Center for Student Veterans & Military-Connected Students

Cummings Graduate Institute for Behavioral Health Studies is committed to supporting veterans, active-duty service members, National Guard and Reserve personnel, and military-connected students in achieving their educational and professional goals.

As a 100% online institution, CGI provides flexible graduate education designed to meet the needs of students balancing military service, careers, family responsibilities, and geographic constraints. The Center for Student Veterans & Military-Connected Students serves as an online hub for veteran-specific resources, benefits information, and student support.

Tuition Benefits for Military-Affiliated Students

Military Tuition Discount

Students who are active duty military, veterans, or spouses of active duty military or veterans are able to receive a Military Discount at CGI. The Military Discount at CGI is a waived application fee and a 10% in tuition reduction each term enrolled at CGI. Students who are active duty military, veterans or the spouse of active duty military or veteran should inform the Admission Team during the Admission Application and interview process. Documentation is required in order to confirm eligibility. The following documents should be submitted during the Admission Application or to the Operations Department at registrar@cgi.edu.

If the student is the active duty military or veterans:

  1. DD-214
  2. Discharge of active duty

If the student is the spouse/domestic partner of the active duty military or veteran:

  1. Marriage certificate to verify the student’s spouse/domestic partner
  2. If the spouse/domestic partner each have different last names, please submit both student and spouse/domestic partner identification

Veteran Education Benefits and Policies

As of December 31, 2022 CGI is no longer eligible to accept VA Benefits. For questions, please contact the Operations Department via email at compliance@cgi.edu.

Disability Support Services

CGI does not discriminate based on disability. CGI is committed to compliance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and all other applicable laws prohibiting disability discrimination.

Admitted or enrolled students who believe they have a current and essential need for disability accommodations are responsible for registering with and requesting accommodations through CGI. The student must provide CGI with qualifying disability documentation verifying the nature and extent of the disability prior to receiving any accommodations. CGI will make every effort to provide reasonable accommodations for qualified students with disabilities.

Eligibility

The Americans with Disabilities Act as amended (ADAAA) 2008 provides comprehensive Civil Rights protection and is designed to remove barriers which prevent persons with disabilities from accessing the same educational and employment opportunities as persons without disabilities. The law also provides access to public accommodations, state and local government services, transportation, and telecommunications. The Americans with Disabilities Act also prohibits discrimination against a qualified individual with a disability with regard to admission to educational institutions or vocational training programs (public or private); employee compensation; job training; and other terms, conditions and privileges of employment.

Definition of a Disability

The Definition of Disability is provided in the Americans with Disabilities Act Amendments of 2008, Section 4. An individual with a disability is defined in the act as someone who has “a physical or mental impairment that substantially limits one or more major life activities; has a record of such an impairment; or is regarded as having such an impairment.” The regulations define “physical or mental impairment” as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more body systems, such as neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, immune, circulatory, hemic, lymphatic, skin, and endocrine. The regulations also cover any mental or psychological disorder, such as intellectual disability (formerly termed mental retardation), organic brain syndrome, emotional or mental illness and specific learning disabilities.

Notes

Individuals who are current illegal users of drugs are not protected under the ADA. The legal use of a controlled substance under medical perspective is permitted. Addiction is considered a disability. A person who is addicted to drugs, but is not actively using drugs, is considered a person with a disability and is protected by the law. Alcohol is not considered a controlled substance.

No Requirement for Citizenship

The Americans with Disabilities Act covers all persons with disabilities in the United States, whether or not they are citizens and without regard to racial or ethnic origin.

Reasonable Accommodation

Reasonable accommodation is the provision of an auxiliary aid, or modification to the course or program which will allow access to the job duties, the educational process, program and degree, or activity. The Americans with Disabilities Act requires an institution of higher education to provide reasonable accommodations to a qualified individual with a disability provided that accommodation does not create an undue hardship. Some examples of reasonable accommodation are making existing facilities readily accessible to and usable by persons with disabilities; flexible timeline for program completion; acquisition or modification of equipment or devices; appropriate adjustment or modification of examinations or policies; the provision of qualified readers, note takers, and/or sign language interpreters; provision of alternative print formats.

