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Examining the Relationship Between Midwest Community College Veteran Outreach Programs and the Academic Success of Veterans
That Participate in Veteran Outreach Programs
A dissertation submitted
byFrancis Rafael Delatorre
toBenedictine University
in partial fulfillmentof the requirements for the degree of
Doctor of Educationin
Higher Education and Organizational Change
This dissertation has been accepted for the facultyof Benedictine University
____________________________ Jack Minogue, Ph.D._________ ___________Dissertation Committee Chair/Director Date
____________________________ Gary Davis, Ph.D.___________ ___________Dissertation Committee Reader Date
____________________________ Mehmet Dik, Ph.D.____________ ___________Dissertation Committee Reader Date
____________________________ Sunil Chand, Ph.D. _________ __________Program Director, Faculty Date
____________________________ Eileen Kolich, Ph.D. _________ __________ Faculty Date
____________________________ Ethel Ragland, Ed.D., M.N.,R.N. __________ Dean, College of Education and Health Services Date
BENEDICTINE UNIVERSITY
EXAMINING THE RELATIONSHIP BETWEEN MIDWEST
COMMUNITY COLLEGE VETERAN OUTREACH PROGRAMS
AND THE ACADEMIC SUCCESS OF VETERANS THAT PARTICIPATE IN
VETERAN OUTREACH PROGRAMS
A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOLIN CANDIDACY FOR THE DEGREE OF
DOCTOR OF EDUCATION
IN
HIGHER EDUCATION AND ORGANIZATIONAL CHANGE
BY
FRANCIS RAFAEL DELATORRE
LISLE, ILLINOIS
OCTOBER 2014
©Copyright by Francis Rafael Delatorre 2014 All Rights Reserved
ACKNOWLEDGEMENTS
During my dissertation journey, Dr. Gibbs, my dissertation reader, was called by
God. I was moved by Dr. Gibbs’ guidance and his great interest in my dissertation topic.
His dedication and support was the foundation of my journey.
I acknowledge God’s love and grace that lifted the burdens I was enduring while I
was trying to complete this journey while being a father to my children Isabella,
Alexander, Daniel, and Stella.
It gives me great pleasure to sincerely express my deepest gratitude to my
dissertation Chair/Director Dr. Minogue for his excellent guidance, compassionate,
patience, and for providing me with excellent guidance for doing research. I would like to
thank Dr. Davis, for providing me with his guidance in developing and completing my
dissertation. I also want to thank Dr. Dik who was willing to participate as a reader and
who provided valuable guidance in educational research.
I appreciate Benedictine University for the Doctorate in Higher Education and
Organizational Change program and the dedicated professors who challenged and
endowed me with the required professional knowledge and skills needed to transform
people in becoming lifelong learners and leaders.
I want to thank my cohorts in the Ed.D. in Higher Education and Organizational
Change program for your undying loyalty and support. I appreciate how we all
benefitted from shared leadership and expertise and how we each challenged the others at
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different times as we trekked through this journey. Thank you for helping me stand up, to
equilibrate, and to refocus while experiencing a horrendous series of personal events.
Without your love and support I would not have finished this journey.
I would like to thank Dr. Bjorkman for supervising my internship project; I
appreciate that through your leadership you challenged me in an internship project that
allowed me to exercise the professional skills I learned in the Benedictine University
Ed.D. in Higher Education and Organizational Change program. I also must thank Dr.
Tangonan for allowing me to practice at your accredited institution. I appreciate your
mentorship while allowing me take on numerous projects for your institution of higher
education. I am also humbled that you have allowed me to return to your institution to
assist in developing new innovative educational programs.
I am grateful for the support of my sisters Peggy and Yolanda, my brother
Gilberto, and my nieces and nephews for their heartfelt well wishes. I also want to thank
my neighbors and friends that provided me with inspiration.
I want to thank the Benedictine University library and the professional staff for
their outstanding support and guidance. I want to thank Mr. Karrico for his professional
expertise and his leadership that allows his library staff to provide the highest caliber of
support and customer service. The library was the crucible for my dissertation literature.
Above all, I have a deep appreciation to our military veterans and to my military
mentors who, over the 23 years of my Naval career, forged the core values of honor,
courage, commitment, and service.
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DEDICATION
I dedicate this dissertation to my father Gilberto
whose words of lifelong learning for personal and professional development
and drive for insistence echo in my ears.
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SAILOR’S CREED
I am a United States Sailor.
I will support and defend the Constitution of the United States of America and I will obey
the orders of those appointed over me.
I represent the fighting spirit of the Navy and those who have gone before me to defend
freedom and democracy around the world.
I proudly serve my country's Navy combat team with Honor, Courage and Commitment.
I am committed to excellence and the fair treatment of all.
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PRAYER OF SAINT FRANCIS OF ASSISI
Lord, make me an instrument of your peace.
Where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
O Divine Master, grant that I may not so much seek
to be consoled as to console;
to be understood as to understand;
to be loved as to love.
For it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal life.
Amen
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U. S. NAVY CHIEF PETTY OFFICER CREED
During the course of this day you have been caused to humbly accept challenge
and face adversity. This you have accomplished with rare good grace. Pointless as some
of these challenges may have seemed, there were valid, time-honored reasons behind
each pointed barb. It was necessary to meet these hurdles with blind faith in the
fellowship of Chief Petty Officers. The goal was to instill in you that trust is inherent
with the donning of the uniform of a Chief. It was our intent to impress upon you that
challenge is good; a great and necessary reality which cannot mar you—which, in fact,
strengthens you. In your future as a Chief Petty Officer you will be forced to endure
adversity far beyond that imposed upon you today. You must face each challenge and
adversity with the same dignity and good grace you demonstrated today. By experience,
by performance, and by testing, you have been this day advanced to Chief Petty Officer.
In the United States Navy—and only in the United States Navy—the rank of E7 carries
with it unique responsibilities and privileges you are now bound to observe and expected
to fulfill. Your entire way of life is now changed. More will be expected of you; more
will be demanded of you. Not because you are an E7 but because you are now a Chief
Petty Officer. You have not merely been promoted one pay grade, you have joined an
exclusive fellowship and, as in all fellowships, you have a special responsibility to your
comrades, even as they have a special responsibility to you. This is why we in the United
States Navy may maintain with pride our feelings of accomplishment once we have
attained the position of Chief Petty Officer. Your new responsibilities and privileges do
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not appear in print. They have no official standing; they cannot be referred to by name,
number, nor file. They have existed for over 100 years, Chiefs before you have freely
accepted responsibility beyond the call of printed assignment. Their actions and their
performance demanded the respect of their seniors as well as their juniors. It is now
required that you be the fountain of wisdom, the ambassador of good will, the authority
in personal relations as well as in technical applications. "Ask the Chief" is a household
phrase in and out of the Navy. You are now the Chief. The exalted position you have now
achieved—and the word exalted is used advisedly—exists because of the attitude and
performance of the Chiefs before you. It shall exist only as long as you and your fellow
Chiefs maintain these standards. It was our intention that you never forget this day. It was
our intention to test you, to try you, and to accept you. Your performance has assured us
that you will wear "the hat" with the same pride as your comrades in arms before you.
We take a deep and sincere pleasure in clasping your hand, and accepting you as a Chief
Petty officer in the United States Navy.
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TABLE OF CONTENTSPage
ACKNOWLEDGEMENTS...............................................................................................III
SAILOR’S CREED...........................................................................................................VI
PRAYER OF SAINT FRANCIS OF ASSISI..................................................................VII
U. S. NAVY CHIEF PETTY OFFICER CREED..........................................................VIII
LIST OF TABLES..........................................................................................................XIII
LIST OF FIGURES........................................................................................................XIV
GLOSSARY....................................................................................................................XV
ABSTRACT..................................................................................................................XVII
CHAPTER 1: INTRODUCTION........................................................................................1Background of the Study.....................................................................................................1Purpose of the Study............................................................................................................6Research Questions..............................................................................................................8Hypothesis...........................................................................................................................8Implications of the Study...................................................................................................10Limitations.........................................................................................................................10Delimitations......................................................................................................................10Definitions of Key Terms..................................................................................................11
CHAPTER 2: REVIEW OF THE LITERATURE............................................................16Change and Transitions.....................................................................................................18
Organizational Culture.................................................................................................18Leading Change............................................................................................................19White Water..................................................................................................................19Transitions....................................................................................................................20
Transitional Stages...................................................................................................21Challenging Situations.............................................................................................22
Counseling Models............................................................................................................23Schlossberg’s Transition Framework...........................................................................23
Assessment...............................................................................................................24Approaching Transitions..........................................................................................25The 4S System.........................................................................................................25Taking Charge by Strengthening Resources............................................................26
Hackney-Cormier’s Counseling Model........................................................................27Cross’ Chain of Response Model.................................................................................28
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Community Colleges and Veterans...................................................................................30Access to Higher Education..........................................................................................31Capacity of Community Colleges.................................................................................31Community College Challenge.....................................................................................32Veterans in Higher Education.......................................................................................33
Expansion of Veteran Enrollment............................................................................35GI Bill Today...........................................................................................................36An Example of VA Revenue: Illinois Community Colleges...................................37
Student Services.................................................................................................................38Student Retention..........................................................................................................39
Effective Retention Programs..................................................................................39Constructive Opportunism.......................................................................................40Positive Influence.....................................................................................................41
At-Risk Students...........................................................................................................41Diversity...................................................................................................................42At-Risk Military Student Veterans..........................................................................43Student Veteran Characteristics...............................................................................44Polytrauma...............................................................................................................45
Specific Needs of Returning Veterans..........................................................................45Student Veteran Needs.............................................................................................45Veterans With Disabilities.......................................................................................46Wounded Veterans...................................................................................................46
Student Affairs...................................................................................................................47Student Affairs Services...............................................................................................49Veteran Outreach Programs..........................................................................................50
Defining Success......................................................................................................51Veteran Outreach.....................................................................................................53Higher Education Veterans Service Act..................................................................54Veteran Outreach Coordinator.................................................................................54
Summary............................................................................................................................56
CHAPTER 3: METHOD...................................................................................................57Veteran Outreach Services................................................................................................58Research Design................................................................................................................59Population..........................................................................................................................60Data Collection..................................................................................................................62Data Analysis.....................................................................................................................64Limitations.........................................................................................................................65Summary............................................................................................................................67
CHAPTER 4: ANAYLSIS AND RESULTS...................................................................69Survey Procedures.............................................................................................................70Demographic Attributes and Data Analysis......................................................................72Summary of Findings........................................................................................................84
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Hypothesis.........................................................................................................................84Research Questions............................................................................................................84
Research Question One.................................................................................................84Research Question Two................................................................................................84Research Question Three..............................................................................................85Research Question Four................................................................................................85
Conclusions.......................................................................................................................86
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS.....................................88Summary of the Study.......................................................................................................89Discussion of the Findings................................................................................................90
Research Question One.................................................................................................90Research Question Two................................................................................................91Research Question Three..............................................................................................91Research Question Four................................................................................................92
Recommendations for Future Studies................................................................................93Summary............................................................................................................................94
APPENDIX A. STUDENT VETERAN SURVEY..........................................................97
APPENDIX B. INVITATION TO PARTICIPATE IN SURVEY................................102
APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVAL...........................104
APPENDIX D. PERMISSION TO USE COPYRIGHTED MATERIAL.....................106
APPENDIX E. SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGE CAMPUSES.......................................................................109
REFERENCES................................................................................................................113
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LIST OF TABLES
Page
Table 1. Post 9/11 GI Bill Training Costs and Number Trained Between August 1, 2009 and January 23, 2012...........................................................................................61
Table 2. Comparison of Success of Veterans Who Used Academic Services and Veterans Who Did Not Use the Service.............................................................................69
Table 3. Veteran Participation in Outreach Services by Institution.................................74
Table 4. Veteran Participation in Each Outreach Service................................................75
Table 5. Veteran Services Performance at Metropolitan College System Campuses......76
Table 6. GPA of Student Veterans Who Participated in Veteran Assistance Services....78
Table 7. Success of Veteran Services at All Metropolitan College System Campuses. . .80
Table 8. Detailed Responses to Question on Success of Veteran Services......................83
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LIST OF FIGURES
Page
Figure 1. The Individual Transition Process of Change.....................................................4
Figure 2. Steps in Moving Through the Academic Transition.........................................58
Figure 3. Veteran Participation in Outreach Services by Gender.....................................73
Figure 4. Veteran Participation by Pay Grade Rank.........................................................73
Figure 5. Veteran Participation in Outreach Services by Institution................................74
Figure 6. Veteran Participation in Each Outreach Service...............................................75
Figure 7. Metropolitan College System Campuses’ Veteran Services Performance.......77
Figure 8. GPA of Student Veterans Who Participated in Veteran Assistance Services...78
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GLOSSARY
AACC - The American Association of Community Colleges AASCU – American
Association of State Colleges and Universities
ACE – American Council on Education
Academic Success – When a student achieves the targets set for themselves against the
set standards for whatever learning objective they are involved in.
DoD – U. S. Department of Defense
FY – Fiscal Year
IDVA - Illinois Department of Veterans Affairs
K-12 - The designation for the sum of primary and secondary education
MGIB - The Montgomery GI Bill - 30
NASPA - The National Association of Student Affairs Administrators in Higher
Education
NCES - The National Center for Education Statistics is the part of the U. S. Department
of Education's Institute of Education Sciences (IES) PL – Public Law
PTSD – Post-Traumatic Stress Disorder
REAP – Reserve Education Assistance Program
SOC – Service-members Opportunities Colleges
SRA – Servicemen’s Readjustment Act of 1944
Support Services – Activities sponsored by the institution that support student life and
student success.
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SVA – Student Veterans of America
TBI – Traumatic Brain Injury
USDOE - U.S. Department of Education
USDVA - U. S. Department Veterans’ Affairs
xvii
ABSTRACT
This quantitative study examines the relationship between United States military veteran
outreach programs and the academic success of student veterans who participate in
veteran services at an urban community college system, herein termed Metropolitan
College System. This study is based on Schlossberg’s Theory of Adults in Transition that
correlates with Tinto’s work on group differences in rates of degree completion. The
academic success rate of military veterans transitioning through postsecondary
institutions is examined in relationship with reported individual use of veteran outreach
services. Veteran services are designed to assist veterans self-manage the transition to
higher education by building strong relationships with higher education practitioners and
providing resources that foster support and help veterans to devise a personal strategy for
achieving academic success. Assessment of the veteran outreach activities at
Metropolitan Colleges may identify actions that provide resources for achieving
academic success. This study was designed to establish a correlation between use of
Veteran services at community colleges and the academic success of individuals who
used these services. Due to the unique characteristics of each participant and multiple
variants in the Veterans services, no statistically significant correlation could be
established; however, very clear tendencies emerge from this study indicating the
likelihood that, with additional controls, a correlation could be discovered. Though not
establishing a statistically significant correlation, the data from this study does point to a
xviii
likely relationship between use of the Veteran services and academic success. This study
does provide an excellent roadmap for further research to pin down the exact services that
impact a veteran’s academic success.
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1
CHAPTER 1: INTRODUCTION
This quantitative study examined the relationship between veteran
outreach programs and the academic success of veterans that participate in these services
at a college system within a large metropolitan area. For purposes of this study the
system is termed Metropolitan College System. The study was based upon
Schlossberg’s Counseling Adults In Transition: Linking Schlossberg's Theory With
Practice In A Diverse World framework as described by Anderson, Goodman, and
Schlossberg (2012). According to Anderson, et al., adults experience social adjustment
challenges on a consistent basis as the fundamental theme in our current social
environment is change. Anderson et al. further noted that there are times when adults
have to address challenging situations in the context of change that evolve from forces
originating in demographic, sociocultural, technological, political, and historical spheres
of influence. In our present day, continuity is the exception and adjusting to rapid change
and discontinuity is considered the norm. Some individuals find it difficult to accept that
change exists, and that old strategies no longer apply (Anderson et al., 2012) .
Background of the Study
According to Anderson et al. (2012), adults transition into new environments
throughout various stages of life and require learning to navigate these new environments
(p. 3). For individuals having difficulties in addressing rapidly changing environments,
coupled with unexpected encounters, managing uncertainty is perhaps the most difficult
2
process in maintaining a sound family environment and preparing for the future of the
family. According to Bright and Prior (as cited in Anderson et al. 2012), people are living
in rapidly shifting environments where world events and experiences are viewed as
complex, changing, and unpredictable.
According to Anderson et al. (2012), “Adults in transition are often confused and
in need of assistance” (p. 37). Additionally, Anderson et al. posited that adults can
discover limitations and obstacles in their transition―such as being burned-out,
experiencing health, family, or relationship problems, and loss of job issues—that can
make it difficult to engage in normal love, work, and play. According to Schlossberg,
Lynch, and Chickering (1989), development of rapport is the first stage in relationship
building and helps the counselor to identify the client’s location in the transition process.
Using the knowledge gleaned from developing this rapport, the counselor can advise on
appropriate resources to help the client progress through the transition (Schlossberg et al.,
1989). A successful transition will allow the client to once again engage in successful
relationships in both the individual’s personal and professional life.
Anderson et al. (2012) proposed that adults are able to search issues in depth,
understand the underlying meaning of issues, develop a plan, and are more likely to be
empowered to effectively manage and resolve an issue. The transition process locates or
denotes where the adult is in the transition process and, based on the transition model,
provides a systematic framework for counselors, psychologists, social workers, and other
practitioners. Furthermore, Anderson et al. explained that the theory of the transition
model has three key components that may influence the client in transition:
3
Approaching transitions,
Taking stock of coping resources identified in the 4S system, and
Taking charge and strengthening resources.
