate Students: Complete the following additional assignments a. Read a book (from a list of books provided by the instructor) and complete a book report following guidelines provided by the instructor (Objective # 9; CFPO # 2, 13, 14). b. Read and analyze one issue (issued within the past six months) of the Vanguard, a bimonthly Department of Veterans Affairs publication. Guidelines will be provided by the instructor (Objective # 9). Grading System: The grades based on the points system will be used for scoring all assignments in this class. TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

8 Undergraduate Students Assignment/Task Percentage 1. Classroom (online) discussions 5% 2. Group project (flow chart on federal legislative process) 10% 3. Create PowerPoint presentation 10% 4. Essay questions 10% 5. Written paper (two-page) 10% 6. Written paper (five-page) 10% 7. Comprehensive midterm exam 20% 8. Comprehensive final exam 25% Totals 100% Graduate Students: Assignment/Task Percentage 1. Classroom (online) discussions 5% 2. Group project (flow chart on federal legislative process) 5% 3. Create PowerPoint presentation 5% 4. Essay questions 10% 5. Written paper (two-page) 10% 6. Written paper (five-page) 10% 7. Book report 10% 8. Evaluation/Analysis of Vanguard 10% 9. Comprehensive midterm exam 15% 10. Comprehensive final exam 20% Totals100% - 90% and above = A (Excellent) % = B (Good) % = C (Satisfactory) % = D (Poor) - Below 60% = F (Fail) Late Assignments: Students will submit all assignments by the date and time indicated by the instructor. Ten points will be subtracted from the grade the first day the assignment is late. One point will be subtracted from the grade for each day the assignment is late following the first day. Students will receive a reprieve from the above penalty only if they can show that their assignments were late due to an emergency involving themselves or an immediate family member (spouse, children, parents) such as illness, serious accident, death, or other serious incident. TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

9 Late Policy and Incomplete Grades: Grade of I According to the University Bulletin, undergraduate students who receive an I grade must complete all work within thirty (30) calendar days from the date of the student s next enrollment. A student who receives an I grade may make up only that part of course work not completed because of an emergency. If a grade of I is not resolved into a passing grade within the allotted time, the grade becomes an F. Once a grade of I has been converted to an F because of the student s failure to complete the necessary coursework or a lapse of the allowable time, no additional grade change will be allowed except under extreme circumstance(s). Graduate students who receive a grade of I must complete all work no later than the last day of class of the next semester (excluding summer) whether the student is enrolled or not. Failure of graduate students to remove an I grade during the specified time will result in an automatic grade of F. Once a grade of I has been converted to an F because of the student s failure to complete the necessary coursework or a lapse of the allowable time, no additional grade change will be allowed except under extreme circumstance(s). Bibliography: Armstrong, K., Best, S., & Domenici, P. (2006). Courage after fire. Berkeley, CA: Ulysses Press. Browder, L. (2010). When Jane comes marching home. Chapel Hill, NC: The University of North Carolina Press. Evans, P. L. (2012). VeteranSpeak: An introduction to the language of veterans. CreateSpace Independent Publishing Platform Hamilton, L. H. (2004). How Congress works and why should you care. Bloomington, IN: Indiana University Press. Hill, J., Lawhorne, C., & Philpott, D. (2011). Life after the military: A handbook for transitioning veterans. Lanham, MD: Scarecrow Press, Inc. Kozak, E. M. (2011). The everything U.S. constitution book: An easy-to-understand explanation of the foundation of American government. Avon, MA: F+W Media, Inc. Mettler, S. (2005). Soldiers to citizens: The GI Bill and the making of the greatest generation. New York, NY: Oxford University Press. Smith, G. H. E., & Riddick, F. M. (2008). Congress in action: How a bill becomes a law. Wildside Press. Stidhman, B. F. (Ed.) (2011). Federal veterans laws, rules and regulations. National Veterans TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised

10 Legal Services Program. Title 38, United State Code, Chapter 1, Section 101, located at United States Constitution, Articles 1-7, located at TKT 4433/6433 The Development of Veterans Benefits, Laws, and Policies Revised