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

iv

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.

v

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.

vi

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.

vii

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

viii

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

ix

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.

x

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

xi

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

xii

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

xiii

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

xiv

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

xv

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.

xvi

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.

xix

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

5

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.

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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 .

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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.

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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)

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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 frankdelo@att.net or (815) 382-8974; Dr. Minogue, Dissertation Director, Benedictine University at jminogue@ben.edu ; or Dr. Andrea Wellar-Clark, Associate Professor of Education and Institutional Review Board Chair, Benedictine University at aclarke@ben.edu 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 pschwarzer@springerpub.com

To: Frank Delatorre <frankdelo@att.net>; adelacy@copywright.com

<adelacy@copywright.com>

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:frankdelo@att.net] Sent: Monday, November 12, 2012 11:48 AMTo: Pascal Schwarzer; adelacy@copywright.comSubject: 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 frankdelo@att.net

 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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