Anderson et al. (2012) further explained that the type of approaching transition
influences and identifies the nature of the transition a person is experiencing. Identifying
the transition provides counselors with a clear perspective on the appropriate resources to
provide that will help the client succeed in the transition (Anderson et al., 2012). The
transition identification question then becomes, “What changes are approaching?” The
source of change could be a new family member such as a baby, a new job assignment,
an intrapersonal change, or a change in a relationship. Anderson et al. reported that
transitions may come with or without warning or a transition can be a nonevent. An
example of a nonevent is described as expecting a transition, then nothing happening,
thereby altering the individual’s life. Taking stock of coping resources allows a person to
create strategies to respond to and modify their current environmental situation.
Figure 1 provides a visual representation of the transition process and coping
resources identified in the 4S system (Anderson et al., 2012) and reveals the individual’s
location in the transition. Transitions change over time and the way people react to
change varies depending on whether a person is moving in, moving through, or moving
out of the transition (Anderson et al., 2012). However, it is important to note that
changes will always occur, causing a new transition that an individual will be required to
navigate (Anderson et al., 2012).
4
Figure 1. The individual transition process of change. Adapted from Counseling Adults in Transition: Linking Schlossberg’s Theory With Practice in a Diverse World (4th ed.), by M. L. Anderson, J. Goodman, & N. K. Schlossberg, 2012. Reproduced with the permission of Springer Publishing Company, LLC, New York, NY 10036.
Support
StrategiesSelf
Situation
Potential Assets & Liabilities
SituationEvent or nonevent, trigger, timing, control / source role change, duration, previous experience, concurrent stress, assessment
SelfPersonal characteristicspsychological resources
StrategiesCoping responses, functionsstrategies: information seeking, direct action, inhibition of action
SupportSocial support types:intimate, family, friendship, network, institution, convoy functions, options
Change Behavior Role Learning Perceptions
Coping Resources: The
4S’sApproaching Transitions:
Event or Nonevent Resulting in Change
Type Context Impact
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Anderson et al. (2012) reported that knowing more about an individual’s transition
and being able to describe the transition helps initiate a discussion focusing on issues, and
discovering what is troubling and challenging the client. Mapping out the individual
transition scenario locates where the person is in the transition process. One might ask
questions such as: (a) Did the client learn that his or her job is going to be eliminated?
(b) Is the client in the first few weeks of their job loss? (c) Has it been a year since being
terminated from a job?
Anderson et al. (2012) further explained that everyone moves in, through, or out
of a transition differently and, over time, people react and make adjustments in order to
cope with change (p. 38). Higher education institutions assist their students with such
transitions into college and through college. Tinto (1993), for instance, affirmed that
institutions should frontload their efforts on behalf of student retention, specifically for
students in their first year of college, such as orientation programs, to begin assessing
student skills, needs, and concerns. Anderson et al. believed that such resources could
have mixed results; whereas some resources may be assets, other resources may hinder
the transition, or even be identified as a liability.
Anderson et al. (2012) provided the 4S system to identify the potential resources
people have available for taking stock of coping resources to assist them in their
transition. The four stages in the 4S system refer to the client’s Situation, Self, Support,
and Strategies. Regardless of the transition or the client’s location in the transition
process, individual clients cope with change differently, depending on the resources
available to them. Taking charge by strengthening resources demonstrates the use of new
strategies (Anderson et al., 2012). Clients cannot always avoid transitions but they can
6
control how they react to and manage them. According to Block (1996), failing to serve
our customers, means that an organization has also failed its internal stakeholders (p.5).
Anderson et al. stressed that an important part of managing transitions is utilizing
resources and relationships that foster support, then devising a personal strategy that
helps the individual stay fluid during change.
Purpose of the Study
The purpose of this study was to examine whether the current
veteran services correlate with veteran success at Metropolitan College
System. Levine and Dean (2012) asserted that the greatest test for colleges is whether
they transform and adapt for the emerging society. Furthermore, Levine and Dean added
that institutions of higher education that inadequately prepare students for graduation and
to successfully enter the workforce and accomplish transformation, risk becoming
irrelevant. In this study academic success is defined as (a) grade point average, (b) the
number of courses completed, and (c) the number of courses needed to complete the
educational goal.
O’Herrin (2011) reported that institutions are willing to assist veterans’ transition
into the higher education community, are enthusiastic in welcoming them, but are not
always clear on how to meet veterans’ needs, which are distinct from those of other
students. Military veterans participating in this relationship study can provide unique
insight because of the distinctive experiences they face in the transition process into
higher education (O’Herrin, 2011). O’Herrin stated further that veterans are a small
segment of the student population at most institutions of higher learning and experience
unique challenges. For example, according to the Metropolitan College System website
7
(2013), there is a student population of over 100,000 students enrolled at the campuses.
According to an internal report provided by the U.S. Department of Veterans Affairs
titled, Post-9/11 GI Bill - Number Trained and Amount Paid by Name of Institution
August 1, 2009-January 23, 2012, only less than 10% of the military veterans were
certified in attendance among the Metropolitan College System campuses. This study
may be especially helpful in testing this element of the theory with a veteran population,
given the timeliness of such a test with a large number of U. S. troops now in the process
of transitioning back to civilian life and pursuing higher education.
According to Altbach, Berdhal, and Gumport (2011, p. 59) veterans transition out
of military service and attend community colleges as part of a series of events in
transitioning into civilian life. The transition to pursuing higher education can be
difficult and challenging and veterans enrolled in community colleges may help higher
education practitioners gain insight into Schlossberg’s Transition Model of Taking
Charge–Strengthening Resources (Anderson et al., 2012). Practitioners’ understanding
of the taking charge-strengthening resources theory may be helpful in identifying whether
the resources that a community college has to offer its veterans can make a difference in
helping veterans take charge of their situation and successfully transition through the
community college.
In the state where MCS operates, a new law affecting public institutions can be
useful to this study. The state legislature directed its public institutions of higher learning
to provide expanded student services to student veterans with the goal of helping veterans
reach their educational objectives. Astin (as cited in Seidman, 2005), discovered that
degree attainment was certainly influenced by the percentage of resources invested in
8
student services. Support services may be provided directly to the veteran by the
institution, or the student may receive additional assistance through a referral system to
help address issues beyond the capability of the institution.
Feedback from veterans enrolled in MCSD will help determine whether the
support services provided are by the colleges are sufficient. Veterans often need help in
learning to take charge of managing change in their transitions in terms of affect,
affirmation, and aid. Veterans are a dynamic student population with individual goals
and challenges, and individual success will have an enduring social and economic effect
on our nation. Humes (2006) affirmed that the United States needs to build a more
skilled workforce, and that every economic study suggests that we must invest more in
education or we will harm the nation.
Research Questions
This quantitative study will involve gathering and analyzing data to determine
1. How many services are available for student veterans?
a. On campus – Institution sponsored on site
b. Off campus – Off campus referral services
2. How often do student veterans utilize the veterans’ services?
3. Which veterans’ services provide positive feedback?
4. What effect do the services have on the veteran’ grade point average?
Hypothesis
The hypothesis for this study was that U. S. military veterans who participate in
veteran outreach activities at a group of community colleges located in the Midwest will
persist and achieve greater academic success.
9
Taking charge and strengthening resources is a key element in Schlossberg’s
transition framework. The taking charge-strengthening resources theory is important
because it demonstrates the benefits of applying new strategies. Veterans have the
opportunity to employ strategies to provide the necessary skills that could allow them to
move in, through, and out of a transition. According to Anderson et al., (2012),
transitions may seem to be out of control, but can be handled effectively by the client
seeking social support. Anderson et al. further indicated that social support is the
solution to managing stress (p. 83), posed by the question, “Why should a person struggle
through change all alone and become stressed out when there are social support services
available to provide assistance during a difficult stage in a transition cycle?”
Lovett (2006) wrote that experienced student affairs administrators are purposely
trained in adult development, learning styles, cognition, and human communication, and
can provide resources through the institution to help students in transition Anderson et al.
(2012) reported that social support needs to be clearly defined because social support
comes from various sources, in many forms and sizes, and in varying levels of quality (p.
84). Furthermore, Anderson et al. warned that social support could be for better or for
worse and the types of support clients receive are often identified as originating from
intimate relationships, family units, networks of friends, and institution or communities to
which the client belongs. They affirmed that support systems function primarily to help
individuals in transition as they navigate the transition cycle. Anderson et al. further
emphasized that honest feedback from veterans allows practitioners to determine whether
the support they provide clients is considered positive or negative, allowing opportunities
for clients, practitioners, and the institution to excel.
10
Veterans transition into higher education to improve personally and
professionally, and invest valuable time and resources to achieve individual educational
goals. Tinto (1993) explained that institutions need to decide what works in retaining
students and what does not work. Schlossberg, Waters, and Goodman (1995) explained
that taking charge-strengthening resources provide a means to identify potential resources
that are available to the individual to help cope with the transition in higher education.
Implications of the Study
According to Anderson et al. (2012), understanding individuals in transition is
constant; however the process of the transition varies among the returning veterans as
each individual’s transition differs, and every individual has a unique experience.
Surveying veterans that utilize the available support services at community colleges will
provide insight to whether Schlossberg’s theory of taking charge-strengthening resources
is an applicable tool for higher education practitioners. Analyzing data collected from the
veterans’ survey responses will identify the relationship between veteran outreach
programs and the success of veterans that participate in these programs.
Limitations
1. This study is limited by the honesty of the subjects’ responses when
completing the surveys.
2. This study is limited by the amount of time available to conduct the study.
3. Validity of this study is limited to the reliability of the instrument used.
Delimitations
This study confined itself to surveying military veterans enrolled at an urban
college system. The study focused on the responses given by the veterans in terms of the
11
outreach services they have received. Veterans from all eras that have utilized veteran
outreach services at MCS were included in the study.
Kuh, Kinzie, Schuh, and Whitt (2005) reminded us that students who enroll as
students experience varying levels of difficulties, and attention needs to be given to the
responsibilities assigned by the administration to the veterans services officer (p. 196).
Although universities meet the needs of other special student populations through offices
whose mission is to provide specifically designed support services, Kuh et al. stated that,
in planning those services, efforts should also be made to know the students who
comprise the veteran population, and programs developed to meet their unique needs (p.
328). Ackerman, DiRamio, and Garza-Mitchell (2009) agreed that college campuses
should be encouraged to meet the challenge of becoming veteran-friendly institutions by
establishing personnel, policies, resources, and programs that replicate sensitivity to and
understanding of the needs of veterans. Furthermore, Ackerman et al. stated that there is a
pressing call for sharing best practices, to trade ideas, and to conduct research that will
provide campuses with the information needed to promote the academic achievements of
veterans who are students (p.13).
Definitions of Key Terms
1. Assessment: To determine the rate or amount of performance.
2. At-risk student: A student who, by virtue of their situation, is statistically
more likely to fail than others.
3. Attitude: A person's perspective toward a specified target and way of saying
and doing things.
4. Change: Alteration in the social order of a society.
12
5. Chapter 30: The Montgomery GI Bill–Veterans with 2 years active duty, 3
years active duty, or 2 years active duty plus 4 years reserves.
6. Chapter 33: Post 9/11 GI Bill–Servicepersons who served on active duty for at
least 90 aggregate days after 9/10/01.
7. Chapter 35: Spouses and dependent children are eligible for education
assistance because of a veteran’s death or permanent and total disability as a
result of service.
8. Chapter 1606: The Montgomery GI Bill–Selected Reserve. Reservist must be
actively drilling and have a 6-year obligation in the Selected Reserve to be
eligible.
9. Chapter 1607: Veterans with 90 days or more active duty support of
contingency operation or full-time National Guard duty responding to a
national emergency are eligible for the veterans education assistance
10. Civilian: An individual not on active duty in the armed forces.
11. Civilian Life: Convert from military to civilian status or control.
12. Client: A person who engages in the professional advice or services of
another.
13. Community College: Government-supported 2-year college that offers an
Associate’s degree.
14. Culture: The customary beliefs, social forms, and material traits of a racial,
religious, or social group; shared by people in a place or time.
15. Data: Factual information derived from measurements or statistics, used as a
basis for reasoning, discussion, or calculation .
13
16. Demographics: Quantifiable statistics of a given population.
17. Deployment: Military deployment is the movement of armed forces and their
logistical support infrastructure around the world.
18. Diversity: The respect of different cultures and interculturality.
19. Dynamics: A pattern or process of change, growth, or activity.
20. Feedback: The return to the input of a part of the output of system, or process
for producing changes to improve performance and self-corrective action.
21. The Higher Education Veterans Service Act: Requires all public colleges and
universities to conduct a survey of the services and programs that are provided
for veterans, active duty military personnel, and their families, at each of their
respective campuses.
22. Learning knowledge: Skills acquired by instruction or study; modification of
a behavioral tendency by experience, exposure, and conditioning.
23. Lifelong learning: Ongoing, voluntary, and self-motivated search of
knowledge for either personal or professional development reasons to enhance
social inclusion, active citizenship, and employability.
24. Military Disability: The consequence of an impairment that may be physical,
cognitive, mental, sensory, emotional, or some combination of these,
occurring from military service.
25. Organization: An administrative and functional structure.
26. Outcomes: Something that follows as a result or consequence.
27. Perception: The organization, identification, and interpretation of sensory
information in order to represent and understand the environment.
14
28. Postsecondary Institutions: Colleges or universities where tertiary, or third
level of education, occurs.
29. Post-9/11 GI Bill: Provides financial support for education and housing to
individuals with at least 90 days of aggregate service after September 10,
2001, or individuals discharged with a service-connected disability after 30
days. You must have received an honorable discharge to be eligible for the
Post-9/11 GI Bill.
30. Postgraduate education: Involves learning and studying for degrees,
professional or academic certificates, or other qualifications for which a first
or Bachelor's degree generally is required; it is normally considered to be part
of higher education.
31. Practitioner: One who practices a profession of assisting students in an
educational setting.
32. Rank: An official position or grade used by the Air Force, Army, and Marines.
33. Rate: An official position or grade used by the Navy and the Coast Guard.
34. Retention: The ability of an organization to retain its members.
35. Social support: The assistance available from other people.
36. Strategy: A careful plan or method.
37. The 4S System: A transition system that includes four variables that influence
one’s ability to cope–Situation, Self, Support, and Strategies (Anderson et al.,
2012).
38. Transformation: An act, process, or instance of transforming or being
transformed.
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39. Troops: More than one military member.
40. U. S. Armed Forces: Air Force, Army, Coast Guard, Marines, and Navy
41. Undergraduate education: An education level taken in order to gain one's first
tertiary degree; postsecondary education up to the level of a Bachelor's degree.
42. Value: Something having a principle or quality, intrinsically desirable.
43. Veterans Affairs: An area of public policy concerned with the relation
between a government and its veteran communities, usually administered by a
designated government agency.
44. Veteran: As defined by 38 CFR Part 74–Any person who has served in any
military service branch for any length of time, at any place, and who was
discharged or released under conditions other than dishonorable.
45. Veteran Outreach Programs: Activities that serve the needs of veterans and
their families.
46. White Water: A metaphor used by Vaill (1996) to illustrate the difficult
conditions under which people exercise their resolve and judgement within
society
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CHAPTER 2: REVIEW OF THE LITERATURE
According to Santiago (2012), military members bring with them a magnitude of
real world experiences that can provide feedback to enhancing the quality of higher
education. Moreover, Santiago explained that students with prior military experience are
a small, diverse population in higher education, different from their traditional
classmates, and students with prior military service require different services than their
institutions and professors (p. 1). For example, the Metropolitan College System has a
veteran population of .97% certified to receive GI Bill education benefits.
Dr. R. Plunkett (personal communication, May 27, 2013) explained that although
veterans sense that their normal day-to-day lifestyle has changed, they may have
difficulty explaining their experiences and needs, and will require assistance in their
college transition. Plunkett added that public institutions make an honest, good faith
effort to support their student veterans by providing veteran outreach services to assist
veterans to achieve academic success.
Student Veterans of America (SVA) is a 501(c)(3) nonprofit organization that was
officially incorporated in January, 2008 to provide programs, resources, and support to
the ever-evolving network of local student veteran organizations. According to the SVA
website (2013), the mission of this veteran advocacy organization is to offer military
veterans the resources and support needed to succeed in higher education and activities
beyond graduation.
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SVA reported that there is a lack of data regarding the $23.7 billion that has been
invested in the Post-9/11 GI Bill benefits since 2009. In 2013 the SVA revealed that no
organizations have tracked the academic outcomes regarding veterans who use the GI
Bill education benefits. This researcher intends to discover new knowledge to help serve
the VA beneficiaries enrolled in public institutions of higher learning. Furthermore, SVA
makes it clear that the data regarding the GI Bill’s return on investment is absolutely
paramount to defending the GI Bill from potential cuts and for providing the best services
to student veterans. SVA claims that the impact of this research is important so that
service-providers, policy makers, institutions of higher education, and government
agencies will be able to make data-driven choices about how best to allocate resources to
support student veterans. The result, according to SVA, will be the implementation of
effective programs and services to empower veterans to graduate with degrees and
credentials to build a future for themselves and their families.
This researcher found it very difficult to find literature pertaining to the veteran
outreach services mandated in 2009. This topic is relatively new, research is limited, and
veteran activities vary among metropolitan community colleges. This researcher referred
to textbooks, websites of academic institutions, professional organizations, personal
communications, and academic publications. Additional resources included Benedictine
University’s online library, which provided dissertations related to student veterans,
higher education, and student services. Journal articles provided current information that
contributed to the literature review in this study. The literature review for this study
involves six major topical areas: (a) change and transitions, (b) counseling models, (c)
18
community college and veterans, (d) student services, (e) at-risk students, and (f) veteran
outreach programs.