Accommodation Request Process

CGI is dedicated to serving degree seeking and non-degree students with disabilities by providing reasonable accommodations for everyone to be successful in furthering their education at this institution. Students with disabilities are encouraged to disclose and submit a Disability Notification and Accommodation Form at least/minimum of two (2) weeks before the start date of classes or immediately after diagnosis. In addition, registration with Disability Services may take place at any point during the term. Once the student has provided the appropriate documentation, the accommodations can be instituted. A student may choose to attempt a class without accommodations and to self-identify later in the process. However, if the student opts for this approach, any grades that have been earned without the use of accommodations remain as published. Once a student identifies they need an accommodation, they should follow the following steps:

  1. If a student believes they are in need of a disability accommodation plan, the student should fill out a Disability Notification and Accommodation Form on the Student Form Page.
  2. The student must provide CGI with qualifying disability documentation verifying the nature and extent of the disability prior to receiving any accommodations.
  3. The Operations Department will receive the request and will work with the Program Director and Curriculum Team to review the accommodation request and documentation submitted and provide accommodations options for the student.
  4. Once a plan is developed, the Operations Department will send the drafted plan to the student to review and final approve.
  5. Once approved by the student, the Operations Department will send the plan out for electronic signatures.
  6. The plan is then uploaded to the student’s student information system in a private section on their student information account.
  7. The plan is then sent by the Operations Team to faculty at the start of each term depending on which courses the student is enrolled in for the term.

Student Veteran Outside Support Services

Student Veterans of America

Through their robust website, the Student Veterans of America not only supports on campus students, but also those going to school online. From their active social media presence to a myriad of online opportunities, they support all student veterans regardless of the attendance venue.

Vet Center Program

Coming back from a deployment is never easy and it becomes difficult if the veteran decides to enroll in school right away. One of the services offered is readjustment counseling for those returning from a qualifying combat zone, along with their family members. Other services include bereavement counseling, sexual trauma counseling and a Veteran Hotline. The Vet Centers are community centric and located away from VA facilities for confidentiality purposes.

Veterans on Campus: Support Training

Through their robust website, the Student Veterans of America not only support their on campus students, but also those going to school online. From their active social media presence to a myriad of online opportunities, they support all student veterans regardless of the attendance venue.

Military to College Transition Resources

Transitioning back to a civilian life is hard enough for many veterans but going to school online at the same time can compound the issues they face. But through an online program called half of us, they can get support if they are feeling angry or at a loss of what to do. Part of the site is videos of students like them that have faced the same issues and have overcome them. Students who need to talk to someone right away can call 1-800-273-talk (8255).

Veteran Support Hotlines

Sometimes veterans may need to talk to someone right away about issues they may be currently having; sometimes it can be a matter of life or death. Fortunately, there are people—other veterans—that stand ready to help. Vets 4 Warriors is one of those organizations. To contact them call (1-855-838-8255), or text or chat live online.

8 Keys to Veterans’ Success

CGI is proud to be a signatory to the 8 Keys of Veterans’ Success through the Department of Education. CGI is committed to implement the promising practices outlined in the 8 Keys, as follows:

  1. Create a culture of trust and connectedness across the campus community to promote well-being and success.
  2. Ensure consistent and sustained support from campus leadership.
  3. Implement an early alert system to ensure all veterans receive academic, career, and financial advice before challenges become overwhelming.
  4. Coordinate and centralize campus efforts for all veterans, together with the creation of a designated space for them (even if limited in size).
  5. Collaborate with local communities and organizations, including government agencies, to align and coordinate various services for veterans.
  6. Utilize a uniform set of data tools to collect and track information, including demographics, retention, and degree completion.
  7. Provide comprehensive professional development for faculty and staff on issues and challenges unique to veterans.
  8. Develop systems that ensure sustainability of effective practices for veterans.

Testimonials

As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.

Willam Chum, LMHCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

The Doctor in Behavioral Health (DBH) program has changed my understanding of the subject and career path. Before this academic journey, my knowledge of behavioral health was primarily theoretical, including essential ideas and methods. However, the DBH curriculum combined intense academic research with practical application, helping me understand behavioral health from multiple angles. Recognizing mental health as part of total health changed my perspective. The biopsychosocial model, which showed how biological, psychological, and social variables affect mental health, was stressed in the DBH curriculum. This comprehensive approach made me realize how complex human behavior is and how important it is to address mental health issues. Effective interventions must target the individual’s surroundings, relationships, and life experiences, not just symptoms. The curriculum also gave me enhanced evidence-based practice training to execute successful solutions. Studies methods and data analysis classes improved my critical thinking and allowed me to evaluate and apply behavioral health studies. This gave me the confidence to contribute to the field’s knowledge base through practice and research.