Change and Transitions
Bowen (2012) explained that governing an institution of higher learning is an
intricate task that requires an institution’s president to be the person ultimately
responsible for maintaining order and discipline throughout the institution. Bowen added
that the institution’s president needs to choose a governance model and effectively
communicate to all stakeholders the parameters in which the institution wants to achieve
their strategic plan (p. 71). Bowen added that it is important that stakeholders have an
understanding of their roles and responsibilities in order to carry out their duties in
harmony with the institution’s core values. Moreover, Bowen stressed that the
institution’s leader is responsible for leading the institution in making appropriate
adjustments to internal and external forces.
Organizational Culture
Levi (2001) noted that the theory of organizational culture ascended during the
1980s because of comparisons between U. S. and Japanese organizations. According to
the work of Peters and Waterman (as cited in Levi, 2001), the concept of organizational
culture was used as a way of describing the practices of the best U. S. companies, and
refers to the shared values, beliefs, and norms of the organization. The work of Schein
(as cited in Levi, 2001) stated that all members of an organization share its organizational
culture. Culture delivers structural stability to the organization because its influence is
persistent and slow to change.
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Culture reflects the shared learning by members of an organization that contains
cognitive, behavioral, and emotional elements. Levi (2001) wrote that organizational
culture affects the shared learning by members of the organization and how it relates and
adapts to its external environment. Teams often develop rituals for managing important
situations. Rituals are actions used in socializing new members in the organization;
actions may include orientation activities, assigning mentors, providing a schedule of
daily events, and ground rules. Organizations may have networks of groups that develop
their own style of operating and interacting with other functional areas within the
institution and the specific community the subgroup serves.
Leading Change
In Managing the Big Picture in Colleges and Universities, Alfred (2006)
explained that colleges and universities are no different than any other organization, and
the environment in which they operate is always changing According to Alfred (2006),
institutional leaders manage conditions of change in an operating context. Alfred
asserted that colleges and universities, like any other organization, are constantly exposed
to situations where the environment in which they operate is always changing. Alfred
explained that institutions have both positive and negative internal dynamics that are
influenced by the values and decisions of the institution’s leadership and external drivers
shape context, and context influences leadership’s strategic decisions.
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White Water
White water is a metaphor used by Vaill (1996) to illustrate the difficult
conditions under which people exercise their resolve and judgement within society. The
continious surge of change makes it difficult for any person to operate in their
organization in a consistent manner. White water conditions place organizations in
situations where both leadership and staff may have very little or no experience in
handling a situation that presents itself. Vaill proposed that “lifelong learning is a tool for
leaders and managers in managing change; continuing education programs allow
opportunities to learn what potential barriers are lurking in the enviroment and how to
prepare and confront new challenges” (p. 20). Permanent white water creates a situation
in which institutional learning patterns are simply inadaquate to the challenge.
Furthermore, Vaill stated that demographics are rapidly changing and institutions are not
designed for managing white water events that are messy, unplanned, or require
immediate action and intervention. In 1996, Vaill declared that white water events will
continue indefinately to present barriers.
According to Vaill (1996), institutions of higher education can often be blindsided
by an unplanned event or situtation. The challenge may be a situation that has never been
experienced by leadership or by any stakeholder in the institution. Institutions need to
train and learn how to effectively react to any situation that affects students, staff, and
faculty. Vaill expressed that permanent white water conditions are full of surprises and
there will always be occurrences of problems that are not expected. White water events
are often costly in terms of money and the valuable resources used to address the
unplanned event.
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Transitions
According to Vaill (1996), unplanned events are messy and ill structured; an
unexpected lawsuit against your institution brings implications that radiate in all
directions and will eventually have an affect on policy and practice. Moreover, the
consequences involve people in all areas of the institution and everything involving the
institution is part of a system. Students are the reason the institution exists; therefore,
learning to anticipate, prevent, and react to unplanned events that affect students is
instrumental to the integrity of the institution.
According to Schlossberg, et al. (1989), transitions are very simular to a military
deployment: (a) preparation for deployment, (b) the actual mission, and (c) post
deployment. Schlossberg et al. explained that feelings from the transition differ from the
begining of the passage to the end, and reaction to a transition continues to change as the
transition is intergrated into a person’s life. The Moving In, Moving Through, Moving Out
framework, presented by Schlossberg, et al. provides a framework for understanding how
individuals cope with transition. These three phases fluctuate in length, constitution, and
intensity (Schlossberg, et al., 1989). The first stage—moving in—involves the experience
of moving in to college. The students become familiar with the organizational structure,
rules, and norms. The moving in stage of transitions begins when an individual first
considers attending or returning to college. The second stage—moving through—is
characterized by learning and personal development experiences. The third and last stage
—moving out—is the experiences of preparing to leave, moving on, and building on
experiences from the first two stages. In the third stage, individuals are considering the
next moving in phase (Schlossberg, et al., 1989).
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Transitional stages. Schlossberg et al. (1989) noted that veterans, as adult
learners, will experience the first stage in any transition; the moving in phase. Regardless
of the situation people are in, whether a new personal realtionship, the military, or a
community college, everyone has a common agenda and needs. The veterans will need to
be familiar with the institution’s rules, regulations, norms, and expectations. Institutions
can create orienation programs as a service to help individuals become accustomed to
their new stage in life. Furthermore, Schlossberg et al. stated that the moving through
period begins as soon as the veteran starts to understand how to utilitze the available
resources to operate and function in the institution. Moving through in a community
college may be a long transition and our veteran learners will need assistance in
sustaining their motivation and commitment until they have reached their educational
goal. Moreover, Schlossberg et al. regarded the moving out phase as the mourning phase
because of the loss of the structured learning process. Marris (as cited in Schlossberg
et al., 1989) pointed out that people in general feel grief when leaving familiar
surroundings, people, or ways of functioning and interacting that were once customary.
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Challenging situations. Anderson et al. (2012) stated that there are times when
adults have to deal with challenging situations in the context of change that evolve from
forces originating from demographic, social, cultural, technological, political, or
historical spheres of influence. In our present day, continuity is the exception and
adjusting to rapid change is normal. People may or may not accept that change exists or
that their old strategies no longer pertain in today’s context. A central theme in our
current social environment is change. Change is a reflex from the forces that affect our
demographic, social, cultural, and technological spheres.
Anderson et al. (2012) explained that adults are constantly navigating new
environments, and unexpected situations continue to collide with unsuspecting adults
who are managing the challenges of everyday living with uncertainty for themselves and
their families. According to Bright and Prior (as cited in Anderson et al., 2012), growing
and sweeping change has been the standard that people have come to expect as normal.
Living in a constant state of flux with swiftly shifting environments and rapid change is
expected. Discontinuity of world events and experiences viewed as complex, changing,
and essentially unpredictable is now the norm.
Counseling Models
According to Schlossberg et al. (1989, p. 35), client perceptions and attitudes are
formed during the first contact point at an institution such as a community college. This
initial contact point with institution practitioners is the most important and is critical to
the student’s success. Schlossberg et al. added, developing rapport is the first stage in
relationship building; the counselor must demonstrate “core conditions” of empathy,
genuineness, social intelligence, and respect. Furthermore, the counselor can use
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nonverbal cues and behavior to provide positive encouragement for the veterans who are
beginning their transition in a community college. Schlossberg et al. further explained
that the counselor and the student needing assistance may exchange both closed- and
open-ended questions in identifying a range of personal information such as family
history, military history, special needs, educational experience, and work experience to
assist in facilitating educational goals for the veteran enrolling in the community college.
Schlossberg’s Transition Framework
According to Schlossberg’s transition framework that was originally developed in
1981, “Adults in transition are often confused and in need of assistance” (Anderson et al.,
2012, p. 37). Furthermore, Anderson et al. (2012) explained that adults can identify the
circumstances that are causing their dilemma(s), and can often encounter limitations and
obstacles in their transition that can cause an inability to love, work, and play.
Assessment. Assessment studies allow an organization to learn the best ways to
help the clients it serves (Anderson et al., 2012). Anderson, et al. pointed out that
assessment should first ask the clients to describe and list all the resources they have
available to support their endeavors and promote their succeess. It is equally important to
learn who the individuals are that have been available to provide support. Anderson et al.
pointed out that there are often people in the support system who create stress for the
clients. There are nourishers and there are drainers; the assessment should identify
negative and pessimistic people in the client’s life so that their influence can be avoided.
Clients need to spend more time with people who are positive and nurturing. The
assessment phase should also measure the quality of support the clients have received and
clearly identify the nourishers and the drainers.
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When clients have their own support systems in place before becoming a member
of an institution, it is important to learn how they bridge a connection between the
existing support services of the institution and their current support network. Anderson
et al. (2012) explained that the startegies they used in the past may be expanded with the
support services offered by an institution. Further assessments can identify ways that
support services can help students change a situtation through negotiation, being
optimistic, and by building self-efficacy. Support services are also intended to help
manage stress by supporting clients and encouraging them to build their emotional
intelligence through emotional discharge, self-assertion, and passive forebearence.
Anderson et al. (2012) explained that existing strategies that were successful
yesterday may not be effective today, or serve the client well in their changed position or
environment. It is important to assess whether the resources and strategies are relevent to
the current needs of the veterans and if their offered services have value toward
successful outcomes. In addition, Anderson et al. asserted that assessments will assist in
determining whether current strategies are still useful, and identify opportunities for
success. Ignoring the duty of conducting an assessment can result in counterproductive
outcomes for veterans, the community, and the institution.
Approaching transitions. Transitions differ, and every individual has a different
story and experience in their transition. Change can include separating from military
service, marriage, having a new baby, starting a new job, or enrolling in a community
college. The transition model has three major parts that influence the client in transition:
(a) approaching transitions, (b) taking stock of coping resources identified in the 4S
system, and (c) taking charge and strengthening resources. “Approaching transitions
26
identifies the nature of the transition and provides an understanding of which perspective
is best for dealing with the transition” (Anderson et al., 2012, p. 38). The transition
identification asks, “What changes are approaching?” Anderson et al. (2012) affirm that
transitions may provide a person both opportunities for psychological growth and
psychological decline, based on a person’s reaction, lived experiences, and the way they
perceive the change in their lives.
The 4S System. Anderson et al. (2012) explained that the 4S system has four
variables that influence the ability of a person to cope during a transition:
1. The situation variable. What is currently happening to an individual? Is a
person in a transition and experiencing stressors that are interfering with the
person’s ability to cope with the transition? For example, enrolling in a new
semester at the local comminity collge and coping with the dilemma of
finding daily transportation (p. 72).
2. The self variable. Who is involved with the transition? Each person has their
unique life experiences and personality. Some of the charactoristics that are
relevent are socioeconomic status, gender, age, and the outlook of the
individual, such as their level of optimism and self-efficacy (p.73).
3. The support variable. What resources are avaiable to help an individual cope
during the transition? Support is the key to handling success. A major type of
support is organizational support, which can be a combination of individual
counseling, seminars, lectures, workshops, and discussion groups. Support
activities are intended to help the individual mobilize (p. 83).
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4. The strategies variable. How does the person manage? People confront
challenges and their transitions differntly. People act to avoid being harmed
by the stressors of life. Strategy is used to take control by using overt and
covert behaviors to prevent, alleviate, and respond to stressors that may
complicate a person’s transition (p. 87).
Taking charge by strengthening resources. This element demonstrates the use
of new strategies. Anderson et al. (2012) explained that clients will experience
transitions, and they can control how they react to and manage the transitions. An
important part of managing transitions is utilizing resources and relationships that foster
support, then devising a personal strategy that helps the individual to stay fluid during
change. The Hackney-Cormier’s Counseling Model (as cited in Anderson et al., 2012)
describes another model that is successful for transitioning veterans
Hackney-Cormier’s Counseling Model
Anderson et al. (2012) described the Hackney-Cormier’s counseling model as an
effective road map to help adults in transition and to achieve peace. The Hackney-
Cormier model is based on the assertion that counseling relationships are a
developmental process (as cited in Anderson et al., 2012). Five stages comprise a
process that clients and counselors move back and forth through in a linear method. The
five developmental stages are:
1. Rapport and relationship building between the counselor and the client
(p.196).
2. Problem assessment is done in a noninterrogative manner, using closed- and
open-ended questions to identify a potential range of problems, and to
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understand the student’s current life settings, family history, personal history,
military, sexual, and marital status (p. 197).
3. Goal setting allows the counselor and the client to understand where they are
heading. Having goals in place provides both motivational and evaluative
functions. A contract between the counselor and the client allows agreement
on the desired outcomes, and the counseling sessions can be kept on track
(p. 198).
4. Intervention is the nucleus of the counseling process. The chosen
interventions reflect the counselor’s experience. The interventions should be
aligned with the client’s needs. Decisions on the interventions should include
consideration of the client’s culture, learning style, characteristics of the
problem, and the counselor’s level of experience (p. 199).
5. Termination and possible follow-up sessions. This process begins when the
counselor and the client decide that the counseling relationship will end. The
termination of the counseling relationship can be for multiple reasons—
dissatisfaction, lack of funding, or overwhelming satisfaction that the
counseling services are no longer needed. Follow-up sessions can be arranged
to serve as routine maintenance visits. The maintenance visits may provide
opportunities to determine if future counseling sessions are needed (p. 200).
Anderson et al. (2012) described that Schlossberg blended the 4S Transition
Model with Hackney and Cormier’s (2005) five stages. According to Seidman,
(2005), “For intervention programs and services to be successful, they must be
powerful enough to effect change” (p. 295). Seidman stressed the importance of
29
identifying, as early as possible, whether a student is academically or personally at
risk for being unsuccessful at the college level. However, despite the institution’s
discovering that a student is at risk, and the intervention that is applied to effect the
desired change, “Continuous intervention means an intervention that persists until the
change is effected, and the intervention can continue throughout the student’s college
career and beyond” (Seidman, 2005, p. 298).
Cross’ Chain of Response Model
Military student veterans are unlike the traditional college student. The traditional,
linear college path is from high school to college, attending full-time. This linear life is
becoming more atypical and less linear for many students in higher education (Cross,
1981). This includes military veterans.
Because of life events and the transition perspective, Cross’ Chain of Response
Model (1981) compliments Schlossberg’s transition theory (1995). Cross’s chain of
response model provides another element in appreciating military student veterans’
transitions and college experiences, and their decisions and motivations to take part in
higher education. Schlossberg et al.’s transition theory and Cross’s chain of response
model are both psychosocial development theories founded on studies of nontraditional
and adult learning, and offer a framework for observing military student veterans’ life
and college transitions and experiences. According to Cross, the chain of response model,
which includes motivation and self-concept, describes how students partake in their
education, based on a number of interrelated responses founded on the students’
evaluation of his or her situation within the circumstances of the environments in which
they find themselves over time (Cross, 1981).
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Cross (1981) explained that the chain of response model begins with self-
evaluation. This is a particularly important staging point because higher education is
achievement motivated; individuals who, based on self-evaluation, are confident in their
ability are more likely to be motivated to seek education (Cross, 1981). Moreover, self-
evaluation and attitudes toward education follow the value of goals, and the expectation
that the individual will achieve their educational goals. According to Cross, the more
important the goals, the more likely goals are perceived to be met. The importance of
goals is likely to become salient during a transition (Cross, 1981). Cross’s chain of
response model concept relates to motivation, and should individuals encounter
blockades and/or opportunities, motivation can play a pivotal role in helping the client
move forward. Information, which individuals receive and use to identify opportunities,
barriers, and motivation influences their taking advantage of opportunities and being
motivated through barriers.
Community Colleges and Veterans
Hirt (2006) reported that community colleges emerged in the post-Civil War era
after the civil war, beginning from 1901. The development reflected America’s response
to the changes in the K-12 education system in place at the end of the 19th century and the
industrialization that swept the United States (P. 135). Community colleges are identified
as having wide-ranging missions and clearly defined territories. Hirt wrote that
community colleges offer postsecondary education associated with the first two years of a
bachelor’s degree and help students become academically equipped for transferring to 4-
year institutions to complete their undergraduate courses (p. 135).
31
According to Hirt (2006), the distinct attribute of community colleges is the focus
on the local environment, serving people and organizations within the community
college’s geographical boundaries. Almost every person in the service area is a potential
client of the community college. Hirt also explained that community colleges provide
developmental education to adults whose previous education did not provide them with
adequate skills in mathematics, reading, and writing to succeed in college. Furthermore,
Hirt reported that community colleges also provide lifelong learning opportunities for
adults and workforce preparation.
According to Beckner, Horn and Clune (2000) the average time between first
enrollment and graduation for community college associate degree earners was about
three and a half years. Beckner et al. suggested that graduation rates at community
colleges should be measured, at a minimum, over a five year period.
Geiger (2011, p. 58) reported that there was an academic revolution from 1945-
1975 as a result of the flood of returning soldiers, supported by the Serviceman’s
Readjustment Act of 1944 (GI Bill). Expansion and standardization are two fundamental
movements that forced community colleges to shorten courses and hold back on entrance
requirements. Today, eligible veterans and family members have the resources to attend
public and private colleges and universities. The Post-9/11 Veterans Educational
Assistance Act of 2008 is Title V of the Supplemental Appropriations Act of 2008,
Pub. L. 110–252, H. R. 2642, an Act of Congress which became law on June 30, 2008.
Access to Higher Education
The massive growth of higher education, led by the public sector. has created
extraordinary opportunities for students to continue their education past high school
32
(Arum & Roksa, 2011). Although institutional barriers, inequalities of access, and
concerns about affordability continue to mount, American higher education institutions
today educate more than 18 million students in more than 4,300 degree-granting
institutions. According to Arum & Roksa (2011), educational expectations are on the
rise, with more than 90% of high school students expecting to attend college. High
school graduates are crossing the threshold of higher education as more than 70% of
recent high school graduates have enrolled in either 2-year or 4-year institutions (Arum &
Roksa, 2011).
Capacity of Community Colleges
The National Center for Education Statistics (NCES) published a community
college analysis report and the authors, Provasnik and Planty (2008 p. iii), indicated that
during the academic year 2006-2007 there were 1,045 community colleges in the United
States, enrolling approximately 6.2 million students. This accounted for 35% of all
postsecondary students enrolled in higher education during that period. Provasnik and
Planty reported that community colleges provide a valuable alternative to 4-year
institutions because the average annual community college tuition and fees are less than
half those at public 4-year colleges and universities, and one-tenth of the tuition and fees
at private 4-year colleges and universities.
Provasnik and Planty (2008) reported that community colleges enroll a diverse
group of students with assorted reasons for attending college, and have a larger
percentage of nontraditional, low-income, and minority students than 4-year colleges and
universities. The percentage of students who had left school by 2006 without completing
a degree or certificate program was higher among 2003-2004 community college
33
freshmen who intended to transfer to a 4-year college than among all 2003- 2004
freshmen at 4-year public and/or private not-for-profit institutions.
Provasnik and Planty (2008) explained that since the early 1970s, more than half
of community college enrollments have been part-time students, a percentage generally at
least twice that at public and private 4-year colleges and universities. In fall 2006, about
62% of community college students were enrolled part time, compared with 27% of
students at public 4-year colleges and universities, and 25% of students at private 4-year
colleges and universities (Provasnik & Planty, 2008).
Community College Challenge
Community colleges are responding to President Barack Obama's education
agenda and challenge for community colleges to educate an additional five million
students with degrees, certificates, or other credentials by 2020 (American Association of
Community Colleges, 2012). The American Association of Community Colleges
(AACC) is leading the advancement of the next era of community college evolution
through its two-phase 21st century initiative. The AACC president and CEO, and senior
staff members launched a series of regional “listening tour” meetings in 2011 with
community college presidents, trustees, community business leaders, and policymakers to
gain insights into pressing issues confronting their colleges.
The AACC (2012) reported that community colleges provide a significant
resource for the future of our nation. With more than 1,200 institutions nationwide,
community colleges present ready access and a cost-effective answer to maintaining a
world-class workforce in a global economy. In addition, the AACC stated that
community colleges are recognized by businesses, philanthropic organizations, and
34
policy leaders as a key solution to increasing the number of college-educated Americans
in the next decade.
Veterans in Higher Education
According to Humes (2006) veterans enter higher education after volunteering
for national service. Humes reported that one of the most common incentives for
volunteering for military service—and postponing college for a few years or more after
high school—is to become eligible for educational benefits under the federal GI Bill.
Humes asserted that people who serve in the military earn generous education benefits,
along with Veterans Affairs (VA) sponsored home loans, and VA business loans. Retired
service members receive VA sponsored healthcare for life. Providing veteran education
benefits under the GI Bill is an expensive program but, unlike other federal programs, the
GI Bill more than pays for itself over time.
Humes (2006) added that Congress’ Joint Economic Committee made a detailed
cost-benefit analysis in 1988 which, extrapolated to 2006 dollars, revealed that the cost to
the government of sending every service member to college after WWII amounted to
$51 billion. The return on investment was discovered to be $260 billion in increased
economic output from veterans educated under the GI Bill. Humes added that veterans
who used the GI Bill earned, on average, higher wages than their peers. In addition,
Humes noted that after WWII $93 billion in taxes were generated by the veterans who
used the education benefits through the GI Bill, providing the taxpayers with a gross
profit of $353 billion. Humes stated that there will be similar returns on investment once
again by empowering a new generation to enter national service, then go to college.
35
Humes (2006) asserted that the GI Bill benefits of the 21st century apply to 1% of
the population at any given time; this is because the United States has a small, all
volunteer military. Furthermore, Humes stated that the United States needs to build a
more skilled workforce, and that every economic study suggests that we must invest more
in education or we will harm the nation. The works of Thurow (as cited in Humes, 2006)
explained that to return to a reality of rising wages for most Americans, a massive
program of reskilling and re-educating the bottom 60% of the work force is needed.
Greenberg (1997) stated that the strongest argument for providing
educational opportunities for veterans is that education is the solution
to many societal problems, including unemployment and
homelessness. Greenberg added that for every dollar spent on GI Bill
education benefits, the nation received as much as eight dollars in
income taxes, but the true value is incalculable. Greenberg believed
that this could be attributed directly to the correlation between
increased earning capacity and educational achievement.
Expansion of veteran enrollment. Geiger (2011) affirmed that the 30 years
following the end of World War II were conceivably the most turbulent in the history of
American higher education. Geiger explained that two essential movements generated
many higher education developments such as expansion and academic standardization.
Geiger (2011) adds, with the beginning with the deluge of returning soldiers, supported
by the Servicemen‘s Readjustment Act of 1944 (the GI Bill), and concluding with the
tidal wave of community college students in the early 1970s, this period was the most
expansive in the American experience. According to Geiger (2011) , “The proportion of
36
young people attending college tripled―from 15% to 45%; between 1940–1970,
undergraduates grew approximately fivefold. The 1960s alone registered the largest
percentage growth of any decade” (p.59).
According to Geiger (2011), this surge in student enrollment created a demand for
college seats that existed through most of the era. Geiger explains that this occurrence
arose when veterans took advantage of the GI Bill in astonishing and unforeseen
numbers. Geiger (2011) added that in 1947, 1.1 million former GIs enrolled in higher
education, compared with a total 1.5 million student population before World War II.
This surge did little to raise standards, though, as overcrowded institutions were forced to
run year round, shorten courses, and curtail requirements. Geiger posited that one result
of the growing number of student enrollments was the addition of many new public
community colleges; between 1965 and 1972, community colleges were opened at a rate
exceeding one per week.
Alvarez (2008) explained why veterans would choose a
community college program over a 4-year institution despite having
federal dollars available for university tuition. Two-year colleges offer
flexible class schedules, enroll older students, and can feel less
intimidating to veterans, who are usually older than 19 years of age
and are often married with families. Moreover, Alvarez posited that
veterans, for the most part, have difficulty getting into 4-year colleges
and universities—above all, the selective private ones. According to
Alvarez, the option of living at home while attending school is
undoubtedly an added attraction to veterans who are readjusting to
37
civilian life. In 2008 there were 450,000 veterans using their G.I. Bill
benefits for education, and approximately 40% of them attended
community colleges (Alvarez, 2008). Further, Alvarez asserted that
community colleges expected to absorb a considerable large number
of veterans seeking postsecondary education after serving in the Iraq
and Afghanistan Wars.
GI Bill today. According to the U. S. Department of Education (2011), during the
2007-2008 academic year, 657,000 undergraduates were veterans and another 215,000
were military service members on either active duty or in the reserves. Among the 2007-
2008 graduate students, 107,000 were veterans and 38,000 were military service
members. To put these numbers in perspective, military students represented about 4%
of both the undergraduate and graduate student populations.
Veterans, military service members, and eligible family members are able to use
GI Bill education benefits provided they meet certain eligibility requirements. Of all the
service members eligible to participate in postsecondary education programs via the GI
Bill, only a minority of military students used those benefits. Specifically, 38% of all
military undergraduates and 20% of all military graduate students received GI Bill
education benefits for the 2007-2008 academic year.
Community colleges benefit from the tuition and fees the federal Veterans’
Administration pays colleges for every GI Bill-eligible veteran and/or family member
enrolled. A community college can financially benefit with an increase of 150 full time
student veterans enrolled in 30 semester hours a year on tuition and fees plus other
money students spend at the college. Additional spending—which often takes place at
38
book stores, cafeterias, coffee kiosks, vending machines, and late book fees (to name
some basic expenses)—may infuse additional money for one community college. As of
October 1, 2012, the GI Bill will pay up to $18,077.50 per academic year to private
institutions for eligible students using the Post-9/11 GI Bill during fiscal year 2013.
Conversely, all tuition and fee payments for an in-state student enrolled at a public
institution will be paid by the Federal Veterans’ Administration for eligible students
using the Post-9/11 GI Bill during the 2013 academic school year.
An example of VA revenue: Midwest Community Colleges. This researcher is
a veteran resident in Illinois. A 2011 U. S. Department Veterans’ Affairs report titled
Post-9/11 GI Bill Number Trained and Amount Paid by Name of Institution showed that
5,308 veterans were enrolled at Illinois public colleges and universities. The U. S.
Veterans Administration paid out $19,674,859 in educational benefits to the public
institutions from August 1, 2009 to January 23, 2012. This report did not include
veterans utilizing other existing GI Bill education benefits under Chapters 30, 35, 1606,
and 1607 of the GI Bill. This researcher determined a statewide increase of 20% of
veteran enrollments at public universities and colleges would add 1,062 new students.
Based on averages of the tuition and fees the Federal VA paid to Midwest public schools,
this 20% increase would, on average, infuse $3,936,454 tax-free federal dollars directly
to Midwest public colleges and universities.
The increase of veterans in community colleges alone will contribute to
narrowing the college attainment gap. According to Hebel (2008), the National Center
for Higher Education Management Systems reported that the country continues to slip
behind other nations on measures of enrollment and degree completion, particularly
39
among young adults. According to (Hebel, 2008), veterans are a small student population
that may contribute to the overall success of a community college.
Student Services
Literature from Tinto (1993), revealed that students who participate in community
college retention programs and college-sponsored student activities will have a higher
retention rate in the second term than those who do not participate in these programs and
services. Christensen and Eyring (2011) stated that institutions of higher learning need to
believe that students are the primary constituents and the job of mentoring them is
equally or more important than anything else. If the institution does not view serving
students as it principal mission, the institution is destined to decline. According to
Komives, Woodard, & Associates (2003, p. 317), students enroll with various
backgrounds and intentions. An individual student’s goals may be different from his or
her peers and a student’s motivation may range from completing one course to
completing a degree, a certificate program, or a diploma program (p. 317).
Student Retention
Tinto (1993) pointed out that very few academic institutions have unlimited
resources for retention programs. Academic institutions are challenged on how best to
distribute their sparse resources to produce the best results for the desired goals, which
may involve potential conflicting actions. Institutions need to decide what works in
retaining students and what does not work. Tinto stated “Decisions about mission alone
will not be sufficient to determine which group of students or forms of leaving should be
the object of institutional action” (p. 145). At some point, institutions need to determine
40
what forms of action will return acceptable yields in student retention and which students
will benefit the most from their actions.
According to Tinto (1993), there are many types of successful retention programs,
and these programs are different in structure, form, mode of operation, and focus.
“Concurrently, retention programs delivered at other campuses are unique because of the
natural process by which they come to reflect particular contingencies” (p. 145). Careful
comparative analysis of thriving programs on different campuses have similar attributes,
specifically in the way retention programs are viewed. The emphasis is applied to the
retention efforts, and how practitioners direct their energies to retention programs. Tinto
added that these commonalities are referred to as “the principles of effective retention”
(p.145).
Effective retention programs. Effective retention programs must include active
involvement of students in the life of the classroom and the institution as explained by
(Tinto, 1993). Other key student retention elements include (a) the construction of
supportive learning settings in which students, individually or in groups, can become
actively involved in the learning process; (b) faculty and peer mentor programs; and
(c) specifically constructed, frequent, informal meetings between faculty, staff, and
students. The goal of practitioners’ actions is to have students become valued members
of a supportive academic and social community.
Maack (as cited in Seidman, 2005) discovered that, with appropriate assessments,
students who enter higher education search for and receive counseling with faculty on
both academic and personal issues. Additionally, students enrolled in higher education
who attend official orientation sessions provided by the institution are more successful in
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persistence in the second and third years of college. Seidman (2005) added that students
who remain in close proximity to faculty and an academic environment are most likely to
persist well beyond the first year. Moreover, Seidman stated that students who can afford
to live on campus are much more likely to persist, even past the first year. Students
living on campus are 1.73 times more likely to return the second year and 1.38 times
more likely to return in their third year of college. Seidman believed that a student’s
engagement in classroom discussions, collaborative learning experiences, student
organizations, and contact with faculty are all part of a fundamental process effecting the
transition of students in the college environment, their academic performance, and their
decisions to remain enrolled in college.
Constructive opportunism. Schein (1999) explained that, at the appropriate
time, counselors need to take some risk and seize an opportunity to provide a new
perspective to students or an alternative to their view of a situation. Schein added that
conversations with students provide opportunities for learning, and a counselor should
identify what new data were divulged. Schein added that timing is critical; any given
intervention may work at one time and fail if employed at another time. Constant
diagnosis allows the counselor to identify when the student’s attention is available to the
counselor; students have areas of instability and openness where motivation for change
exists. Furthermore, according to Schein, there are an endless amount of data that can be
discovered when counseling students. Mistakes produce reactions from the student, and
reactions allow more insight into the students’ reality.
Positive influence. According to Arum and Roksa (2011), research on
graduation rates has consistently demonstrated that even after controlling for student
42
characteristics, institutions still make a difference in degree completion. Pascarella and
Terenzini (as cited in Arum & Roksa, 2011) found that the influence of a college is
essentially determined by individual effort and involvement in the academic,
interpersonal, and extracurricular activities offered by the institution.
Arum and Roksa, (2011) explained that when a student enters college, they are
exposed to specific academic and social environments where both faculty and students
hold particular beliefs and expectations of themselves and others. Students who have
faculty members who are perceived as being welcoming and having high values and
expectations are associated with greater learning outcomes. Students learn more when
faculty have high expectations and are approachable.
At-Risk Students
Byrnes (2012) identified risk factors as being predictive of academic failure.
These risk factors include (a) poverty, (b) race, (c) gender, (d) presence of a learning
disability or attention disorder, (e) mental health problems, (f) inadequate levels of
prerequisite skills upon school entry, (g) exposure to multiple stressful events, (h) living
in a single-parent family, (i) alliance with nonacademically oriented peers, and
(j) repeatedly transferring to new schools. Moreover , Byrnes wrote that people are more
likely to experience educational failure if they come from a low-income home. Byrnes
further stated that African American, Hispanic, or Native American males, and people
with emotional disorders may also experience educational difficulties.
Walsh (2012) explained that students can be considered at-risk for achieving
academic success in higher education for a variety of reasons. Maxwell (as citied in
Walsh, 2012) presented that this group of students’ skills, knowledge, motivation, and
43
academic ability are significantly below those of the “typical” student in the college or
curriculum in which they are enrolled. Ender and Wilkie (as cited in Walsh, 2012) stated
that these students are likely to display any number of other characteristics such as
(a) low academic self-concept, (b) unrealistic grade and career expectations,(c) unfocused
career objectives, (d) extrinsic motivation, (e) external locus of control, (f) low self-
efficacy, (f) inadequate study skills for college success, (g) a belief that learning is
memorizing, and (h) a history of passive learning. According to Walsh, at-risk students
may be those who have made poor choices or decisions that impacted negatively on their
academics, or they may be adult students who return to higher education after an
extended absence, or students with academic or physical limitations not identified before
enrolling in higher education. Advising services must be designed to effectively address
the characteristics and academic needs of underprepared and at-risk students.
Diversity. Diversity represents one of the most dramatic community college
changes of the 21st century. According to Smith (2011), diversity contains significant
implications for American higher education. “The breadth and concerns related to
diversity on campuses throughout the United States include not only race, ethnicity,
gender, and class, but also religion, sexual orientation, gender identity, and disability,
among others” (p. 465). Changing demographics and the issues relating to the many-
identity groups demonstrates that the context of diversity is expanding. Veterans fit in
many of these identity groups, yet bring their own particular set of challenges as they
begin their journey in higher education.
At-risk military student veterans. O’Herrin (2011) reported that many
institutions are ready and willing to help veterans successfully transition back into
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civilian life, but aren’t always sure how to meet the veterans’ needs, which are distinct
from those of other students. O’Herrin posed that veterans are, by definition,
nontraditional students. They are typically older and many are, technically, considered
transfer students because they often bring with them credit earned through college
courses they completed while in the military or American Council on Education (ACE)
credit recommendations. O’Herrin explained that some veterans identify college as an
obligatory box to be checked to augment prospects for gainful employment after military
service, while other veterans embrace the opportunity to immerse themselves in the
traditional college experience.
O’Herrin (2011) stated that many institutions have developed specific programs
and services intended to improve veteran success in higher education. O’Herrin explained
that only a small percentage of veterans use all of their federal education benefits, and
the federal government does not track veteran retention or completion rates. Institutions
of higher education have created comprehensive evaluation plans to determine the
measurable outcomes of their programs, but currently most measures of success for
veteran-specific programs and services are subjective and qualitative.
Student veteran characteristics. O’Herrin, (2011) presented statistics to
identify characteristics of recent military veterans:
In 2007-2008, active duty and student veterans represented 4% of all
undergraduates enrolled in postsecondary education. During that period, 43%
of students with military experience attended public 2-year institutions, 21%
attended public 4-year institutions, while private for-profit and private not-for-
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profit 4-year institutions each enrolled about one-eighth of all military
undergraduates (Radford, 2009).
Veterans tend to be older than traditional college students, and are more likely
to be nonwhite (Radford, 2009).
Women currently make up nearly 7% of the military and are a rapidly
growing segment of the veteran population (Radford, 2009).
Woman represented 27% of all military undergraduates in 2007 and 2008
(Radford, 2009).