Dr. Rhea Hill, DBH, LPCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - February 17, 2025

This program will change how you present to the world, not just as a professional but as an individual. Understand this is work but the work is worth it and the journey is undeniably transformative. If you are seeking a doctorate for the title, this is not the program for you. If you are seeking a doctorate to interrupt and disrupt the course of healthcare, then this is the program for you. You won’t find a more supportive program with professors who are dedicated to your success and your education. This program is not about the regurgitation of information. It is about the appropriate applied application of knowledge and information to push forward and become an advocate for equitable and quality care for all.

Brandy K. Biglow LMHC, CCTP, QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 5, 2024

The Doctor of Behavioral Health (DBH) program has definitely transformed my understanding of behavioral health. Understanding the links between physical and mental health has taught how to make better treatment decisions. The DBH program has also given me insights that otherwise would not be possible and allows me to view individuals through a lens that I was previously ignorant of. This program has helped me grow into a more confident individual, provider, and parent.

Cory H. Cannady, BCBA, LBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 13, 2024

The DBH program has reinforced my vision of viewing behavioral health (BH) as an integrated component of the healthcare system rather than a siloed service. As a practitioner in the focused BH realm of substance use disorder (SUD) treatment, I observe on a regular basis how identifying and serving SUD patients is often missed, ignored and stigmatized in primary healthcare, despite the fact that early intervention at these check-points often has the potential to intervene earlier and lessen the negative SUD outcomes frequently seen by the time a patient reaches specialty SUD services. Reinforcement received in my DBH program has motivated me to promote integration as a leader in my workplace and is a primary factor in considering the long-term trajectory of my individual career path.

Kenneth L. Roberts, MPS, LPCC, LADCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 5, 2024

Graduating from the DBH program has influenced and enhanced my approach to addressing behavioral health challenges and making a difference in the field by preparing me to become a serious business owner. Through the DBH program, I understand now that becoming a business owner not only assists me in reaping the financial benefits of working for myself, but the program also offers me a sense of freedom to make a difference in an individual’s life.

Dr. Rebecca K. Wright, DBH, LBA, BCBA, QBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - December 18, 2024

I have always wanted to pursue a higher degree but never found a program that met my needs. When I investigated the DBH program, I can honestly say I was excited. It was a program that would expand my knowledge in behavioral health but also how it relates to physical health. The philosophy of treating the whole person was exactly what I was looking for.

Elizabeth Nekoloff, M.Ed., LPCC-S, NCCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 16, 2025

Prior to obtaining my DBH, I practiced behavioral health within the boundaries of behavior analysis. The DBH degree has given me the ability to broaden my scope of competence allowing me to provide a higher quality of care to my clients through a person-centered approach, while still staying within my scope of practice. I was in the beginning stages of opening my business when I enrolled in the DBH program which set my trajectory towards being a stronger leader. The program equipped me with essential healthcare leadership and entrepreneurial skills, allowing me to ensure high-quality services for my clients and foster a supportive work environment for our staff. It has also given me the confidence to expand my business and pursue other healthcare ventures, reaching a broader range of patients in need.

Dr. Pauline Tolentino Pablo, DBH, BCBA, IBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - January 21, 2025

Although I have worked with many patients who have mental health diagnoses, or behaviors which make managing their medical diagnoses and day to day life difficult, the DBH program at CGI is broadening that knowledge and providing a deeper understanding of behavioral health and how best to help these individuals manage their health and improve their quality of life. This will allow me to provide and advocate for more meaningful and seamless integrated care, providing new tools for my intervention toolbox, and the confidence and skills to collaborate within and lead whole person focused interdisciplinary teams. I also anticipate building upon my knowledge as a nurse case manager and long time caregiver, as well as my personal passions and professional vision, learning about processes and operations, to be in position to start up and lead my own company one day, offering the services and care I know every person should have access to.

Hollie Wilson, MSN, RN, CCMDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 11, 2025

The DBH program will open opportunities for me to contribute to healthcare system innovation, particularly through trauma-informed care and integrated behavioral health settings. I will be better positioned to advocate for and implement holistic care models that improve health outcomes for underserved populations. Ultimately, this program will help me transition into higher-level roles, such as a director or consultant in behavioral health, where I can influence broader system changes and contribute to the future of healthcare delivery.

DeKyn Rashad Peters, MPH-CHES,BSW/BA,APCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 4, 2025

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