Of the 2.2 million troops who have deployed in support of the wars in Iraq and
Afghanistan, more than 800,000 have deployed multiple times (Department of
Defense, 2009).
A RAND Corporation report by Tanielian & Jaycox, (2008), stated that
between 14% and 19% of those who have deployed have developed
symptoms of posttraumatic stress disorder, traumatic brain injury, and/or
depression.
Polytrauma. Polytrauma is a term used to describe veterans who have suffered
multiple physical and/or mental injuries. Examples of polytrauma cases include a veteran
who has suffered various degrees of burns to different areas of the body and has also been
diagnosed with Post Traumatic Stress Disorder (PTSD) or depression. Research by
Koren, Norman, Cohen, Berman, and Klein (2005) revealed that veterans who have been
wounded physically are more likely to develop PTSD.
Specific Needs of Returning Veterans
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According to Radford’s (2009) report titled Military Service Members and
Veterans in Higher Education: What the New GI Bill May Mean for Postsecondary
Institutions, students with military experience make up about 4% of undergraduate
students. Compared to traditional undergraduate students, veterans tend to be older and
are more likely to be nonwhite. Approximately half of undergraduates with military
experience received veterans’ educational benefits at public 4-year universities. In 2007-
2008, 12% of military undergraduates attended for-profit institutions, a rate three times
higher than traditional undergraduates.
As published by the Department of Defense (DoD), as of September 2009, the
number of American troops injured was 35,390, 46% of whom could return to duty
within 72 hours, Tanielian and Jaycox, (2008) explained that the rate of mental health
and cognitive issues following return from deployment was 14% from major depression,
14% from PTSD, and 19% from a probable Traumatic Brain Injury (TBI).
Student veteran needs. O’Herrin (2011) stated that through the use of
roundtables, conferences, focus groups, and interviews, student veterans have voiced
their unique needs in contrast to traditional students in higher education. Because
veterans are a diverse population with a dynamic range of experiences, it is impossible to
take a uniform approach to serving veterans. According to McBain, Kim, Cook, and
Sneed (2012) an effective step that campus leadership can take is to gauge the specific
needs of veterans at their institution before devoting resources to new initiatives.
However, O’Herrin warned that it can be very difficult to solicit input when there is no
method of tracking or contacting student veterans.
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Society benefits when adults, including student veterans, contribute in an open
society with the transmission of thoughts, ideas and suggestions (Brookfield, 1991).
Furthermore, Brookfield explained, institutions have revised admission forms to include a
mechanism to track incoming students with military experience and have followed up
with these individuals as they make their way through classes. This system not only
allows institutions to track student veterans’ success as they progress through academic
programs, but also enables the institution to measure the effectiveness of resources and to
quickly and easily reach out to veterans on campus.
Veterans with disabilities. O’Herrin (2011) explained that in a recent online
brainstorming event centered on veterans in higher education, participants discussed
disengagement that exists for many veterans grappling with service-connected injuries or
disabilities and the related terminology. Several veterans shared that while they
identified with the term wounded, they did not identify with the term disabled because
their disability was acquired later in life or because their injuries were invisible or
undiagnosed.
Wounded veterans. Cate (2011) reported that when soldiers return from the
battlefield, many of them have suffered wounds that they will have to live with for the
rest of their lives. Cate added that the wounds these members of the armed forces
acquired during their military service can be physical―such as various degrees of burns,
amputations, shrapnel, and traumatic brain injuries. Cate also reported that veterans
acquired mental wounds such as posttraumatic stress disorder, depression, and substance
use and abuse. Cate added that many veterans have to cope with multiple wounds and
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student veterans with battle wounds may face more challenges in socially integrating into
campus life in addition to difficulty with academics.
O’Herrin (2011) stated that incoming student veterans may not be familiar with
disability terminology in a higher education setting. For example, the phrase having a
disability can be confusing for a veteran who may indeed have a disability, but who has
not gone through the VA’s disability rating process. As a result, although a veteran may
have documentation proving eligibility for accommodations or assistive devices, the
terminology may be confusing and he or she may not seek assistance. O’Herrin
emphasized that it is beneficial for college administrators to understand that not all
injuries are incurred in combat, and this may be a point of self-consciousness or even
shame for some military veterans.
Student Affairs
Lovett (2006) wrote that colleges, including financially stressed public
institutions, offer an abundance of clubs and programs that accommodate a wide range of
interests and needs. Student affairs professionals who construct or direct student-
centered programs are inventive people who are committed to serving students.
According to Lovett, students are open to identifying new interests or needs that their
institution should meet, but most colleges today work with tight budgets, so that fiscal
realities often interfere with the enthusiasm of even the most ambitious program builders
among the staff. Moreover, according to Lovett, there are occasions when student affairs
officers must consider trimming or even shutting down some of their programs to save
money. Lovett added that experienced student affairs administrators are purposely trained
49
in adult development, learning styles, cognition, and human communication, while their
faculty colleagues are mainly subject-matter specialists.
Schmidtlein and Berdahl (2005) reported that student characteristics and
institutional qualities are by no means unrelated. They are essential in measuring or
describing college characteristics and the prevailing atmosphere, the social and
intellectual climate, the style of the campus, as well as the educational treatments (p.81).
Lovett (2006), suggested that, over time, student affairs practitioners formally team with
teaching faculty members for the purpose of contributing student learning and transport
knowledge and perspectives into the classroom. Colleges and universities are being
confronted with the challenges of shifting demographics, the increase of diverse student
populations, economic agendas with an emphasis on access, affordability, and
accountability (Schroder, 2003, p. 618). According to Schroder, Student affairs has
responded to the challenge, realizing that student learning is foremost, and facilitating
student learning and development by creating learning-orientated student affairs divisions
that collaborate with academic colleagues.
The development of student affairs in the United States parallels that of American
higher education. Student affairs will continue to be influenced by changing religious,
economic, social, and political forces (Nuss, 2003, p. 65) . According to Nuss (2003),
significant events between 1945-1985 altered the development of the student affairs
profession. These events included increased federal support and involvement in higher
education by ending loco parentis and challenging relationships between students and
institutions. This era marked the beginning of student development research, theory, and
the development of professional standards (Nuss, 2003).
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As stated by Carpenter (2003), student affairs is characteristically a profession
that require collaboration. “When any professional runs into a serious problem, the
immediate reaction should be to consult with colleagues” (Carpenter, 2003, p. 583).
Carpenter explained that new programs and approaches should immediately be shared
with the institution’s stakeholders. Student affairs practitioners should not compete with
one another for personal gain. Furthermore, student affairs professionals are obligated to
assist other stakeholders through difficult issues and encourage new and better practices.
Student Affairs Services
The National Association of Student Personnel Administrators (NASPA) is an
association for the advancement, health, and sustainability of the student affairs
profession. NASPA serves a full range of professionals who provide programs,
experiences, and services that develop student learning and success in accordance with
the missions of colleges and universities. Founded in 1919, NASPA currently has a
membership of more than 13,000 members in 50 states, 29 countries, and eight U. S.
Territories. According to NASPA (2012), members serve a variety of functions and
roles, including the vice president and dean for student life. Some members serve
institutions as professional practitioners working within housing and residence life.
NASPA members support and participate in student union and student activities, provide
counseling, career development, orientation, enrollment management, and have expertise
in racial and ethnic minority support services, including retention and assessment
services.
NASPA (2012) added that student affairs provide services, programs, and
resources to help students learn and grow outside the classroom. Some things that student
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affairs professionals do for students every day include but are not limited to (a) enhancing
student learning, (b) guiding academic and career decisions, (c) mentoring
students, (d) promoting leadership skills, and (e) counseling students through crises.
Student affairs professionals are located on every campus―from small community
colleges to large research universities. Student affairs programs are as diverse as the
people who utilize the programs. Student affairs departments on a college campus,
according to NASPA, traditionally include programs to enhance college life; programs
related to student activities, residence life, and student organizations.
Veteran Outreach Programs
Brookfield (1991) believed that adult learning is most effective when the
environment in which individuals are placed is supportive. According to the American
Association of Community Colleges (2012), many colleges and universities have taken
noteworthy steps toward providing helpful programs and services for returning veterans.
The term “veteran friendly” has no established criteria and can be used as a recruiting
tactic with little accountability. The AACC added that the definition of veteran friendly
is as varied as today’s higher education community. Factors such as (a) campus culture,
(b) academic environment, (c) student body size and composition, and (d) location all
occupy a position in what programs and services describe as a veteran-friendly
institution. Today’s colleges and universities need to define veteran friendly more
accurately and in a manner that addresses both the institution and students’ needs.
According to the AACC (2012), top down support, chiefly from the president's
office, makes things happen more efficiently and effectively. High-level support for
veterans and the policies aimed at helping veterans connect and succeed will encourage
52
participation and trust from staff, faculty, and the veterans attending the institution. The
AACC report included a provision that high-level administrators leading a veteran task
force might be one way to actualize and demonstrate top-down support. Ideally, a task
force would meet a few times each term and would include members representing key
offices serving veterans―such as the veterans’ school certifying official, academic
affairs, student life, admissions, bursar, counseling, financial aid, housing, and disability
services. The AACC emphasized that it is critically important for institutions of higher
learning to include current student veterans on the task force and depend minimally on
published material or veterans’ opinions from other institutions. Any initiative should
begin with a task force including student veterans.
In promoting future veteran initiatives in any institution of higher learning, the
AACC (2012), asserted that a veterans’ program can be a natural complement to the
institution’s social responsibility efforts. Student veterans inherently bring a level of
diversity and leadership to the institution. Furthermore, the AACC added that there is
evidence that veterans who feel supported on campus tend to have higher grade point
averages, increased retention and graduation rates, and become dedicated alumni.
Defining success. Individuals and institutions define success to the extent to
which goals are met (Braxton, 2003). Students enroll with wide-ranging backgrounds,
objectives, and each individual student has goals that are different from the goals of their
peers. According to Braxton, three general types of student goals are (a) enrollment goals,
(b) academic experience goals, and (c) social experience goals. Braxton (2003) described
each of these goals:
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1. Enrollment goals are the reason(s) the student is attending the institution. The
motivation could be to complete a specific course, complete a college degree,
or to complete enough courses to transfer to another college or to be accepted
in a particular academic program.
2. Academic experience goals involve gaining subject knowledge, developing
critical skills, earning competitive grades, or being accepted for graduate
school.
3. Social experience goals involve developing lifelong friendships, developing
leadership skills, and balancing family, school, and work. Every student will
have several concurrent goals and each of these goals will overlap.
Braxton (2003) cautioned that student success does not equate with degree
attainment for all students. Nonetheless, it is important to consider that a student’s
withdrawal from an institution may be to advance the student’s goals. Temporary
enrollments may be intended to acquire job retraining, and a student may be attending as
a guest student for the purpose of taking a required course not currently available at their
parent institution or taking a class during a summer term that will transfer to the parent
institution for the fall term. Braxton stated that institutions should not have a zero
departure goal; an institution simply may not be a good fit for the student. Society should
not confuse individual institutional persistence rates with system persistence rates that
include other educational options.
It is said that “Student affairs professionals must be proactive change agents”
(Komives &Woodard, 2003, p. 650). Komives and Woodard (2003) claimed that the
single most important facet to empowerment is self-empowerment. Individually and as a
54
profession, student affairs staff must assert their place in the institution and freely avow
their work toward changes that promote a positive student experience (p.650).
According to Komives and Woodard (2003), with a deeper understanding of the
student’s educational needs, counselors will be capable of clarifying goals and aid the
student in setting additional academic goals, thereby giving the student a clearer vision to
define their personal and academic goals in the community college. Komives and
Woodard added that counselors who understand students’ educational needs and establish
rapport with students will be able to exercise their expertise in presenting programs and
activities to assist the student in transitioning from a military environment to an academic
environment. In addition, practitioners will help students define their educational
objectives that lead to college retention and completion.
Veteran outreach. A fairly new practitioner position serving veterans in
community colleges is the Veteran Outreach Coordinator. The researcher was present on
August 7, 2009, at the University of Illinois at Chicago, when Illinois Governor Pat
Quinn signed into law Illinois Senate Bill 1624 sponsored by Senator Dan Kotowski
(Democrat-Park Ridge) and Representative Mark Walker (Democrat-Arlington Heights)
that provides better educational and informational resources for veterans enrolled at
Illinois public colleges and universities. After signing the bill, Governor Quinn made the
following statement:
This legislation provides our student veterans with the needed information, assistance, and guidance they deserve. It is necessary that we take care of these fine men and women who have served our country proudly and ensure they are aware of the resources and benefits that are available to them to further their education. (Quinn, 2009)
55
Veteran outreach coordinator. In a telephone interview with an outreach
coordinator in the researcher’s state of residence, this researcher was given detailed
information regarding the duties and responsibilities of the veteran outreach coordinator.
The coordinator stated that there is a wide range of responsibilities that include
educational outreach, support, and referral services for returning veterans, members still
on active duty, and eligible family members. The services that outreach coordinators
provide include assistance in coordination of admissions, registration, financial aid,
benefits, and academic advising. In addition, veteran outreach coordinators provide
resources and refer veterans to health, personal, or mental health counseling. Veteran
outreach coordinators may also provide career advice, initiate disability services, and any
other services that provide support to veterans on campus and in the community.
The Veteran Service Coordinator (personal communication, May 16, 2012)
detailed his implementation of a veteran's outreach and recruitment plan in consultation
with grant managers. The Veteran Service Coordinator also provides enrolled veterans
with information and referrals on academic, career, personal, financial, and social
matters. Additionally, the Veteran Service Coordinator provides support service referrals
for veterans with academic difficulties, and coordinates and monitors interventions for at-
risk veterans to include the assessment of veterans’ needs, interests, and values in order to
identify career options.
During the telephone interview the Coordinator stated that he helps veterans
identify the skills required to reach individual goals, and assists them in identifying
obstacles to reaching their goals. He conducts skills development and personal interest
workshops for veterans at his institution and assesses the students’ needs in order to
56
facilitate delivery of tutorial services. The Veteran Service Coordinator consults with and
maintains liaison with the veterans’ classroom instructors to monitor veterans’ academic
progress to include managing the veterans’ records, reviews and maintains electronic
records of veterans served. Furthermore, The Veteran Service Coordinator prepares
outcome assessments and annual reports and attends meetings related to veterans’
services as required. The Veteran Service Coordinator added that he also serves as liaison
to disabilities access centers and personal intervention services.
Summary
According to the Illinois Higher Education Veterans Service Act (2009), each
public college and university campus is required to have a Coordinator of Veterans and
Military Personnel Student Services. Moreover, there is also a requirement to regularly
and conspicuously advertise the office location, phone number, and Internet access to the
Coordinator of Veterans and Military Personnel Student Services, along with a brief
summary of the manner in which veterans can be assisted.
Various public colleges and universities in the state of Midwest have a wide array
of programs and services available to veterans and active duty service personnel, ranging
from online educational opportunities, admission and academic counseling, medical
services, to family housing information.
To study the relationship between current veteran services and veteran success at
Midwest community college, this researcher used a quantitative method to examine what
services contribute to veteran success. Furthermore, this study will provide information
on existing veteran services that are not helping the veterans and will help identify new
57
opportunities for veteran outreach practitioners to enhance the current veteran outreach
programs.
58
CHAPTER 3: METHOD
This quantitative study examined the relationship between veteran outreach
programs and the academic success of veterans that participate in the following veteran
outreach services: (a) academic assistance, (b) financial assistance, (c) employment,
(d) housing, (e) social programs, and (f) medical programs at a college system located
within a large metropolitan area, and—based on Schlossberg’s Theory of Adults in
Transition—will compliment the works of Brookfield, Cross, and Tinto. A quantitative
design was selected to provide a snapshot of veterans’ academic success throughout
Metropolitan College System, and to determine the effectiveness of veteran services
being provided to help veterans with college level coursework.
Military veterans, both men and women, who are currently enrolled in
Metropolitan College System were asked to complete a survey to determine the
effectiveness of the available veterans’ services used by student veterans as they
transition through their community college. This quantitative research study engaged
military veterans that have utilized some or all of the available veteran outreach services
to participate in a protected online email survey. The survey queried (a) whether the
veterans are taking advantage of the services available, (b) what services are effective in
helping them achieve academic success, and (c) what improvements can be made to the
existing veteran services at metropolitan colleges.
A quantitative design was selected for this study to identify themes in Schlossberg
et al.‘s (1989) “Moving through” transitional stage with veterans during the educational
59
journey. The “Moving through” period begins as soon as the veteran starts to understand
how to utilitze the available resources to operate and function within the institution.
“Moving through” in a community college may be a long transition, and student
veterans will need assistance in supporting individual motivation and commitment until
they reach individual educational goals.
Veteran Outreach Services
Anderson et al. (2012, p. 38) explained that taking stock of coping resources
allows a person to take an inventory of available resources that will help in coping with
the transition. When a person takes charge, the individual is demonstrating the ability to
use available resources to execute new strategies. Anderson et al. defended that a person
may not have control over a transition, but by utilizing available resources, can manage
the transition.
Figure 2. Steps in moving through the academic transition. A representation of veteran outreach services and the elements needed to achieve academic success.
Assessment studies allow an organization to determine the best ways to help the
community it serves. Anderson et al. (2012) pointed out that assessments should first ask
the clients to describe and list all the resources they have available to support their
Academic Employment Financial Housing Social Medical Academic Achievement
60
endeavors and promote their succeess. NASPA (2012) added that student affairs
provides services, programs, and resources to help students learn and grow outside the
classroom. Veterans continue to enroll in community colleges, and NASPA recommends
that student affairs professionals provide services to (a) enhance student learning,
(b) guide academic and career decisions, (c) mentor students, (d) promote leadership
skills, and (e) counsel students experiencing a personal crisis.
Research Design
The quantitative method for this study employed the use of an online survey
through SurveyMonkey.com to gather responses from veterans enrolled in the
Metropolitan College System campuses. A list of 36 survey questions was asked based
on issues currently affecting student veterans, and from Schlossberg et.al.’s (1989)
“moving through” transitional stage with veterans identified as adult learners during their
individual educational transition.
The quantitative method was selected because the scientific investigation process
allows the researcher to measure the degree between the variables using a statistical
procedure. According to Creswell (2008, p. 60), correlational analysis illustrates the
degree of association, expressed as a number, representing whether two variables are
related, or whether one can predict the other. Creswell continued to explain that the
correlational design requires that the researcher study a single group of individuals. In the
quantitative method, the scientific investigation includes both experiments and other
systematic methods that emphasize control and quantified measures of performance
(Proctor & Capaldi, 2006). According to Hoy (2010), quantitative researchers are more
61
focused on the development and testing of hypotheses rather than the generation of
models and theories that explain behavior.
Following Creswell’s (2008, p. 61) methods, this study seeks to describe trends in
the student-veteran population that employ the use of veteran outreach services while
enrolled in Metropolitan College System. A survey was administered to a population of
1,168 veterans to identify trends in attitudes, opinions, and characteristics of veterans
enrolled on a full time and part time basis throughout the Metropolitan College System
campuses during the 2013-2014 academic school year.
Cohen and Manion (1994, p. 123), explained that correlational research is
“relational” research because the basic objective is to explain the association between
variables. This study used the explanatory design to demonstrate the association between
student success and veteran participation in Metropolitan College System’s veteran
outreach service activities. As outlined by Creswell (2008, p. 358), data were collected in
a specified time frame; there was a prescribed survey start date and a specific closing date
of the online survey. Furthermore, the particiants were analyzed as a single group.
Scores were collected from only one group and the group results were not divided into
catagories. Interpretations of the results are presented and conclusions drawn from the
data.
Population
This study focused on both male and female veterans enrolled at the Metropolitan
College System. For this study, student veterans that received some form of educational
benefits under the GI Bill, Veterans’ Grant, or the National Guard Grant were asked to
participate in this study. It was assumed that each participant possessed a basic
62
knowledge of computers, and was familiar with the process of completing an online
survey. The researcher assumed that each participant would have access to a computer at
his or her residence or at the institution where they were enrolled.
Metropolitan College System was chosen because, according to Humes (2006),
more veterans choose community colleges to begin their transition to higher education
than any other type of institution. MCS certified 1,168 student veterans to the federal
VA under Chapter 33 of the GI Bill. Table 1 depicts the number of student veterans
trained and the amounts paid to each of the Metropolitan College System locations for
this training under the Post 9/11 GI Bill.
Table 1
Post 9/11 GI Bill Training Costs and Number Trained Between August 1, 2009 and January 23, 2012
School Name Profit Status Number of Trainees Total Cost
Metropolitan Site A Public 87 $601,377.70
Metropolitan Site B Public 174 $1,323,849.52
Metropolitan Site C Public 73 $446,569.52
Metropolitan Site D Public 163 $1,038,787.00
Metropolitan Site E Public 161 $1,229,847.68
Metropolitan Site F Public 227 $1,850,230.01
Metropolitan Site G Public 283 $2,400,939.32
All the Metropolitan College System sites are required to provide, publish, and
distribute a comprehensive guide of student services available for military veterans, but
each site is unique and may provide veteran outreach services differently from all other
Metropolitan College System sites, thus providing mixed results regarding academic
63
success among the veterans. The quality of the outreach activities may differ among the
individual Metropolitan College System sites and some veteran outreach activities and
veteran representatives may perform better than others in assisting the student veterans in
achieving academic success as they transition through higher education.
Data Collection
The survey used in this study to collect data (Appendix A) from veterans enrolled
in Metropolitan College System was provided through the use of SurveyMonkey.com, a
website that offers help in crafting surveys relating to information the investigator is
researching. Following approval from the Benedictine University Institution Review
Board, the survey was available online for 30 days. Each student veteran received a
predistribution email (Appendix B) from their institutional sender two days before the
opening of the survey. This email explained the importance and the value of participating
in the investigation, the nature of the research, and informed consent (Appendix C) once
authorized by the Institutional Review Board (Appendix D). Each institutional sender
was a full-time staff member with access only to the student veterans’ email addresses.
The survey for this study was validated and approved by the researcher’s
dissertation committee. In addition, Dr. Jason Santiago provided additional guidance
after reviewing the survey. He provided recommendations in formatting questions and
the responses for student to choose. Two student veterans enrolled in graduate programs
completed the surveys and were provided instruction to identify any discrepancies or
issues concerning the survey. The students who completed the survey expressed that the
survey was properly formatted and they did not have any discrepancies to report.
64
The researcher did not know the subjects nor ever communicated with any of the
subjects during this research project. The subjects were identified by veteran assistance
officers actively involved in the higher education community. The veteran assistance
officers through their own email distribution lists circulated emails to veteran students
requesting that they participate in this survey. The researcher’s intent was to be
anonymous so that the subjects could be confident that there their responses would be
confidential and that their privacy would be protected in the spirit of the IRB approval..
The predistribution email explained the procedures for accessing the online
survey. A second email was sent out at the midpoint of the survey period to remind
participates to complete the survey if they had not done so already, and three days before
the closing date, a final email was disseminated to all survey participants to remind them
of the survey closing dates. After the closing date, the participants were eliminated from
the survey, and further access to the site was restricted.
Prior to completing the survey, each participant was allowed to read and
understand the terms of the study (Appendix B). The participants were advised that there
are no known risks or benefits associated with the survey and that participation is
voluntary. They were assured that they could terminate and withdraw from participating
in the survey at any time without adverse consequences. All surveys must be 100%
completed in order to be utilized in the analysis.
The surveys remain anonymous as a result of the privacy element designed in the
SurveyMonkey program called the Secure Sockets Layer (SSL), a unique encryption
system. This feature allows participants to send their responses in a secure manner
65
similar to electronic money transfer methods. This additional level of security also
ensures that SurveyMonkey does not collect and store IP addresses from the respondents.
Any hard copies of the surveys and documentation relating to surveys are secured
by the researcher at all times. These documents are kept in a locked filing cabinet in the
researcher’s office. Electronic information is secured by SurveyMonkey’s SSL and the
researcher’s password-protected computer, which only the researcher can access. As an
additional confidentiality safeguard, the surveys are identified by numbers only, not the
participant’s name.
Data Analysis
Cohen, Manion, & Morrison, (2007, p. 501) explained that quantitative data
analysis is a powerful research form, originating from the positivist tradition.
Quantitative data analysis is often associated with large-scale research, but can also serve
smaller scale investigations, including case studies, action research, correlational
research, and experiments. Furthermore, numerical analysis can be performed using
software; for example, the Statistical Package for Social Sciences (SPSS), Minitab, and
Microsoft Excel software packages apply statistical formulae and carry out computations.
Cohen et al., (2007, p. 508) stated that cross-tabulation is simply a presentational
device whereby one variable is presented in relation to another, with the relevant data
inserted into each cell that is automatically generated by software packages such as SPSS.
Furthermore, cross-tabulations are exercised to view data to compare two or more survey
questions to understand their correlation. The cross-tabulations are identified after all the
data are collected from the survey responses. According to Brooks (personal
communication, February 6, 2013), cross-tabulation is useful in determining the true
66
worth of raw material in a manufacturing environment. Brooks charted many aspects of
manufacturing processes in efforts to reduce waste (cost) and increase product quality.
One such table was used to determine vendor product reliability and ultimately determine
the percentage of business he would conduct with that vendor relative to that vendor’s
competitors.
According to Santiago (2012), interpreting results is accomplished by applying
the cross-tabulation process to express relationship percentages only. The cross-
tabulation technique is very common among surveys when the researcher is correlating
two variables. Furthermore, Santiago stated that cross-tabulation is a statistical process
that summarizes categorical data to create a contingency table. Cross-tabulations are
heavily used in survey research, business, intelligence, engineering, and scientific
research. Cross-tabulations provide a basic picture of the interrelation between two
variables and can help find interactions between them. A cross-tabulation table reveals
the frequency of respondents as explained in each cell. This process uses a contingency
table to describe the variables. Cross-tabulations are used to view any form of data side-
by-side and/or to compare two or more survey questions and understand their correlation.
Limitations
There is always concern for limitation factors when designing a survey study.
Weaknesses are specified and related inadequate measures of variables, loss, or lack of
participants, small sample sizes, errors in measurement, and possibly other factors related
to data collection and analysis.
Limitations in this survey may include:
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1. The respondents may have negative feelings associated with their military service
or experiences with their academic institution.
2. Respondents may not provide genuine responses in the survey; they may provide
inaccurate information which can affect the results of the survey.
3. The veteran outreach coordinator may not consider distributing email requests to
veterans asking for their participation in the survey as a priority.
4. Veterans may be difficult to reach because they may no longer have email access
or may have an incorrect email address on file with their institution’s veteran
outreach coordinator.
5. The electronic survey request may fall into a veteran’s spam or junk folder.
6. There may be participation bias. This limitation can occur when participants try to
select answers to the questions to ingratiate themselves instead of answering the
question(s) truthfully.
7. The institution may have personnel turnovers or reassignments, resulting in the
veteran outreach coordinator no longer being the primary sender of the survey
participation requests.
8. The respondent may not fully understand the questions being asked and/or the
choice options..
9. The respondents might be worried about completing a survey for a researcher they
do not know.
10. SurveyMonkey only permits the researcher to choose up to five responses to any
given question to be cross-tabulated, and may only provide the ability to provide
limited options for data representation.
68
11. As a result of the survey distribution over the institution’s Christmas vacation,
there might be respondents who do not check their school email accounts on a
regular basis and/or do not attend classes during the summer terms.
Summary
The study anticipates this quantitative research may begin to provide insight to
practitioners who provide veteran outreach services to students enrolled in the
Metropolitan College System. Assessing the effectiveness of veteran outreach programs
can help veteran outreach coordinators and institution stakeholders to make adjustments
when allocating resources to veteran outreach services. Furthermore, this researcher
believes that veterans enrolled at an institution can validate whether current outreach
programs are assisting veterans achieve academic success. This researcher also believes
that assessments are necessary in identifying whether current programs are effective in
helping veterans achieve academic success. Survey data may indicate that an existing
program requires additional resources to meet veteran program objectives. Survey data
may validate the decision of institution stakeholders to scale down an existing program or
altogether eliminate a program that is not effective.
This researcher believes that public institutions need to be competitive with
private institutions; every business unit and academic department in a public institution
needs to operate efficiently to achieve the prescribed goals. Veteran outreach programs
evolve and adjustments can be made by decision makers based on data from surveys.
Surveys conducted routinely can keep practitioners informed on where to adjust veteran
outreach programs influenced by current internal and external forces. According to
Brown (2008), Illinois community colleges have formed a partnership
69
with the Illinois National Guard and are preparing to put into practice
veteran-friendly programs at community colleges across the state.
Furthermore, Brown adds that Illinois community colleges and National
Guard seek to jointly promote reintegration programs for families, act
as a conduit for veterans and family assistance centers, and establish
on-campus veterans’ centers. Emphasis on family involvement appears
to be a common thread throughout the discussion and implementation
of successful veterans’ educational initiatives.
Effective veteran outreach programs may contribute to veterans achieving
academic success and add value to an institution. Veterans will be empowered to achieve
their academic goals and transition out with success
70
CHAPTER 4: ANAYLSIS AND RESULTS
This study focused on student veterans who used the veteran outreach services at
Metropolitan College System The research established the effectiveness of veteran
outreach services for veterans who utilized the veteran outreach services that were
established for the purpose of assisting veterans to succeed academically in their
community college. This chapter displays the data results attained through the use of
SurveyMonkey.com. The information collected from the surveys was both demographic
and participation specific in the veteran outreach services programs.
This study utilized t-test. There were 184 veterans who provided both a G.P.A.
and whether they had used the Academic Services available to them. This information
provided a descriptive analysis. Using an unpaired t-test, the one-tailed P value equals
0.6569, thus demonstrating that there is no significant difference between the group that
used the Veteran’s Academic Services and those that did not. The mean of veterans not
using the Academic Services minus the veterans who did use this service equals -0.05
with a 95% confidence interval of this difference: From -0.26 to 0.16. The intermediate
values used in the calculations were:
t = 0.4450 df = 182 Standard error of difference = 0.108
Table 2
Comparison of Success of Veterans Who Used Academic Services and Veterans Who Did Not Use the Service
Group Didn’t Use Used ServiceMean 2.73 2.78
SD 0.68 0.66SEM 0.09 0.06
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N 55 129The responses were developed to examine whether Schlossberg’s Transition
Theory (1989), Moving In, Moving Through, and Moving Out Model (1989),
Schlossberg’s Blended 4S Transition Model with the Hackney and Cormier’s Five Stages
(2005) could explain rudiments of the relationship between veteran participation in the
Metropolitan College System veteran outreach programs and academic success. The
topics discussed in this chapter include a description of the survey procedures,
demographic characteristics of the respondents, analysis of the data, summary of findings
related to the four research questions, and conclusions with suggestions for further study.
The cross-tabulation choices available in SurveyMonkey.com were selected as the
structure for analysis. Outcomes of cross-tabulations are expressed as percentages.
SurveyMonkey.com allows the researcher to select up to five responses to any given
question to be cross-tabulated with up to five responses to any other question. As there
may be more than five possible responses to any given question, the options for data
representation in the cross-tabulation are not all-inclusive. One question may have
multiple answers in the possible responses for each given question that was presented on
the survey. The researcher, however, does select—and thus control—which
categories/responses (again, up to five) will be cross-tabulated.
Survey Procedures
A total of 243 participants, also referred to as student veterans, completed the
survey instrument from Metropolitan College System . This researcher utilized veteran
networks to reach out to student veterans receiving services at Metropolitan College
System veteran outreach offices. The veteran outreach representatives sent out mass
72
emails to the student veterans requesting their assistance in completing the online
surveys.
The SurveyMonkey.com questionnaire is included in Appendix A of this
document. Each student veteran received an email from their respective institution’s
veteran service officer explaining the importance and value of participating in the
investigation, the nature of the research, and a brief bio of the researcher (being a student
veteran himself), and the informed consent. The institutional senders had access only to
the student veterans’ email addresses, and not to the individual survey replies. The initial
email also contained the survey link. All the veteran outreach representatives were full-
time college staff members. The data were gathered after the responses were submitted
online.
Respondents indicated that 98% had read and understood the consent statement,
which assured the student veterans that there were no known risks or benefits to the
participants associated with the survey, and that participation was voluntary. The
respondent could stop and withdraw from the research study at any time without negative
consequences. Respondents were provided with contact information for the investigator,
senior faculty member at Benedictine University, and the Benedictine IRB. The IRB
chairperson at Benedictine University provided written permission for the study in a
memo dated May 11, 2012. The memo authorizing this study, found in Appendix C, was
copied to the dissertation committee. Survey respondents were assured of anonymity as
the privacy feature from SurveyMonkey.com uses Secure Sockets Layer (SSL), an
advanced encryption method. This feature allowed respondents to submit their responses
in a secure manner similar to online bill payment methods. Further, the additional level of
73
security ensured that SurveyMonkey.com neither collected nor stored IP addresses from
the respondents. To ensure accurate data collection, once the student veteran submitted
the questionnaire, access to return to the survey was not permitted.
Demographic Attributes and Data Analysis
The data collection instrument created on SurveyMonkey.com captured many
demographic elements of the respondent population. The survey design was intended to
collect a response to questions; the survey participants were allowed to skip a question
without a response. SurveyMonkey.com permits the researcher to elect up to five
responses to any given question to be cross-tabulated with up to five responses to any
other question. As many as five possible responses may be given to any question. The
survey instrument was designed to collect basic demographic information (e.g., gender,
age group, ethnicity, branch of service, enrollment status) as well as participant views in
relation to the research questions (e.g., their participation in the use of the veteran
outreach services available at the metropolitan colleges. Excel pivot tables were selected
and performed to aid in the analysis of the information collected.
Survey participants completed 243 survey questionnaires. Participants were
presented with 36 questions that consisted of the following categories: (a) one item
seeking consent to participate, (b) two items seeking demographic information, (c) three
items seeking military experience, (d) one item seeking education background, (e) five
items seeking education benefits, (f) six items seeking current college experience, (g) 21
items seeking veteran outreach services, and (h) 24 items seeking opinions on topics of
interest to the study.
74
71%
29%
Participation in outreach programs at all Metropolitan Site by gender
Male Female 238 responses
Male 169Female 69
Figure 3. Veteran participation in outreach services by gender.
There were 238 student veterans who responded to the survey question of whether
student veterans utilized the veteran outreach services at Metropolitan College System
indicated that 69 (28.99%) were female veterans, and 169 (71.01%) were male veterans.
E1-E-688%
E7-E85%
O1-O67%
Participation in veteran outreach services at all Metropolitan Colleges
by paygrade
E1-E6: 135E7-E8: 801-06: 11Total: 154
75
Figure 4. Veteran participation by pay grade rank
Of 154 respondents that participated in the veteran outreach services and reported
their military rank, 135 (88%) were in the E1 through E6 pay grade, 8 (5%) were in the
pay grade E7 through E9, and 11(7%) were military officers of the pay grade 01-06.
Table 3
Veteran Participation in Outreach Services by Institution
Metropolitan Site A
Metropolitan Site B
Metropolitan Site C
Metropolitan Site D
Metropolitan Site E
Metropolitan Site F
Metropolitan Site G Total
21 22 27 21 14 13 37 155
Metro-politan College
Site A 14%
Metro-politan College
Site B 14%
Metro-politan College
Site C 17%
Metropolitan College Site D14%Metro-
politan College Site E
9%
Metro-politan College Site F8%
Metro-politan College Site G24%
Veteran participation in out-reach programs by institution
Figure 5. Veteran participation in outreach services by institution.
76
Not every student veteran participated in veteran outreach programs. Out of the
155 student veterans that participated in the Metropolitan College System’s veteran
outreach services, 21 (14%) were enrolled at Metropolitan College site A, 22 (14%) were
enrolled at Metropolitan College site B, 27 (17%) were enrolled at Metropolitan
College site C, 21 (14%) were enrolled in Metropolitan College site D, 14 (9%) were
enrolled in Metropolitan College site E, 13 (8%) in Metropolitan College site F, and 37
(24%) were enrolled in Metropolitan College site G.
Table 4
Veteran Participation in Each Outreach Service
Academic Financial Employment Housing Social Needs Medical
Yes 119 104 37 3 29 11
Respondents 154 155 152 153 153 150
Academ
ic
Finan
cial
Employm
ent
Housing
Socia
l need
s
Medica
l0
20406080
100120140160
Veteran participation in outreach services at all Metropolitan Colleges
YesRespondents
Figure 6. Veteran participation in each outreach service.
77
Student veterans who utilized the veteran outreach services may not have utilzed
every veteran assistance program available to them at their college. There are six topical
areas of veteran services provided by all of the Metropolitan College System campuses:
(a) academic, (b) financial, (c) employment, (d) housing, (e) social, and (f) medical
services. Out of the 154 respondents to this question, 119 (77%) utilized academic
service; out of 155 respondents, 104 (67%) utilized financial services; out of 152
respondents, 37 (24%) utilized employment services; out of 153 respondents, 3 (2%)
sought housing services; out of 153 respondents, 29 (19%) participated in social
services; and out of 150 respondents, 11 (7%) sought the assistance of the medical
services among all the Metropolitan College System campuses.
Table 5
Veteran Services Perceived Performance at Metropolitan College System Campuses
Service Offered Veteran Service
Veteran orientation 111
Communication 108
Academic assistance 93
Financial assistance 105
Employment services 52
Housing assistance 22
Social needs 48
Medical assistance 22
78
Veteran orientationCommunication
Academic assistanceFinancial assistance
Employment servicesHousing assistance
Social needsMedical assistance
0 20 40 60 80 100 120
Combined Metropolitan College veteran services performance
Veteran service per-formance
Figure 7. Metropolitan College campuses veteran services performance.
Figure 7 represents how well veteran outreach services collectively performed at
all the Metropolitan College System. The services available to student veterans at the
Metropolitan College System campuses are (a) veteran orientation, (b) communication,
(c) academic assistance, (d) financial assistance, (e) employment services, (f) housing
services, (g) social needs, and (h) medical assistance. Only 152 student veterans who
participated in veteran outreach services responded to how well performed, of 152
responses 111 (73%) answered that veteran orientation is performed well, 108 (71%)
answered that communication is performed well, 93 (61%) answered that academic
assistance is performed well, 105 (69%) answered that financial aid services are
performed well, 52 (34%) answered that employment assistance is performed well, 22
(14%) answered that housing assistance is performed well, 48 (32%) answered that social
need assistance is performed well, and 22 (14%) answered that medical assistance
services are performed well.
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Table 6
GPA of Student Veterans Who Participated in Veteran Assistance Services
GPA0.9-1.9
GPA2.0-2.9
GPA3.0-3.9
GPA4.0 or > Total
Metropolitan Site A 0 4 10 0 14
Metropolitan Site B 1 4 9 4 18
Metropolitan Site C 0 10 15 0 25
Metropolitan Site D 0 5 9 0 14
Metropolitan Site E 2 2 8 0 12
Metropolitan Site F 0 4 4 2 10
Metropolitan Site G 0 8 20 3 31124
Figure 8. GPA of student veterans who participated in veteran assistance services. Self reported
Student GPA ranges are from 0.9-1.9, 2.0-2.9, 3.0-3.9, and 4.0 or greater. Of the
seven Metropolitan college campuses in this survey, 124 respondents identified their
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GPA. Metropolitan College A data reflected zero student veterans with GPA ranges for
0.9-1.9, four from 2.0-2.9, ten for 3.0-3.9, and zero for 4.0-greater. Metropolitan College
B data reflected student veterans GPA ranges of one for 0.9-1.9, four for 2.0-2.9, nine for
3.0-3.9, and four for 4.0-greater. Metropolitan College C data reflected student veterans
GPA ranges of zero for 0.9-1.9, ten for 2.0-2.9, fifteen for 3.0-3.9, and zero for 4.0-
greater. Metropolitan College D data reflected student veterans GPA ranges of zero for
0.9-1.9, five for 2.0-2.9, nine for 3.0-3.9, and zero for 4.0-greater. Metropolitan College
E data reflected student veterans GPA ranges of two for 0.9-1.9, two for 2.0-2.9, eight for
3.0-3.9, and zero for 4.0–greater. Metropolitan College F data reflected student veterans
GPA ranges of zero for 0.9-1.9, four for 2.0-2.9, four for 3.0- 3.9, and two for 4.0-
greater. Metropolitan College G data reflected student veterans GPA ranges of zero for
0.9-1.9, eight for 2.0-2.9, twenty for 3.0-3.9, and three for 4.0-greater.
The student-veteran survey included all six veteran services that are required to be
offered by the Metropolitan College System campuses. On average, each student services
category among all the Metropolitan College System campuses scored in the 90th
percentile for success. The student services offered by the metropolitan colleges include:
(a) academic services, (b) financial assistance services, (c) employment services,
(e) housing assistance services, (f) social assistance services, and (g) medical assistance
services. The Metropolitan College System campuses are now required to honor the
Higher Education Veterans Service Act (2009) of the Midwest States. Metropolitan
College System campuses are obligated to serve student veterans by creating, publishing,
and distributing a comprehensive guide of services available specifically to veterans
attending their institutions.
81
Table 7
Success of Veteran Services at All Metropolitan College Campuses
The data shown in Table 7, Figure 8, and the Excel pivot table in Appendix F
indicate that the overall success of veterans services at the Metropolitan College System
campuses is 93%. Metropolitan campus B and Metropolitan campus E both scored a
success rate at 100%, while Metropolitan campus F, at 81%, scored the lowest success
rate of any of the Metropolitan College System campuses. Metropolitan campus D scored
a success rate of 96%, Metropolitan campus A scored 95%, and Metropolitan campus G
scored 93%, while Metropolitan campus C indicated that their veteran services success
rate was 87%.
Metropolitan College System
Overall Quality of Veteran Services
Metropolitan Site A 95%Metropolitan Site B 100%Metropolitan Site C 87%Metropolitan Site D 96%Metropolitan Site E 100%Metropolitan Site F 81%Metropolitan Site G 93%Grand Total 93%
Table 8
Detailed Responses to Question on Success of Veteran Services (undecided/blank not included in the calculation)
CollegeIs the
quality of the Veteran
services useful?
Count of Is the
quality of the
academic services useful?
Success of
academic
services
Count of Is the quality
of the financial
assistance services useful?
Success of
financial assistance services
Count of Is the quality
of the employme
nt help services useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of housing
assistance services
Count of Is the quality
of the social
assistance services useful?
Success of social assistanc
e services
Count of Is the quality
of the medical
assistance services useful?
Success of
medical assistanc
e services
Overall quality
of Veteran Service
s
Metropolitan Site A
Agree - Strongly Agree
20 95% 19 95% 19 95% 18 95% 17 94% 17 94%
Disagree - Strongly Disagree
1 1 1 1 1 1
Undecided – Blank
5 5 5 5 5 5
Metropolitan Site A Total
26 25 25 24 23 23 95%
Metropolitan Site B
Agree – Strongly Agree
20 100% 20 100% 19 100% 19 100% 19 100% 18 100%
Disagree –Strongly Disagree
0 0 0 0 0 0
Undecided - Blank 9 10 10 10 10 10
Metropolitan
Site B Total
29 30 29 29 29 28 100%
Metropolitan Site C
Agree – Strongly Agree 21 88% 21 88% 21 88% 20 87% 20 87% 20 87%
Disagree – Strongly Disagree 3 3 3 3 3 3
Undecided - Blank 6 6 6 6 6 6
Metropolitan Site C
30 30 30 29 29 29 87%
2
Total
Continued … Table 8 (Continued)
CollegeIs the
quality of the Veteran
services
Count of Is the quality
of the academic services useful?
Success of
academic services
Count of Is the quality
of the financial
assistance services useful?
Success of
financial assistance services
Count of Is the quality
of the employment help services
useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of
housing assistance services
Count of Is the quality of
the social assistance services useful?
Success of social assistance services
Count of Is the quality of the medical assistance services useful?
Success of
medical assistance services
Overall Quality
of Veteran Services
Metropolitan Site D
Agree – Strongly agree 23 96% 23 96% 22 96% 21 95% 20 95% 21 95%
Disagree – Strongly Disagree 1 1 1 1 1 1
Undecided - Blank 8 8 8 8 8 8
Metropolitan Site D Total 32 32 31 30 29 30 96%
Metropolitan Site E
Agree – Strongly Agree 10 100% 10 100% 10 100% 10 100% 10 100% 10 100%
Disagree –Strongly Disagree 0 0 0 0 0 0
Undecided - Blank 3 3 2 2 2 2
Metropolitan Site E Total 13 13 12 12 12 12 100%
Metropolitan Site F
Agree – Strongly Agree 10 77% 10 83% 9 82% 9 82% 9 82% 9 82%
Disagree – Strongly Disagree 3 2 2 2 2 2
Undecided - Blank 7 7 7 7 7 7
3
Metropolitan Site F Total 20 19 18 18 18 18 81%
Continued . . .
Table 8 (Continued)
College
Is the quality of
the Veteran services useful?
Count of Is the quality
of the academic services useful?
Success of academic services
Count of Is the quality of the financial assistance services useful?
Success of
financial assistanc
e services
Count of Is the quality of
the employment help services
useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of housing
assistance services
Count of Is the quality
of the social assistance services useful?
Success of social assistanc
e services
Count of Is the quality
of the medical
assistance services useful?
Success of medical
assistance services
Overall Quality
of Veteran Service
s
Metropolitan Site G
Agree – Strongly Agree 30 94% 29 94% 28 93% 28 93% 28 93% 28 93%
Disagree – Strongly Disagree 2 2 2 2 2 2
Undecided Blank 9 8 9 9 9 9
Metropolitan Site G Total 41 39 39 39 39 39 93%
Grand Total 191 93% 188 94% 184 93% 181 93% 179 93% 179 93%
4
5
86
Summary of Findings
The data were collected by utilizing an on-line survey through
SurveyMonkey.com that was distributed to student veterans enrolled at the seven
Metropolitan College System campuses.
Hypothesis
Student veterans who participate in veteran outreach activities at the seven
campuses of Metropolitan College System will persist and achieve academic success.
Research Questions
Five research questions guided this study of issues important to student veterans
as they return to begin or to complete their education goals following service in the U. S.
military.
Research Question One
How many services are available for student veterans–including on-campus, institution- sponsored, and off-campus referral services?
All seven Metropolitan College System campuses had six veteran services.
Respondents from all Metropolitan College System campuses indicated that they
participated in the veteran services offered at their campus. The survey did not include
any questions that would provide the researcher any data indicating whether the
Metropolitan College System sponsored off-campus referral services. Further research
can be conducted to determine if any of the Metropolitan College System campuses
sponsor off-campus outreach programs.
Research Question Two
How often do student veterans utilize the veterans’ services?
87
Using the results of the survey, the cross-tabulation function was used by the
researcher to discover that 35% of the respondents utilized the academic services one to
two times per semester, 61% of the respondents utilized financial assistance service one
to two times per semester, 65% of the respondents sought employment assistance one to
two times per semester, 50% of the respondents participated in housing services one to
two times per semester, 41% of the respondents reached out for social service assistance
one to two times per semester, and 57% of the respondents needed medical assistance one
to two times per semester.
Research Question Three
Which veterans’ services provide positive feedback?
According to data shown in Table 5, every Metropolitan College System campus
represented in this research project had favorable feedback on all six of the veteran
services. Overall, the combined score of 93% indicates positive feedback among all of
the veteran services offered at all seven Metropolitan College System campuses.
Research Question Four
What effect do the services have on the veterans’ grade point average?
The data in Figure 8 represents that 98%, or 124 veterans that responded to
Question 14 of the survey, earned a GPA of 2.0 or higher. The score of 98% indicates a
strong relationship that student veterans who participate in veteran outreach activities at
Metropolitan College System campuses will be more likely to persist and achieve
academic success.
88
Conclusions
Student veterans who participate in veteran outreach activities at Metropolitan
College System campuses had a significant relationship with good academic outcomes.
The results collected from the surveys revealed that student veterans who utilized the
veteran outreach services at the Metropolitan College System campuses had a high
satisfaction rating on all six of the veteran services available at all seven Metropolitan
College System campuses. Participation in the veteran services correlates with achieved
academic success.
Subsequent to probing the data results of the student veterans enrolled in the
Metropolitan College System acquired through the use of SurveyMonkey.com, a number
of conclusions are offered:
First, the research questions could be expanded for greater breadth and depth to
help increase the data collected and the questions asked. Additional focus on female
veterans warrants additional research to better serve our female veterans in their
educational endeavors as well as their transition into the workforce. Additional research
on allocations to the veteran service offices may determine if a correlation on the success
of veteran service offices and the allocation of funds and personnel assigned to these
offices exists.
Second, to better understand student veterans, a qualitative study may be
conducted to determine whether or not the student veterans are eligible to utilize the
Veterans’ Administration education benefits under Title 38 and Title 10. During this
research project, student veterans utilizing Veteran Administration education benefits
under Title 38 and Title 10 were easily identified by each Metropolitan College System
89
veterans’ service officer. The student veterans that participated in the survey were
contacted directly via email by the veteran service officer. Metropolitan College System
veteran service officers had access to veterans utilizing Veteran Administration education
benefits under Title 38 and Title 10. However, veterans not eligible for veterans’
education benefits were not contacted and asked to participate in this survey. Every effort
should be made to include veterans that are not eligible for veteran education benefits to
be identified and asked to participate in future studies.
Third, if the institutions participating in the survey were expanded to all Midwest
public community colleges and public universities, the data responses could be increased
considerably. As a final point, the lack of current educational theories to describe veteran
services in Metropolitan College System for student veterans, and whether or not the
student veterans are utilizing veteran education benefits, may have limited the focal point
of this research. Connections regarding adult transition theories and models were utilized
because of their current relevance and strength to this day.
90
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
This study was designed to establish a correlation between use of Veteran
Administration services at community colleges and the academic success of individuals
who used these services. Due to the unique characteristics of each participant and
multiple variants in the Veterans Administrative services no statistically significant
correlation could be established; however, very clear tendencies emerge from this study
indicating the likelihood that with proper controls a correlation could be discovered.
Though not establishing a statistically significant correlation, the data from this study
does point to a likely relationship between use of the Veteran Administrations services
and academic success. This study provides an excellent roadmap for further research to
determine the exact services that impact a Veteran’s academic success.
This study examined the relationship between Midwest Community
College veteran outreach programs and the academic success of
veterans that participate in veteran outreach programs at the seven
campuses of Metropolitan College System. The study is important because,
according to the April 2014 Veterans Benefits Administration report titled Number of
Institutions and Establishments Under Title 32 & Title 10, there were 322 educational
institutions in Illinois enrolling 19,905 students that are utilizing GI Bill education
benefits. In addition, 714 veterans have been identified to be utilizing Title 38 and Title
10 education benefits at all seven of the Metropolitan College System campuses. The
Department of Veterans Affairs, Office of the Actuary, Veteran Population Projection
91
Model (VetPop), 2011 of September 30, 2013, reports that in fiscal year 2014 Illinois
currently has a veteran population of 650,001‒ 950,000 veterans that may benefit from
becoming life-long learners.
Moreover, the National Center for Veterans Analysis and Statistics report that was
prepared in April 2014, projected the U. S. veteran population will be 21,973,000, of
which 10% will be female. In addition, there are 6.5 million Gulf War veterans, and 1.09
million veterans enrolled in VA education beneficiaries in fiscal year 2013. Therefore, it
may be necessary to continue assessing veteran services at the Metropolitan College
System to promote student success. The charge of assisting veterans to transition from
military service through college is the principal objective to achieve value of higher
education, and for the student veteran to transition successfully into society. This study
was designed to make student affairs practitioners aware of the importance of sustaining
quality veteran service programs.
This chapter is organized as: A summary of the study, discussion of the findings,
and recommendations for future soldier-student studies.
Summary of the Study
The purpose of this quantitative study was to examine the relationship between
Midwest Community Colleges’ veteran outreach programs and the academic success of
veterans that participated in these programs at Metropolitan Colleges. Veterans of all
eras who were enrolled at any of the seven campuses were invited to participate in the
survey. The veteran service coordinators at each Metropolitan College System campus
have an extensive knowledge of the veteran population and those veterans who have
utilized their VA education benefits. The veteran coordinators identified student veterans
92
utilizing veteran education benefits and invited them to participate in the survey. These
student veterans were surveyed to determine their academic success after utilizing the
services at the seven Metropolitan College System campuses. This research project used
a secure online survey via email to question student veterans, following an intensive
literature search to help support this study.
According to Herrmann, Hopkins, Wilson, and Allen (2011, p. 9), there was a low
percentage of veterans enrolled in higher education in the United States and, according to
the VA, 6.5 million Gulf War veterans and 1.09 million—or 17% of the Gulf War veteran
population—were utilizing VA education benefits in fiscal year 2013.
Discussion of the Findings
Research Question One
How many services are available for student veterans? On-campus institutions sponsored on site and off-campus referral services?
All Metropolitan College campuses had six veteran services. Respondents from
all metropolitan colleges indicated in the survey that they participated in the veteran
services offered at their campus. Literature indicated that State Bill 1624 mandates that
public institutions provide better educational and informational resources for veterans.
This legislation provides our student veterans with the needed information, assistance,
and guidance in the areas of (a) academic, (b) financial, (c) employment, (d) housing, (e)
social, and (f) medical services. The survey did not provide any questions that would
provide data indicating whether any of the Metropolitan College System campuses
sponsored off-campus referral services. Further research can be conducted to determine if
these outreach programs are sponsored by any external organizations.
93
Veterans need to make adjustments to the culture of the civilian world and the
culture of college (Herrmann et al., 2011, p. 41). Veterans may face challenges in the
transition to civilian life and college, and many college professors and administartors
willingly assist veterans in gaining the skills they need to learn new behaviors to cope
with these changes.
Research Question Two
How often do student veterans utilize the veterans’ services?
According to the results of the survey, 35% of the respondents utilized the
academic services one to two times per semester, 61% of the respondents utilized
financial assistance service one to two times per semester, 65% of the respondents sought
employment assistance one to two times per semester, 50% of the respondents
participated in housing services one to two times per semester, 41% of the respondents
accessed social service assistance one to two times per semester, and 57% of the
respondents needed medical assistance one to two times per semester.
Tinto (1993, p.149) explained that institutional commitment is demonstrated by
patterns of activities involving faculty and staff. In addition, Tinto wrote that successful
institutions commit themselves to long-term investment of resources required to ensure
that programs are able to grow and prosper. Moreover, Tinto added that successful
programs take many years to reach fruition. These programs start small and gain
momentum over time, and performance of programs improves through continuous
assessment and evaluation.
Research Question Three
Which veterans’ services provide positive feedback?
94
All Metropolitan College System campuses had favorable feedback on all six of
the veteran services offered by the colleges as mandated by State Senate Bill 1624.
Overall, the combined score of 93% indicated positive feedback among all of the veteran
services at all seven of the Metropolitan College System campuses. Hatry (2013)
explained that in the United States, government program-evaluation efforts were initially
centered on programs within the mental health and education communities. Program
evaluation has, above all, become an important apparatus for government at the federal
level, with local and state governments seldom using their limited resources for in-depth
program-evaluation studies. State and large local governments may sometimes sponsor
evaluations, but these often use federal funds; therefore public institutions can benefit by
sponsoring research projects with little or no cost to the institution.
Research Question Four
What effect do the services have on the veterans’ grade point average?
The data in Figure 8 indicates that 98% —or 124 veterans that responded to
question 14 of the survey—earned a GPA of 2.0 or higher. The score of 98% indicates a
significant relationship that student veterans who participate in veteran outreach activities
at Metropolitan College System will persist and achieve academic success. According to
Herrmann et al., (2011) many veterans are not prepared to compete academically with
their student peers (p. 55). Herrmann et al. added that veterans did not rely on studying
in the military in the traditional way that college students do, and veterans need to study
in order to acquire sufficient course knowledge and study skills to compete and excel.
Herrmann et al, concluded that although veterans are capable of succeeding, many
veterans may not be completely ready to learn.
95
Recommendations for Future Studies
Based on the findings of this study, additional research is suggested to help
improve future studies. Future studies should include a larger sample of student veterans
at a combination of community colleges. It would also be useful to replicate this study at
4-year public institutions to determine whether the size of the college is reflected in the
educational success of the student veteran.
An additional recommendation would be a cohort-based study that follows female
and male student veterans from their initial college enrollment through graduation. It is
important to discover if gender bias exists or if gender bias is questioned.
Student veterans should continue to take ownership of the veteran services at their
respective institutions of higher learning, and promote the continuation of the veteran
support services—both on campus and off campus—to facilitate the transition process
from military service to the classroom.
Qualitative and/or mixed research methods studies could be done to answer
questions to obtain a deeper student veteran’s perspective. Qualitative research allows the
researcher to inquire about explanations through a rich informative observation and
interview holistic process. The narratives generated by the student veteran may provide
data to further explain the intricacies of their transition from military service and
throughout their college experience.
As suggested by Herrmann, et. al. (2011), it is important to encourage veterans to
become experts in the science of educating veterans. At present, there are only a few
veterans who have become researchers in education (p. 138), and more veteran education
96
researchers are needed to improve the pedagogy of educational programs for veterans
(Hermann et al., 2011).
Summary
Anderson et al. (2012) explained that everyone moves in, through, or out of a
transition differently, and over time people react and make adjustments in order to cope
with change (p. 38). Veterans are unique students who may or may not be prepared for
college, and may require quality orientation and socialization into the college community.
Tinto (1993) established that institutions should frontload their efforts on behalf of
student retention, specifically for students in their first year of college—beginning with
orientation programs—to begin assessing student skills, needs, and concerns. Anderson
et al. explained that these resources could have mixed results; where some resources may
be assets, other resources may hinder the transition or be identified as a liability. That
highlights the importance of regular assessments of the veteran outreach programs
provided by each public institution of higher learning. Dialogue among veteran groups
and veteran coordinators can develop opportunities for veterans to excel. Veteran
programs can leverage the available resources allocated to the veteran outreach centers.
Veterans can serve themselves and their fellow student warriors by actively participating
in their institution’s veteran clubs and veteran outreach activities.
Schlossberg (as cited in Anderson et al., 2012) blended the 4S Transition Model
with Hackney and Cormier’s five stages. According to Seidman, (2005), “For
intervention programs and services to be successful, they must be powerful enough to
effect change” (p. 295). Seidman (2005), stressed the importance of identifying whether
a student is academically or personally at risk for being unsuccessful at the college level
97
as early as possible. However, despite the institution’s discovering that a student is at
risk, and the intervention that is applied to effect the desired change, “Continuous
intervention means an intervention that persists until the change is effected and the
intervention can continue throughout the student’s college career and beyond” (Seidman,
2005, p. 298). The six services available to veterans at each community college can
improve over time as long as these veteran services are being monitored for effectiveness.
Veterans will need various services as they move through and transition out from college.
Keep in mind that change is constant; therefore as new veterans enter college, they will
have different challenges and the veteran services may have to evolve, be discontinued,
or new veteran services may have to be added to the current list of services that are
currently available to veterans.
Burke (1994) explained that there are two separate sets of organizational
dynamics. One set involves the everyday exchanges of transactional behavior that
influence climate and the second set of dynamics involves the process of human
transformation required for genuine change to occur.
Regular feedback and assessments are needed in order for the veteran service
programs to serve student veterans. Assessment and analysis justify change, and change
needs to be managed and organized in order to continue to serve veterans in college with
positive results.
98
APPENDICES
99
APPENDIX A
STUDENT VETERAN SURVEY
100
APPENDIX A: STUDENT VETERAN SURVEY
1. I have read and understand the consent form. Yes No
Demographics
2. Gender Male Female Transgender
3. Age 18-23 24-29 30-35 36-41 42 - Older
Military Experience
4. Status Active Reserve Inactive reserve Retired Medical
retired Discharged
5. Years of military service Less than 1 1-5 6-10 11-16
17+
6. Highest rate/rank held E1-E6 E7-E9 Warrant Officer 01-06
Educational Background
7. Highest education attainment High school diploma GED None Associate degree 4 year college degree
Educational Benefits
8. What chapter of the GI Bill are you using? Chapter 33 Chapter 30 Chapter 1606 Chapter 1607
Don’t know
9. Are you using the National Guard Grant? Yes No
101
10. Are you using the Veterans grant? Yes No
Current College Experience
11. Which community college are you attending? Metropolitan College A Metropolitan College B
Metropolitan College C Metropolitan College D Metropolitan College E Metropolitan College F Metropolitan College G
12. What is your educational goal at the community college you are currently attending? Vocational Associates degree Transfer to 4 year institution
Other Develop new job skills Reinforce current job skills
13. How many courses have you completed so far? 1-10 11-20 21 or more
14. How many courses do you need to complete to attain your immediate educational goal at the community college you are currently attending?
1-10 11-20 21 or more Unknown
15. What is your current GPA? .09 - 1.9 2.0-2.9 3.0 - 3.9 4.0 > Unknown
Veteran Outreach Services
16. Do you utilize the veteran outreach services at your community college? Yes No I don’t know if they exist at my campus
17. Do you use the campus services for academic help? Yes No
18. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
19. Is the quality of the academic services useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
20. Do you use the campuses services for financial help? Yes No
102
21. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
22. Is the quality of the financial assistance service useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
23. Do you use the campus services for employment help? Yes No
24. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
25. Is the quality of the employment help service useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
26. Do you use the campus services for housing help? Yes No
27. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
28. Is the quality of the housing help service useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
29. Do you use the campus services for help with social needs? Yes No
30. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
31. Is the quality of the social needs assistance service useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
32. Do you use the campus veteran services for seeking medical assistance? Yes No
33. How often per semester? 0 times 1-2 times 3-4 times 5 times More than 5 times
34. Is the quality of the medical assistance useful? Strongly Agree Agree Undecided Disagree Strongly Disagree
35. What services does your veterans’ outreach office perform well?
103
Veteran Orientation Communication Academic Assistance Financial Aid Assistance Employment Services Housing Assistance Social Needs Medical Assistance
36. What can your veterans outreach office do better in serving veterans at your community college? Veteran Orientation Communication Academic Assistance
Financial Aid Assistance Employment Services Housing Assistance Social Needs Medical Assistance
104
APPENDIX B
INVITATION TO PARTICIPATE IN SURVEY
105
APPENDIX B: INVITATION TO PARTICIPATE IN SURVEY
Dear fellow U.S. Veteran,
My name is Frank Delatorre and I am a doctoral student at Benedictine University in Lisle, Illinois. I respectfully request your participation in a research project titled: “Examining the Relationship Between Veteran Outreach Programs and the Academic Success of Veterans That Participate in These Services at the Metropolitan Colleges, Based On Schlossberg’s Theory of Adults in Transition.”
The purpose of this study is to discover how effectively the state-mandated veteran outreach services help veterans toward academic success as they transition through the metropolitan colleges. The following survey was developed to ask you questions regarding your military experience, educational background, educational benefits, your current college experience, and the veteran outreach services you have participated in at your community college. The research will be of the highest standards in regards to ethical, legal, moral, and scholarly work within the field of higher education.
My goal is to discover valuable information that can help veterans transition through community colleges and other institutions of higher learning. There are no known risks or benefits to participants involved in the study. Your responses, personal thoughts, and the results of your survey will be confidential.
Please understand that you may withdraw from this survey at any time with no negative consequences. You have the right to ask questions concerning the procedure and any relevant questions pertaining to the primary investigator, dissertation mentor, and/or Benedictine University.
To request additional information about this project you may contact me at [email protected] or (815) 382-8974; Dr. Minogue, Dissertation Director, Benedictine University at [email protected] ; or Dr. Andrea Wellar-Clark, Associate Professor of Education and Institutional Review Board Chair, Benedictine University at [email protected] or (630) 829-6295.
Thank you very much for your assistance in my research study. Your participation is greatly appreciated.
106
Sincerely,
Frank DelatorreChief Petty Officer, USN (Retired)
APPENDIX C
INSTITUTIONAL REVIEW BOARD APPROVAL
107
APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVAL
108
APPENDIX D
PERMISSION TO USE COPYRIGHTED MATERIAL
109
APPENDIX D. PERMISSION TO USE COPYRIGHTED MATERIAL
RE: Permission RequestFrom: Pascal Schwarzer [email protected]
To: Frank Delatorre <[email protected]>; [email protected]
Hi Frank:
There is no charge for reproducing images from Springer Publishing Company
titles in a dissertation.
We do ask that you attach a copyright statement to the images:
Title, Author(s), Copyright Notice “Reproduced with the permission of Springer
Publishing Company, LLC, New York, NY 10036”
Pascal
---------------------------------------------------------------------------------------------------
From: Frank Delatorre [mailto:[email protected]] Sent: Monday, November 12, 2012 11:48 AMTo: Pascal Schwarzer; [email protected]: Permission Request
Dear Mr. Schwarzer,
I Was referred to you by Ms. Ann Delacey. I respectfully request permission to make an adaptation for a one-time use only of two images from the following Springer Publishing Resources:
1. Counseling Adults in Transition: Linking Schlossberg’s Theory With In A Diverse World, 4th Ed. Anderson, Goodman, Schlossberg, ISBN # 978-0-8261-0635-3. (2012). Images (2.1) on p. 39.
110
2. Counseling Adults in Transition: Linking Schlossberg’s Theory With In A Diverse World, 4th Ed. Anderson, Goodman, Schlossberg, ISBN # 978-0-8261-0635-3. (2012). Images (Figure 3.1) on p. 62
I am a doctoral student at Benedictine University in Lisle Illinois and my dissertation is titled “Military Veterans In Transitions: Testing Schlossberg’s Adults in Transitions Taking Charge and Strengthening Resources with Veterans Enrolled In Higher Education.”
Thank you for your assistance in this matter. If you have further questions please do not hesitate to contact me at 1-(815) 382-8974 or [email protected]
V/r
Frank Delatorre, Chief Petty Officer, USN (Retired)(815) 382-8974
111
APPENDIX E
EXCEL PIVOT TABLE:
SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGE CAMPUSES
APPENDIX E: EXCEL PIVOT TABLE OF THE SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGES
CollegeIs the
quality of the Veteran
services useful?
Count of Is the
quality of the
academic services useful?
Success of
academic
services
Count of Is the quality
of the financial
assistance services useful?
Success of
financial assistance services
Count of Is the quality
of the employme
nt help services useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of housing
assistance services
Count of Is the quality
of the social
assistance services useful?
Success of social assistanc
e services
Count of Is the quality
of the medical
assistance services useful?
Success of
medical assistanc
e services
Overall quality
of Veteran Service
s
Metropolitan Site A
Agree - Strongly Agree
20 95% 19 95% 19 95% 18 95% 17 94% 17 94%
Disagree - Strongly Disagree
1 1 1 1 1 1
Undecided – Blank
5 5 5 5 5 5
Metropolitan Site A Total
26 25 25 24 23 23 95%
Metropolitan Site B
Agree – Strongly Agree
20 100% 20 100% 19 100% 19 100% 19 100% 18 100%
Disagree –Strongly Disagree
0 0 0 0 0 0
Undecided - Blank 9 10 10 10 10 10
Metropolitan
Site B Total
29 30 29 29 29 28 100%
Metropolitan Site C
Agree – Strongly Agree 21 88% 21 88% 21 88% 20 87% 20 87% 20 87%
Disagree – Strongly Disagree 3 3 3 3 3 3
Undecided - Blank 6 6 6 6 6 6
Metropolitan Site C Total 30 30 30 29 29 29 87%
1
Continued … 1
APPENDIX E (Continued)
CollegeIs the
quality of the Veteran
services
Count of Is the quality
of the academic services useful?
Success of
academic services
Count of Is the quality
of the financial
assistance services useful?
Success of
financial assistance services
Count of Is the quality
of the employment help services
useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of
housing assistance services
Count of Is the quality of
the social assistance services useful?
Success of social assistance services
Count of Is the quality of the medical assistance services useful?
Success of
medical assistance services
Overall Quality
of Veteran Services
Metropolitan Site D
Agree – Strongly agree 23 96% 23 96% 22 96% 21 95% 20 95% 21 95%
Disagree – Strongly Disagree 1 1 1 1 1 1
Undecided - Blank 8 8 8 8 8 8
Metropolitan Site D Total 32 32 31 30 29 30 96%
Metropolitan Site E
Agree – Strongly Agree 10 100% 10 100% 10 100% 10 100% 10 100% 10 100%
Disagree –Strongly Disagree 0 0 0 0 0 0
Undecided - Blank 3 3 2 2 2 2
Metropolitan Site E Total 13 13 12 12 12 12 100%
Metropolitan Site F
Agree – Strongly Agree 10 77% 10 83% 9 82% 9 82% 9 82% 9 82%
Disagree – Strongly Disagree 3 2 2 2 2 2
Undecided - Blank 7 7 7 7 7 7
Metropolitan Site F Total 20 19 18 18 18 18 81%
1
Continued . . .
APPENDIX E (Continued)
College
Is the quality of
the Veteran services useful?
Count of Is the quality
of the academic services useful?
Success of academic services
Count of Is the quality of the financial assistance services useful?
Success of
financial assistanc
e services
Count of Is the quality of
the employment help services
useful?
Success of
employment
services
Count of Is the quality
of the housing
assistance services useful?
Success of housing
assistance services
Count of Is the quality
of the social assistance services useful?
Success of social assistanc
e services
Count of Is the quality
of the medical
assistance services useful?
Success of medical
assistance services
Overall Quality
of Veteran Service
s
Metropolitan Site G
Agree – Strongly Agree 30 94% 29 94% 28 93% 28 93% 28 93% 28 93%
Disagree – Strongly Disagree 2 2 2 2 2 2
Undecided Blank 9 8 9 9 9 9
Metropolitan Site G Total 41 39 39 39 39 39 93%
Grand Total 191 93% 188 94% 184 93% 181 93% 179 93% 179 93%
1
116
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